The Education and science journal最新文献

{"title":"Socio-educational competencies required for teachers of students with autism spectrum disorder: Parents’ perspective","authors":"M. Sakarneh, A. H. Ziadat, A. A. Almakahleh, M. Rababah, A. Alhassan, L. A. Al-Muhairat, H. Al-Rababah","doi":"10.17853/1994-5639-2023-5-176-194","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-5-176-194","url":null,"abstract":"Introduction. Autism spectrum disorder (ASD) is among the widely spreading disorders across the globe. Professionals in educational, sociological, and medical fields continuously investigate the effective ways to deal with individuals having ASD because they cannot be dealt in a similar way as others rather teachers have to immerse them in regular classes. Therefore, teachers should have sufficient training and developed competencies to deal with students with ASD Aim. This study aims to explore the extent to which teachers of students with ASD possess of the cognitive competencies and skills necessary from the perspectives of students’ parents.Methodology and research methods. A quantitative method was adopted to analyse the data. The study sample included 45 parents. The tool used is a checklist of the socio-educational competencies needed for teachers of students with ASD developed by Mehidat et al. (2014). It consisted of 40 items, which determine the response rating scale for the estimation of parents’ perception about the importance of socio-educational competencies needed for teachers.Results. The results showed that the parents’ estimation of teachers’ possession of socio-education-al competencies needed for teachers of students with ASD was average.Theoretical significance. The current study contributes in enriching related literature as well as it may practically help in identifying the required competencies and highlighting the importance of teachers’ possession of socio-educational competencies and skills to deal with students having ASD. So, the study helps educationists, policy-makers and most importantly teachers to focus on these important competencies and skills and work on learning them, and eventually can enhance the learning of students with ASD. As the study focuses on parents’ perspective, it has a significant contribution in enhancing quality of education being provided to students with ASD and making them constructive individuals by enhancing their learning, because parents can evaluate the effect of these competencies and they can provide the best and most effective feedback.Practical significance. There are different aspects of cognitive competencies and skills necessary for teachers of students with ASD to be addressed by special education stakeholders and policy-makers in the field of special education, particularly teaching children with autism spectrum disorders, when they consider and develop pre-service and in-service programmes for teachers of students with ASD. Most importantly, there is a dire need to develop awareness among teachers about the importance of their personal development for enhancing certain competencies and skills to enable them to identify autistic students and effectively deal with them to enhance their learning as well.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"125 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128260118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Value-meaningful conceptualisation of educational material in the process of foreign language teaching at the university: A hermeneutic approach","authors":"O. A. Zheglova, A. Zakirova, L. Shilova","doi":"10.17853/1994-5639-2023-5-77-105","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-5-77-105","url":null,"abstract":"Introduction. One of the main tasks of teaching foreign languages for professional purposes is the formation of professional communicative competence of students. In this regard, it is important for university teachers to create conditions for students to master the methods and techniques of productive communication, not only from the perspective of language and culture, but also their future profession. In addition to the logical and rational aspect, it is important for pedagogical students to focus on the value and semantic significance of educational information, to deeply understand rather than to memorise information, to be emotionally “engaged” into knowledge, filling it with personal meaning, in order to avoid formal mastering of pedagogical profession. This is possible in the context of the value and semantic conceptualisation of acquired knowledge, which is carried out in the process of interpreting and structuring the content of training by the principle of linguistic concept.Aim. The present research aims to substantiate the content, methods, techniques and forms of value meaningful conceptualisation of educational material in the process of teaching foreign languages to pedagogical students.Methodology and research methods are based on the study of the value-semantic foundations of pedagogical practice with reference to the cultural-historical concept; on the phenomenological-hermeneutical approach, aimed at the actualisation of the interpretive potential of the teaching content; on the utilisation of the methods of theoretical analysis and synthesis, deduction and induction, comparison, modelling, and methods of inclusive observation. The empirical study was conducted during one academic year (from September 2020 to June 2021) in the course “English for Specific Purposes (ESP)” with 60 students of Pedagogical Education major of the University of Tyumen. To assess the results of the experimental work the following tools were used: L. Michelson’s test, free associative experiment, the method of expert evaluation based on the level scale developed by the authors.Results. The obtained data confirmed the effectiveness of structuring learning content according to the linguistic concept image. In the course of the final