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№ 4 (232), 24 august 2021doi: 10.25198/1814-6457 PedagogicsAptikieva L.R.My theoretical study of personality deformation in secondary school teachers allowed me to formulate a definition of personality professional transformation (change of personal properties under the influence of prolonged performance of professional duties); to identify the types of professional transformation (professional — typological, individualized, general professional); the consequences to which it leads, affecting various levels of personality organization (physiological, mental, level of speech, style and external image of a person); levels of development of professional transformation (initial-subtle changes in personality; medium — significant quantitative and qualitative changes; deep-deformations affect the entire personality); causes and conditions of professional transformation (due to the specifics of the activity itself; personal properties; socio-psychological nature). Sample: teachers of Vozdvizhenskaya secondary school of the Orenburg region. Work experience: from 1 year to 12 years. Conclusions. The goal has been achieved: personality deformations in teachers of secondary schools have been studied. The tasks are solved: the concept of “professional deformations of personality” is disclosed; the types, levels, causes and conditions of its occurrence are considered; an empirical study is conducted; the hypothesis is confirmed: the experience of professional pedagogical activity (the duration of its implementation) affects the emergence and development of the professional deformation of the personality of teachers of secondary school. The purpose of the study was to describe the possibilities of the narrative approach in the study of pedagogical phenomena, in particular, to substantiate the research potential of narrative methods — narrative analysis, narrative interview, narrative essay, narrative metaphor and narrative research. I studied the defended dissertations on pedagogy for the years 2020-2021 in order to find out how often teachers-researchers turn to qualitative research methods in general, and narrative methods in particular. It is noted that the penetration of the narrative method into pedagogy is accompanied by criticism from a part of the research community, whose arguments are related to questions about the truth of reality conveyed by the narrative; criteria for evaluating the objectivity of research narratives; the procedure for conducting narrative practices and the process of qualitative interpretation of the data obtained. There is a need to develop an interpretive culture and prepare novice researchers to explain pedagogical phenomena, which indicates the need to search for techniques and techniques of their pedagogical interpretation. The results of the research can be used in the development of educational materials for master's and postgraduate studies, conducting various kinds of research and developing research projects. We have conducted a theoretical study of psychological and pedagogical approaches to the formation of civic consciousness based on the theory of personality and activity, general scientific principles of the implementation of personality-activity, system-synergetic and value-oriented approaches. We saw the insufficiency in the content of pedagogical approaches and methods, and conditions for the formation of civic consciousness. For the formation of civic consciousness among students at the university in the process of physical education, we have developed a set of pedagogical conditions necessary and sufficient for the implementation of the methodology for the formation of civic consciousness. The methodological aspect included the theoretical foundations of the formation of civic consciousness. This is the study of special literature, lectures, conversations, debates and discussions and practical exercises. Special attention was paid during the implementation of our program to practice-oriented classes, where an individual approach was applied and independent activity of students was stimulated. We conducted an experiment in which two groups of 20 third-year ISGIM students took part. As a result of the experimental work, we determined the levels and criteria for the formation of civic consciousness among students in the experimental and control groups, which allowed us to conclude about the effectiveness of the methodology that was applied in the educational practice of the discipline “Physical Culture”. The purpose of our research was a theoretical understanding and analysis of the process of development of the Soviet extracurricular education of Orenburg region in the second half of the XX century. Based on a comprehensive analysis of unpublished archival documents and scientific literature on the development of extracurricular education in the Soviet Union, its trends and key areas of development were identified. Fundamentally new in the results of our research is the characteristic of the genesis of the Soviet extracurricular education of Orenburg region in the second half of the XX century. The paper considers in detail the socio-economic transformations, the policy of the Soviet state authorities that influenced the genesis of the regional educational system under study. The paper identified the existing trends in the development of extracurricular education in Orenburg region in the second half of the XX century, which include: the formation of the experience of regional Soviet extracurricular education, the development of human resources, the expansion of the network of extracurricular institutions. We have considered the phenomenon of “pedagogical support” as a planned activity that involves assistance in overcoming difficulties in the educational process. Based on the analysis of the methodological literature, it was established that pedagogical support is the interaction of the subjects of educational activity; creating conditions for their development. The teacher in this process acts as a consultant, assistant. As a result of our research, the pedagogical conditions necessary for the implementation of the additional professional program “Translator in the field of professional communication”were identified. The following pedagogical conditions were proposed: axiologization of the content of education; disclosure of the pedagogical potential of intersubject integration; development of intersubject interaction “teacher — student — group of students”. As our research has shown, the pedagogical support of additional professional education opens up additional opportunities for the formation of a professionally mobile, in-demand qualified specialist, who has formed universal and professional values, is capable of professional self-development, effective interaction with partners. Content analysis of foreign scientific sources, as well as Russian experience in defining the concepts of “digital literacy”, “digital competence” allowed us to clarify the definition of the concept of “digital competence of a teacher”, which we consider as the ability and willingness of a teacher to effectively use digital educational