Allagulov A.M., Sarmutdinova G.B.
UPDATING THE POTENTIAL OF SUBJECT TRAINING OF FUTURE TEACHERS FOR THE LABOR EDUCATION OF PRIMARY SCHOOLCHILDREN ^{[№ 4 ' 2023]}
We have theoretically studied the potential of subject training of future teachers for the labor education of primary schoolchildren. It is noted that the labor skills that are acquired in educational and extracurricular activities of schoolchildren are one of the most important factors in the formation of activity. Together with other manifestations of social activity, we note such an important manifestation as collectivism, although we do not single it out ourselves. A preliminary testing of the methodology we developed for determining the level of presentation of pedagogical activity in the field of labor education of primary schoolchildren was carried out. Based on the fact that this definition is familiar to schoolchildren, we decided to establish what meaning they attach to the concept of social activity, what knowledge about social activity characterizes them. Depending on the number of manifestations named by students, knowledge was conditionally distributed into levels: 1 — complete knowledge of the main manifestations of labor activity — no; 2 — incomplete knowledge of manifestations of labor activity — 2 people; 3 — fragmentary knowledge — 13 people; knowledge about this phenomenon was not found — 13 people. The obtained material allowed us to classify the ideas of pedagogical activity in the field of labor education of primary schoolchildren from the point of view of its ideological, moral and active essence. Naturally, the essay provided richer material than the questionnaire, since the students saw the diverse, interesting activities of a particular person. It was easier for the students to grasp and identify manifestations characteristic of a worker, which are generally difficult for schoolchildren to talk about.

Ryndak V.G., Allagulov A.M., Chelpachenko T.V.
DIGITAL TECHNOLOGIES AS A MEANS OF DEVELOPING INCLUSIVE EDUCATION ^{[№ 3 ' 2021]}
Due to the processes of adaptation of the educational environment, inclusion is able to provide students with special educational needs with an adequate form of education. The role of digital technologies in the development of domestic and foreign inclusive education is revealed on the basis of the experience of inclusive education at the Orenburg Pedagogical College named after N.K. Kalugin.
We have determined the role of inclusion in the reconstruction of the social ecology of persons with disabilities, shown the restructuring of the value orientations of education and upbringing of “special children”, their socialization and rehabilitation in the process of teaching with children of the norm. The main models of teaching children with disabilities abroad and in Russia are highlighted, the episodic nature of digital resources and technologies in inclusive education is noted. The theoretical foundations of digital technologies in the development of inclusive education, the system of indicators of the level of digitalization of inclusive education have been clarified. A brief description of the methods of the electronic educational environment and models of its organization is given. The students' judgments about understanding the essence of the architecture of the educational platform are given. The structure and content of informational and methodological support of the educational process are disclosed.
Digital technologies provide a quality transformation of inclusive education. This is confirmed by large­scale projects for the implementation of inclusive education. Digital Learning Affiliate Programs provide assistance and support to the family of a student with a disability.

Ryndak V.G., Allagulov A.M., Chelpachenko T.V.
PEDAGOGICAL KNOWLEDGE THROUGH THE PRISM OF A SYNERGY APPROACH ^{[№ 5 ' 2020]}
The methodology of pedagogical science at the present stage is undergoing significant changes. This is due to the complexity and multidimensionality of objects and subjects in the structure of pedagogical reality. The existing methodological arsenal does not allow taking into account all these features. At the same time, in pedagogical science, more and more attention is paid to the problem of an interdisciplinary approach in scientific research. And this requires an appeal to the general scientific level of pedagogical methodology. We established the functions of methodological approaches in pedagogical knowledge, actualizes the value of the synergetic approach. The appeal to the general scientific level of pedagogical methodology in the cognition of modern pedagogical reality actualizes the methods and principles of the theory of self-organization. Today, the penetration of the corresponding terminology into the sphere of pedagogical knowledge is noted. This process is quite natural, since the general theory of systems and synergetics provide a methodological basis for a full study and description of pedagogical reality, regardless of its nature, forms of existence, degree of complexity, and features of functioning. The optimal means of pedagogical cognition through the prism of a synergetic approach are proposed. The use of a synergetic approach in pedagogical cognition actualizes the need for its integration with a systemic approach.

Torshina A.V., Allagulov A.M.
THE CONTENT OF THE CLUB ACTIVITIES OF THE ORENBURG REGION ADOLESCENS IN 1931–1958 ^{[№ 4 ' 2018]}
The article contains the results of scientific research on actual problem of the content of the club activities of the adolescents in Orenburg region in 1931–1958. In the modern conditions the study of the historical practices allows to strengthen socializing, communicative, cultural, compensatory. Pedagogies is also needed in the knowledge about the actualization of the educational potential of the club activities of the adolescents.
The article present the study of the research (search and analytical, theoretical and analytical, total) and methods at each stage (analysis of legal and regulatory acts, generalization of philosophical and pedagogical concepts, monographic study of the pedagogical experience of the organization of the club activities, the study of archival material, generalization and systematization of the obtained data). The stages of the club activities are dedicated (1931–1940 — pre war, 1941–1945 — war, 1946–1958 — post war) and so the content of the activities on each stage.
As the main conclusions of the research work can be identified the following. Through the period under review the club activities contributed to the formation of the personal qualities of adolescents. But first of all the qualities of the personality were in demand by the historical time. From 1931 to 1940 the qualities of personality of the field of artistic and technical creativity. Daring the war — strong willed qualities — persistent, perseverance of purpose, fidelity to duty and the Motherland, diligence. In 1946–1958 — personal and professional self-determination. Emphasizes that some traditions of 1931–1958 can be traced to the activities of the modern club associations. This conclusion is confirmed by the analysis of the modern normative documents.
The study of the historical experience of the regional system of the club activities of adolescents allows you to comprehend and adopt critically all the most advanced for the further system of the additional education.

Allagulov A.M.
ON THE ISSUE OF EDUCATION OF MODERN YOUTH IN THE RUSSIAN FEDERATION ^{[№ 10 ' 2017]}
Education of modern Russian youth is a strategic task of the state educational policy. The existing model of educational work in educational organizations does not meet the modern requirements in the field of education of youth, enshrined in the “Strategy for the development of education in the Russian Federation for the period until 2025” (2015). In pedagogical science there is a potential in resolving the existing contradictions, but it requires a more thorough treatment of this problem by the authorities at all levels. The study showed that the functioning model of youth education was influenced by the oriental features of Russian civilization, which resulted in emphasis on such educational mechanisms as tradition, rituals, symbols and attributes, canons. The authoritarian and dogmatic model, which is inherently inherent in its nature, violates the principle of naturalness and leads directly to the opposite result — latent protest movement of young people. An analysis of domestic and foreign publications showed that modern youth is referred to by the term “Generation Y”, or “Generation Millennium”. In recent years, society and the state have begun to pay more attention to civic and patriotic education that fosters the formation of a political culture for young people. The current practice of organizing youth education in modern educational organizations requires its modernization aimed at developing and implementing a whole set of educational impacts not only on youth but also on parents and teachers. Historical and pedagogical experience proves that education has always prevailed over teaching in the national pedagogical tradition. Educational methods should reflect the essence of modern youth, manifested in their values and attitudes. The methodological basis of these methods should be the formed critical thinking (critical thinking) among young people.