test of communicative and professional skills, most students demonstrated a confident command of the basics of professional communication in English. Compared to the initial stage of the study, students’ professional communication in English became more productive. Students’ statements were distinguished by their meaningfulness, structure. They used additional material from other fields of knowledge, emotional and value coloring in the form of metaphors, idioms, statements of famous teachers, precedent texts, the ability to improvise, etc.Scientific novelty. The authors didactically proved the productivity of the hermeneutic approach in the design of teaching foreign languages on the basis of structuring teaching material by","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126699698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of critical thinking of students – future biotechnologists in the process of teaching mathematics","authors":"S. I. Toropova","doi":"10.17853/1994-5639-2023-5-49-76","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-5-49-76","url":null,"abstract":"Introduction. In the context of the availability of information containing misleading arguments, the prevalence of electronic devices and the Internet, there is the increasing demand for the ability to effectively navigate the information field, to establish cause-and-effect relationships, to formulate one’s own conclusions and to make informed decisions. Consequently, one of a modern university graduate’s key competencies is critical thinking, which influences students’ adaptation in society and their professional realisation. Critical thinking development is an urgent task in the process of mathematical education of students, who plan to work in areas directly related to the well-being of future generations.Aim. The current research aims to identify and test the methodological conditions that ensure the development of critical thinking of students – future biotechnologists in the process of teaching mathematics at the university. An additional task was the development of diagnostic tools aimed at assessing critical thinking skills.Methodology and research methods. The research involved 81 students of the Vyatka State University majoring in 19.03.01 Biotechnology training programme. The main methods for measuring critical thinking, presented by the UF/EMI Critical Thinking Disposition Instrument and the Critical Thinking Barriers Scale (CTBS), were supplemented with diagnostic tools from specially designed tasks, taking into account the specifics of teaching mathematics to future biotechnologists. Statistical analysis of the obtained results was performed using the Mann-Whitney U test.Results and scientific novelty. For the first time, on the basis of modern research, the features of the formation and evaluation of critical thinking of students – future biotechnologists in the process of teaching mathematics are presented. A number of methodological conditions, which ensure the development of this type of thinking, are formulated. The conditions clarify and expand the ideas about the system of mathematical training of bachelors-biotechnologists. Diagnostic tools were developed and tested. Its key feature is that the student does not work in a simulated environment, but on real problems. The intervention effectiveness based on the described conditions was confirmed by significant differences (Uemp.= 128 < Ucr.= 142; p < 0,01).Practical significance. The identified methodological conditions and the proposed diagnostic tools can be used to improve the mathematical training of future biotechnologists, as well as to optimise the process of teaching mathematics in order to develop the main components of critical thinking.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"593 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122937890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metacognition & learning process: Using think-aloud protocol (TAP) to understand students and their teacher’s reflection processes during a problem-solving situation","authors":"O. Bouiri, S. Lotfi, M. Talbi","doi":"10.17853/1994-5639-2023-5-135-154","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-5-135-154","url":null,"abstract":"Introduction. Today, the act of teaching has become increasingly intricate. Multiple fields of science now aid in comprehending this complexity, enabling instructors to support learners through-out their educational journey.Aim. The main aim of this study is to determine cognitive and metacognitive thinking process of students and their teachers during a problem-solving situation.Research methodology and methods. The authors used think-aloud protocol (TAP) in which students (12 participants at the same level) were asked to verbalise their thoughts during a learning activity (math exercise and written production). Similarly, during a pedagogical intervention, nine participants with varying levels of professional experience were required to articulate their professional practices as educators. It should be noted that our approach is purely qualitative following Ericsson and Simon’s approach, from data collection step to coding system and processing of these data.Results and scientific novelty. The results showed that half of the students solved well what was asked in the problem-solving situation, contrary to the other participants who found particular difficulties in each type of situation proposed (in math and in written production). For the teachers, their verbalisations tend towards three aspects with a degree of dominance for each teacher. The authors consider hat their research is a first step towards a new approach of evaluation of the teaching-learning act that includes both the teacher and the learners simultaneously.Practical significance. The results obtained can be used by pedagogical practitioners to better understand how their learners think on the one hand and develop their professional practices on the other.