resources and information and communication technologies, manage them to create accessible and high-quality educational content. The model is represented by 4 interconnected blocks: target, meaningful, technological, productive-reflective. The most important feature of the formation of digital competence of teachers is the involvement of teachers in the system of lifelong education: formal (online courses, network forms of education); informal (teacher associations, mentoring, internships); informal (self-education; individual route of professional growth; competitive movement). Thus, the results obtained in the course of the experimental work confirm the assumption that the process of managing the formation of digital competence in the system of additional education based on the creation of a regulatory resource for the formation of digital competence of teachers in the system of additional education as the basis for the implementation of state initiatives in the field of digital transformation Russian education; development of scientific and methodological support for the formation of digital competence of teachers; purposeful work to ensure the motivational readiness of teachers for the formation of digital competence of teachers in the system of additional education contributes to obtaining highquality results in solving the set goals and objectives of the research. The scientific research analyzes the features of digitalization of domestic education, defines the functions of digitalization of higher education; clarifies the concepts of the axiological potential of students and the digital educational environment of a technical university as a resource for the development of the axiological potential of students; the features of the organization of the digital educational environment of a technical university in the context of the development of the axiological potential of students are revealed. The axiological potential of students of a technical university is manifested in the value attitude to educational and research activities, awareness of needs and opportunities, in the development of abilities to the level of productive activity, in the realization of abilities and self-realization. The digital educational environment of a technical university as a resource for the development of the axiological potential of students is represented by the regulatory and legal framework of higher education, the educational portal of a technical university with the personal space of participants (teachers and students), disciplines and courses, a student population registration system, electronic journals, a statistical reporting system, cloud storage and information processing facilities, as well as access to electronic libraries, online courses on various platforms of universities in our country. 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. 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. Educational design as a combination of professional and personal qualities, which determines the possibility of life selfrealization, and as an attributive characteristic of the educational space of cognitive development of future engineers, allows you to pedagogically implement processes and means of updating the content and technological foundations of training engineering personnel in the field of construction. The result of this research is the developed concept of the development of educational design, which ensures the harmonious and synchronous assimilation by future engineers of both the subject knowledge by the profession of builder and the experience of the creative transformation of the technosphere and itself. PsychologyGulenina S.V., Strelets M.Y.The focus is on the so-called “fake” messages that block cognitive-oral filters and generate psycho-emotional reactions, phobias, covering significant target groups of the population in the form of “fake epidemics”. The problem lies in the difficulty of identifying the phenomena of social deception (and self-deception) and their effective exposure. There are two alternative approaches to this problem: the first is associated with the perception of fake messages as “normal” and contributing to the adaptation of recipients to a complex, constantly changing media environment (postmodern concepts of J. Baudrillard, J. Derrida, J.F. Lyotard, etc.). The second approach is based on traditional cultural values and mechanisms that make it possible to distinguish between the true and false picture of the world, its real and virtual subsystems (I.A. Ilyin, N.A. Berdyaev, L.N. Tolstoy, V.M. Naydysh, D.I. Dubrovsky and others). The authors agree with the second approach, which denies the cultural parity of any modern discourse and affirms the principle of demarcation of the media picture of the world along the line of its true and false content. Thus, social deception and self-deception tend to be widespread, which is facilitated by: digitalization of all cultural forms and industries; an increase in the volume of virtual media communication (especially for the youth audience); the practice of organizational and bureaucratic use of “portioned” informing of the population, justified by its “unpreparedness” and “benefit to society as a whole.” The task is to rehabilitate the principle of high-quality, true and timely social information, in order to overcome the crisis of people’s trust in each other and the administrative structure of society that exists in society. Almost all political, economic and sociocultural experts note that after the pandemic, “the world will become fundamentally different.” The task of the humanities as a whole is to preserve its “human dimension”, which means, to resist attempts to establish social deception and other destructive phenomena in the communicative space of society in our life. The results of an empirical study of military personnel of the first year of conscription are presented, indicating the presence of inverse correlations of the character and levels of aggression in them (as states, as character traits, as temperament, autoaggression and heteroaggression) with the levels of their socio-psychological and emotional-activity adaptivity; as well as direct correlations of socio-psychological and emotional-activity adaptivity of the respondents. The data obtained allow us to consider the nature and level of aggression in conscripts as a prognostic marker of the success of the process of their adaptation to the conditions of service and its result in the form of socio-psychological and emotional-activity adaptability. |
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© Электронное периодическое издание: ВЕСТНИК ОГУ on-line (VESTNIK OSU on-line), ISSN on-line 1814-6465 Зарегистрировано в Федеральной службе по надзору в сфере связи, информационных технологий и массовых коммуникаций Свидетельство о регистрации СМИ: Эл № ФС77-37678 от 29 сентября 2009 г. Учредитель: Оренбургский государственный университет (ОГУ) Главный редактор: С.А. Мирошников Адрес редакции: 460018, г. Оренбург, проспект Победы, д. 13, к. 2335 Тел./факс: (3532)37-27-78 E-mail: vestnik@mail.osu.ru |
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