Tavstukha O.G., Matvievskaya E.G., Ganaeva E.A.
PRACTICE-ORIENTED APPROACH IN THE IMPLEMENTATION OF HUMANITIES EDUCATIONAL PROGRAMS AT THE UNIVERSITY ^{[№ 2 ' 2023]}
Modern realities of educational practice indicate the need to intensify practice-oriented training of specialists. The connection between theory and practice ensures purposeful and productive educational activities of higher educational institutions by deepening the focus of educational programs on practical training. The value of a practice-oriented approach is also growing in connection with the requirements of state policy in the aspect of federal state educational standards, the content of which is aimed at high-quality training of a competent specialist with professional and personal qualities that are in demand on the labor market.
In pedagogical science, conceptual ideas about the practice-oriented approach, principles, and methods of its implementation are substantiated. However, today the problem of training specialists in the humanities is quite acute, the educational process of which is more focused on theorized learning. In this regard, there is a need to expand the boundaries of applicability of the practice-oriented approach in the implementation of educational programs in the humanities.

Ganaeva E.A., Matvievskaya E.G., Tavstukha O.G.
THE PRACTICE OF ORGANIZING EDUCATIONAL ACTIVITIES IN VOCATIONAL EDUCATION ^{[№ 4 ' 2022]}
The need to organize the educational activities of educational organizations is also emphasized by the state. The priorities of the state policy in the field of education are spelled out in the Federal Law No. 273 “On Education in the Russian Federation”, the Strategy for the Development of Education in the Russian Federation until 2025, the National Project “Education”, the Decree of the President of the Russian Federation “On the national goals and strategic objectives of the development of the Russian Federation for the period until 2024 of the year”.
At the same time, the results of the VTsIOM-Sputnik study, as well as a team of scientists from the State University of Management, confirm the need to strengthen educational activities and expand the practice of working with young people. Thus, every sixth young person surveyed believes that he could not join the educational environment. A fifth of young people (20%) cannot agree with the surrounding reality, they are not integrated into positive practices, demonstrate nihilism, use deviant forms of behavior, anti-patriotism, do not trust state institutions and look pessimistically into the future. The current picture allows us to confirm the timeliness of studying the problem under study.
Educational activity permeates all the activities of a teacher, is based on the conceptual component of the theory of education, defines a set of tools for solving professional problems, is built into the educational process and contributes to qualitative changes in the personality. The main purpose of this activity is to familiarize the individual with the values of culture, the norms and patterns of behavior that have developed in society, as well as the development of the individual. An important component of the organization of educational activities is the organization of educational space — a place of interaction between teachers and students. Educational work solves narrow educational tasks limited to a specific event.
For an effective and efficient process of organizing educational activities in vocational education, it is necessary to turn to filling the space of colleges, which creates conditions for the implementation of the process under study. The pedagogical conditions associated with the motivation of the subjects of education, the enrichment of their activities and the use of innovative methods of educational work, will expand pedagogical experience, disseminate the results of experimental work in the system of vocational education for the purpose. Strengthening the educational potential of education in colleges.

Matvievskaya E.G., Ganaeva E.A., Saitbaeva E.R.
VALUE SELF‑DETERMINATION OF A TEACHER IN PROFESSIONAL ACTIVITY ^{[№ 3 ' 2022]}
The modern educational environment needs appropriate professionals in their field — teachers, teachers, educators. The rapidly developing world dictates its own rules. These rules make adjustments in all areas of public activity. Thus, new global trends prepare the ground for the implementation of new activities to develop the value self­determination of the teacher’s professional activity.
Every academic year, a generation of young teachers comes to educational institutions who need correction and influence on their personal sphere. First of all, the value self-determination of a teacher’s professional activity is influenced by the surrounding world with its own tendencies and demands.
There are many requirements for the personality of the teacher. Requirements such as: be creative, be able to adapt to any situation, immediately resolve conflict issues. And secondly, the immediate environment — the teaching staff and management — influences the personal sphere. The influence on the personal sphere of young specialists is carried out by the mentor and the leadership of the school.
In the self-development of a teacher, the reading of scientific pedagogical literature has an impact on his personal sphere and value self-determination in the profession. It is in these literary sources that we can meet the names of important scientists: teachers, philosophers, psychologists, sociologists who dealt with the problem of the value self-determination of a teacher. This literature also reflects the significance of the teacher’s personality for modern society.
The Professional Teacher Standard, in part 4.3, paragraph 17, describes: “The ability to form and develop universal learning activities, patterns and values of social behavior, behavior skills in the world of virtual reality and social networks, multicultural communication skills and tolerance, key competencies (according to international standards ) etc. “is the task of the teacher. Also, the teacher’s task is to create a favorable background for the development of value self-determination among students of an educational organization. This is defined by the document — “The concept of spiritual and moral development and education of the personality of a citizen of Russia.” The authors are A.Ya. Danilyuk, A.M. Kondakov, V.A. Tishkov. The most important goal of modern domestic education and one of the priority tasks of society and the state is education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, initiative, competent citizen of Russia.