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125278553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transformation of the capabilities of higher school teachers in conditions of uncertainty: Problem statement","authors":"E. Zeer, T. Rezer, N. Symaniuk","doi":"10.17853/1994-5639-2023-5-12-48","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-5-12-48","url":null,"abstract":"Introduction. In modern social and educational conditions, the process of uncertainty in pedagogical practice occurs at a rapid pace, due to the globalisation and digitalisation of education, as well as the COVID-19 pandemic. As a result, there are teachers’ transformations and new functions, which cannot affect their pedagogical capabilities; therefore, the article presents a problem on this issue.Aim. The aim of this problematic article is to consider from different points of view the phenomenon of uncertainty in pedagogical activity and the transformation of the functions of higher school teachers in the conditions of uncertainty caused by the digitalisation of education.Methodology and research methods. The work was based on the methodology of interdisciplinary analysis of theoretical sources, foreign and Russian pedagogical experience in the field of uncertainties; the method of questioning and interviewing teachers of higher education was used to identify attitudes to professional activity in conditions of uncertainty.Results and scientific novelty. In the course of the study, it was found that at the present stage of education development, the transformation of the functions of higher school teachers in conditions of uncertainty is not investigated either in Russian pedagogical practice or abroad due to the undeveloped theoretical provisions in this area of pedagogical activity. The problem is posed in the field of transformation of the capabilities and functions of higher school teachers in conditions of uncertainty from the perspective of different sciences. The scientific novelty of the research is the following developed provisions: 1) a new interpretation of the concept of “professional functions of a teacher” is proposed, including professional competence and professional activity of a teacher in a digital educational environment within his/her subject area at the university; 2) a pedagogical model of transformation of teacher functions in a digital educational environment is developed, including the functions of teaching, upbringing, methodological function, as well as the function of digital didactics and the digital competence function of the teacher; 3) the uncertainty factors and their content that influence the process of transformation of the functions of higher school teachers are identified: technological management of pedagogical activity; pedagogical practice without emotional contact between the subjects of the educational process; self-realisation in a virtual environment; the need for design thinking; personal growth of a teacher in a digital educational environment; transformation of the functions of managing their own pedagogical practice; 4) a classification of uncertainties encountered in the professional activities of higher school teachers has been developed based on two characteristics – belonging to professional educational activities and digital support of pedagogical practice.Practical significance. The propos","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131011413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mechanisms of formative assessment in the additional professional education of teachers","authors":"O. Temnyatkina","doi":"10.17853/1994-5639-2023-5-106-134","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-5-106-134","url":null,"abstract":"Introduction. Many studies indicate the low effectiveness of the impact of innovations on the quality of modern education. One of the reasons for this situation is the low level of the subjective position of teachers in the development of innovations in the context of advanced training programmes.It is generally recognised that the formative assessment can directly affect the process of teachers’ person-centred training that is directly related to the processes of individualisation of educational, professional and professional activities. The article presents the experience of organisational process of formative assessment of teachers in the framework of additional professional education.Aim. The present research aims to describe the mechanisms of person-centred formative assessment in additional professional education of teachers when mastering innovations.Methodology and research methods. The study was based on the methodology of the competence-based and system-activity approaches, the author’s concept of the components of activity, taking into account the principles of organising the formative assessment by P. Black & D. Wiliam, the methodology for organising feedback in the conditions of teacher training.As a means of formative assessment in the context of the implementation of the task approach, professional tasks were used to assess the level of mastery by the teacher of innovations corresponding to the competencies of the professional standard. On the basis of emotional-psychological, regulatory, social, analytical, creative components of activity and self-improvement component, the author developed the criteria for the formative assessment in the process of mastering innovative activities by teachers. The study involved 978 Russian and foreign language teachers and mathematics teachers, who participated in advanced training programmes in 2013–2018.Results and scientific novelty. The developed mechanisms of formative assessment within the framework of advanced training programmes made it possible to implement the predictive, diagnostic and corrective functions of formative assessment; reflective dialogues created conditions for the development of the subjectivity of programme participants in the field of formative assessment. The criteria for the formative assessment of the metaprofessional competencies of teachers, designed on the basis of the author’s concept, made it possible to establish a high level of the emotional and psychological component of the activity, motivation of teachers to master innovative technologies of the system-activity approach. The manifestation of analytical and creative components turned out to be at a low level: with great difficulty, trainee teachers overcame traditional approaches to lesson design, stage development activity motivation of students, design of a competence-oriented test. This analysis could be applied as the basis for building a further trajectory for teacher development.Practical significance.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129322173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychological and digital factors of student attitudes towards multitasking","authors":"E. Rasskazova, G. Soldatova","doi":"10.17853/1994-5639-2023-4-211-232","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-4-211-232","url":null,"abstract":"Introduction. Despite the evidence from the cognitive approach that performance decreases under multitasking conditions, multitasking is increasingly seen as an important skill to develop, especially among young people.Aim. The present research aims to reveal personal (personal traits, satisfaction of basic needs) and digital (user activity, combined activity, attitude to technology, digital competence) factors of subjective assessment of multitasking in students and their attitude to multitasking.Methodology and research methods. In the course of the research, 260 students of Moscow universities answered questions about their multitasking and their attitude to it, and then filled out the scales for assessing subjective well-being, attitudes towards learning, personal traits, basic psychological needs, user and combined activity, attitudes to technology, digital competence and the desire for digitalisation of education. The data were processed using descriptive statistics, Pearson’s correlation analysis, group comparison methods (Pearson’s Chi-square, Student’s t-test).Results. According to the estimates of the students, they spend almost half of their daytime combining different activities. Most of students consider multitasking as a useful skill and would like to improve it. Higher multitasking scores are associated with greater conscientiousness, openness to experience, competence, positive emotions, as well as technophilia, digital skills. The desire to improve own multitasking is higher among students with a higher level of combined activity, technophilia, technorationality, as well as among students, who higher estimate the opportunities of digitalisation in education. Two out of three students consider multitasking as a useful ability; every second student thinks that multitasking can be developed by training. Multitasking and the desire to improve it are related to the attitude towards multitasking as a trained and developed skill, while the idea of its usefulness or uniqueness is practically not related to psychological and digital factors. Further research may be aimed at revealing relationships between subjective multitasking with activity diary data and experimentally organised multitasking.Scientific novelty. The attitude to multitasking format among young people was investigated from the perspective of a comprehensive approach, which combines personal characteristics and peculiarities of online activity.Practical significance. The peculiarities of students’ attitudes towards multitasking as a personal choice of doing several things simultaneously, reflecting among other things a positive attitude towards multitasking and a desire to develop it, can become a significant component to develop educational programmes, as well as important knowledge to provide interaction between teachers and students under the conditions of digitalisation in education.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"195 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123559236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating perfectionism and subject wellbeing among college students: Stress coping strategies as a mediator","authors":"K. Pham, N. T. Duong, T. P. Pham Thi","doi":"10.17853/1994-5639-2023-4-196-210","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-4-196-210","url":null,"abstract":"Introduction. Previous studies pointed out that there is an important relationship between personality factors and an individual’s well-being.Aim. This study aims to investigate the relationships between adaptive/maladaptive perfection and subject well-being among college students. Besides, positive/avoidance stress coping strategies are used as a mediator in the relationship between adaptive/maladaptive perfectionism and subject well-being.Methodology and research methods. This study used a quantitative research method to investigate a population of college students. Questionnaires were also delivered to 350 students in colleges in Ho Chi Minh City, Vietnam. The authors used Structural Equation Modelling (SEM) via AMOS to test all the hypotheses.Results. The findings show that (1) adaptive perfectionism can positively predict subjective wellbeing through positive coping strategies and negatively predict subject well-being through avoidance coping strategies; (2) maladaptive perfectionism can negatively predict subjective well-being through positive coping strategies and positively through avoidance coping strategies; (3) adaptive/maladaptive perfectionism can directly predict subject well-being. Scientific novelty. This study gains more insights into the role of stress coping strategies as a mediator in the relationship between adaptive/maladaptive perfectionism and subject well-being among college students.Practical significance. The findings in this study suggest that teachers, mentors, and counsellors should give appropriate counselling to college students to help them obtain good learning development and physical and mental adaptation.