Mativievskaia E.G., Tavstukha O.G., Polkina S.N.
DESIGNING AN ANTI-RISK PROGRAM FOR A SCHOOL WITH LOW EDUCATION RESULTS ^{[№ 4 ' 2021]}
The need to ensure equality for all students in obtaining high-quality education determines the relevance of the problem of developing ways to provide assistance to such educational organizations that consistently demonstrate low educational results.
Features of methodical support of school with low educational results are determined. Particular attention is paid to the design of an anti-risk program aimed at overcoming educational failure. The main components of the anti-risk program are named and their content is disclosed. The purpose of the anti-risk program is to organize the activities of participants in educational relations to ensure the successful assimilation of the main educational program by poor and weak students. The planned results of the implementation of the anti-risk program are a decrease in the share of students with the risks of educational failure, their demonstration of positive dynamics in the development of the educational program; increasing the proportion of students who have confirmed their assessments at all-Russian verification work, state final certification.The dynamics of measurement of indicators for the development of management decisions is carried out as part of monitoring research, visiting and analyzing lessons in order to identify the objectivity of assessing students and the effectiveness of used technologies. The activities of the school staff to achieve the goal and objectives of the anti-risk program include the following measures: monitoring the quality of education, organizing methodological support for the work of teachers on improving the quality of education, diagnosing the individual features of educational processes of students with difficulties in educational activities, developing individual educational routes for accompanying each student with the risks of educational failure, interaction with parents of students. The implementation of these measures contributes to the improvement of the educational result. The monitoring of the quality of education conducted at the school showed that the content of educational programs by students was fully mastered. The results of the state final certification show the stability of positive results in compulsory subjects and an increase in the average score of subjects of choice.

Tavstukha O.G., Matviyevskaya E.G., Muratova A.A.
FEATURES OF THE CULTURAL PRACTICES DESIGN OF PRESCHOOLERS BY GRADUATE STUDENTS ^{[№ 4 ' 2021]}
Culture is embodied in parenting traditions and the environment. The planning and implementation of educational activities on the basis of general standards without taking into account the specifics of the socio­cultural conditions of life do not allow to ensure the modern level of education quality, the development of abilities important for a modern person.
In modern conditions, the teaching profession is becoming more and more creative. In the process of mastering it, it becomes necessary to master the skills to design the educational process. The training of teachers should include training in the methodology of taking into account the characteristics of the socio-cultural environment, the development of the need for understanding culture, and the expansion of cultural horizons.
Cultural practices are an effective way to solve the problems of preschool education. In activities, thoughts, experiences, assessments, the child acts as a subject of culture.
The development of cultural practices is included in the practical lessons of the discipline “Pedagogical design as the basis of the professional activity of a teacher of preschool education” of the main professional educational program “Pedagogy of Preschool Childhood” (Master’s degree).
In the federal state educational standard of preschool education, familiarizing children with socio­cultural norms, traditions of the family, society and the state is defined as a principle.
According to the professional standard of the Teacher, the generalized labor function of the teacher is “pedagogical activity in the design and implementation of the educational process in educational institutions of preschool <...> education”.
Cultural practices are designed in accordance with the educational objectives defined by the educational program of preschool education, the partial educational program within which they are implemented. But the priority in the design of cultural practice should be the interests of children.
The development of cultural practices is carried out by students within the framework of the master’s study, which makes it possible to make it culturally consistent, to strengthen it in the aspect of reflecting the socio-cultural situation. The content and type of practice is determined based on the topic of the master’s study. In the process of lectures and practical classes, based on the study of program and methodological materials and the experience of preschool teachers, the types of cultural practices, structural components and their content are determined.
On the basis of the cultural practice designed by the student, professional deficiencies and ways to eliminate them are determined. One of the educational products presented for the defense of a master’s thesis is a methodological development, including cultural practices and methodological recommendations to them, including approximate lists of objects of cultural memory, familiarity with which contributes to the formation of the general culture of a preschooler.

Matviyevskaya E.G., Saitbayeva E.R., Abdraimova Y.А.
MANAGEMENT OF PROFESSIONAL COMPETENCE DEVELOPMENT OF A TEACHER IN THE SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION ^{[№ 5 ' 2020]}
Modern updates of Russian general education (its content and structure, technologies, assessment of the quality of educational results, management, financing, informatization) impose new requirements on the teacher’s professional competence, which manifests itself in constructive and competent pedagogical decisions in favor of the student in the face of uncertainty in the educational situation. In order for a teacher to be able to implement the tasks of modernizing education, he needs support from the system of additional vocational education, in which appropriate conditions must be created, by which in the theory and practice of management resources are understood (regulatory, motivational, personnel, information, scientific and educational -methodical, financial, material and technical) and methods of their application. The article describes the experience of designing a model for managing the development of professional competence of a teacher in the system of additional professional education. The authors clarified the content of the teacher’s professional competence as an integrated professional and personal quality, including motivational-value, cognitive and operational components. The conditions are identified that ensure effective management of the development of the teacher’s professional competence in the system of additional professional education, including: taking into account the specifics of the teacher’s professional activity, his capabilities and difficulties in the program of additional professional education; providing the opportunity to master additional professional educational programs by means of distance educational technologies; resource provision of distance educational technologies. The results of experimental work at the Institute of Continuing Education of the Federal State Budgetary Educational Institution of Higher Education “Orenburg State Pedagogical University” on approbation of the model of management of the development of professional competence of a teacher in the system of additional professional education are presented. Its effectiveness has been proven on the basis of performance criteria, optimality and efficiency.

Matvievskaya E.G., Ganaeva E.A., Muratova A.A.
ORGANIZATION OF METHODOLOGICAL ACTIVITIES OF AN ELEMENTARY SCHOOL TEACHER ^{[№ 4 ' 2020]}
Abstract. The modern education system is characterized by constant significant changes and transformations in pedagogical science and practice, in connection with which the requirements for specialists who carry out pedagogical activities are also steadily changing. The social order of society is aimed at the formation of a comprehensively and harmoniously developed personality of a citizen of Russia, the implementation of which is inextricably linked with the quality of pedagogical work with children in educational institutions at all levels of education. The quality of the organization of the teacher’s methodological activity, which is “an independent type of professional activity in the design, development and construction of teaching aids that allows for the regulation of teaching and learning activities”, plays the most important role in the well-being of the formation and development of a child at all stages of education. The state policy in the field of primary education is largely guided by the provisions of the Federal State Educational Standard, according to which a wide range of typical tasks of a teacher is associated precisely with the organization of methodological activities. Researchers in the field of methodological training of teachers indicate that a modern teacher must have a sufficient level of methodological knowledge and skills (outlook), which will allow him not only to independently and competently apply them in practice, but also determine the ability to approach his pedagogical activity creatively. The conducted research by A.V. Pryadko, according to the study of the degree of effectiveness of various methods of organizing methodological activities in school, suggests that as a result of updating the forms and methods of organizing methodological work, there have been positive changes in motivation, teachers’ understanding of the requirements for the educational process, which includes the new education standard. The research results showed that the level of teacher motivation increased by 16%. An indicator such as “knowledge of the requirements that the standard includes” has quadrupled; the number of teachers who understand the principles of forming an assessment of the cognitive activity of students and are aware of the system for setting the final grade increased by 8 and 58%, respectively. The methodological activity of a modern teacher acts as a system-forming component of his pedagogical activity and is connected, on the one hand, with teaching methods, while, on the other hand, with ideas about specific actions aimed at designing, choosing and using these methods as ways of organizing educational and cognitive activities schoolchildren.

Matviyevskaya E.G., Moiseyeva A.N., Muratova A.A.
PECULIARITIES OF SCHOOL EDUCATIONAL SYSTEM DESIGNIN MODERN CONDITIONS ^{[№ 5 ' 2019]}
The education of a harmoniously developed and socially responsible person on the basis of spiritual and moral values of the peoples of the Russian Federation and historical and national cultural traditions is enshrined in the leading normative documents of the State level. The national pedagogical tradition is to carry out the educational process in the system.
The school has the necessary resources to create an educational system that will ensure rich and socially significant activities of students, to form socially significant qualities: initiative, activity, responsibility.
The system construction of the educational process in the school is based on the organization of hard, out-of-school and out-of-school activities of the students. The core of the educational system is the continuing and emerging traditions in the educational organization. The preservation and creation of traditions is based on significant events, familiar relations in the collective, changes in the sociocultural situation and forms the way of school life.
In order to effectively design educational systems, it is necessary to bring them to conceptual and structural unity, which is ensured through the interaction of the specialized ministry, the specialized higher educational institution, municipal methodological services, school s and the improvement of the skills of participants implementing educational systems within the framework of professional activity. The most productive training is carried out with team training: a specialist of the municipal service, deputy director of educational work, head of the school methodical association of class leaders.
Prospects for the development of educational systems of schools are presented in the development of the institution of mentoring, mainstreaming, development of virtual methodological offices on problems of education; Identification and dissection of the best pedagogical experience.

Matvievskaya E.G., Shavshaeva L.Yu.
PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR PROFESSIONAL DEVELOPMENT OF TEACHERS ON THE PROBLEM OF FORMING THE EMOTIONAL INTELLIGENCE OF SENIOR PRESCHOOLERS ^{[№ 3 ' 2018]}
Modern socio-cultural conditions, the requirements of normative documents actualize the need for continuous professional development of teachers of preschool education. The implementation of federal state educational standards for preschool education presupposes the solution of one of the most significant problems of social and communicative development: the formation of the emotional intelligence of preschool children. Inadequate readiness of teachers to form emotional intelligence of children of senior preschool age determines the need for the realization of psychological and pedagogical support for the professional development of the teacher on the indicated problem. Based on the analysis of the research, the content of the investigated concept is presented. The need to implement a personalized model of professional development is indicated. The directions of psychological and pedagogical support of the professional development of teachers on the problem of forming the emotional intelligence of senior preschoolers are examined: research and formative. Based on the results of implementation of the research area, the difficulties of teachers of preschool education are revealed in the formation of emotional intelligence: the definition of the content of the concept of “emotional intelligence”, the identification of age-specific features of the phenomenon, designation and implementation of technologies for the formation of the phenomenon under investigation. The insufficient orientation of the listeners of the courses of raising the qualification for the formation of the emotional intelligence of children of the senior preschool age is noted. Special difficulties were revealed in the organization of interaction with the parents of older preschoolers. The realization of the forming direction is presented. The implementation of the formative direction took place in accordance with the highlighted difficulties of teachers of preschool education within the framework of the stages “I Know”, “I Wish”, “I Act”. In the work with teachers at the stage “I Know” methods of interactive lecture and discussions were used; receptions of emotional feedback, emotional associations; technology: interactive. In the work with teachers at the stage “I wish” methods were used: discussion, role play, analysis of emotional experience; technology: interactive. At the stage of “Acting”, interaction with parents of children of senior preschool age is planned and implemented. The need to study the effectiveness of the activity in providing psychological and pedagogical support for the professional development of teachers by studying the formation of the emotional intelligence of older preschool children and, in general, the professional competence of pedagogical workers in the framework of the problem under consideration.

Matvievskaya E.G., Merculova L.V.
THE STRATEGY OF DEVELOPING THE PERSONALITY AND PROFESSIONAL SKILLS OF A FUTURE TEACHER WITHIN THE FRAMEWORK OF MINOR PROFESSIONAL EDUCATION ^{[№ 10 ' 2017]}
Nowadays scientific discourse on problems and prospects of future development of the teachers training system in Russia makes it possible to speak not only about modern education technologies but also about entire strategies of training future teachers. The process of education at universities and colleges being variable, flexible and personalized, it requires new approaches to developing and implementing academic programs as well as new architecture and design of its implementation. This study is devoted to the problem of creating a strategy of developing the personality and professional skills of a future teacher by means of minor professional education programs. As a result of the study the authors defines the notion of a “training strategy”, considers approaches to creating a strategy of developing the personality and professional skills of a future teacher based on education results. The resulting Strategy of Developing the Personality and Professional Skills of a Future Teacher is focused on the National System of Teachers’ Progress (NSUR), has a modular structure, the contents of each module being determined by the contexts of modern education development and aimed at meeting the personal interests of a future teacher.