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132897678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interdisciplinary communicative competence: From conceptualising to operationalising","authors":"T. Martynova, E. Gilenko, E. Kitaeva, V. Bondar, E. V. Orlova, N. Drozdova, V. Cherenkov","doi":"10.17853/1994-5639-2023-4-12-36","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-4-12-36","url":null,"abstract":"Introduction. Communication complexities which often occur in interdisciplinary work gave rise to the studies on teaching interdisciplinary communication. A growing need to provide pedagogical solutions to facilitate teaching interdisciplinary communication stimulated the research into language as a social practice to better understand communication process for interdisciplinary purposes.Aim. This exploratory study investigates the concept of interdisciplinary communicative competence and proposes a framework of interdisciplinary communicative competence with the focus on three underlying components: knowledge, skills, and personal attributes of interdisciplinary team members.Methodology and research methods. Qualitative and quantitative methods were used. The data obtained from 24 in-depth semi-structured interviews with five groups of higher education stakeholders (employers, academic directors of the programmes, professors, students, and alumni) revealed the existing interdisciplinary practices in the university and cross-functional practices in the companies. The proposed framework was empirically tested using an online survey with 139 responses from professors, students, and employers. The data processing techniques included the use of Kendall’s concordance coefficient, Cronbach’s alpha, and the principal component analysis.Results. The study presents the authors’ conceptualisation of interdisciplinary communicative competence and its framework as the result of the literature analysis and the empirical research. The findings provided evidence on the importance of language skills for effective interdisciplinary communication as perceived by 5 groups of respondents. The choice of language skills as a basic component of interdisciplinary communicative competence is justified.Scientific novelty. The study contributes to the conceptualisation of a framework of interdisciplinary communicative competence. The elements of the framework are identified and their relevance is empirically tested.Practical significance. The results of the empirical part of the study can be applied in the design of interdisciplinary learning process in higher education, for example, in the design of interdisciplinary courses, and teaching materials.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129688816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Structure and quality assessment of professionally oriented tasks for future teachers","authors":"V. Veretennikova, O. Shikhova, Yuri Shikhov, A. Valeev, J. J. Mena Marcos","doi":"10.17853/1994-5639-2023-4-70-108","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-4-70-108","url":null,"abstract":"Introduction. In recent decades, one of the significant global trends in the field of higher education is the expansion of its links with the world of work. This implies not only a new design of the results of training students in the form of a system of universal, general professional and professional competencies, but also the introduction of modern adequate technologies for assessing the level of their formation and development at all stages of students’ education at a university. Given that competence is an integrative characteristic of personality traits, one should recognise the relevance and necessity of developing such assessment tools that create situations for the student to be included in various types of his/her future professional activities. One of these tools is professionally oriented tasks that allow for an integral approach assessing the formation of competencies by taking into account all types of professional tasks and broad interdisciplinary connections in their content and, therefore, requiring a synthesis of professional knowledge, skills and abilities of the student for their solution.Aim. The aim of the study is to justify the structure and criteria for assessing the quality of professionally oriented tasks to diagnose the level of student teachers’ competency formation.Methodology and research methods. The methodological framework of the study was the activity, competency-based and qualimetric approaches, which allow the training of teachers to be considered as a flexible system that takes into account all types and tasks of their future professional activity, and reflects the relationship of goals, methods, content of training and diagnostics of its results. As the main one, the study used a qualimetric approach, which involves the use of the method of group expert assessments to organise procedures for pedagogical examination of the structure of professionally oriented tasks and criteria for assessing their quality.Results. The method of group expert assessments allowed the authors to define the structure and criteria for assessing the quality of professionally oriented tasks as a means of developing and diagnosing the integrative learning outcomes of future preschool teachers.Scientific novelty. The structure of professionally oriented tasks is substantiated, represented by: an invariant part with an emphasis on the fundamental component of the content of student training, covering the fundamental psychological and pedagogical knowledge of the future teacher, the ability to apply them synthetically and transfer them to professional activities; a variable component aimed primarily at diagnosing professional competencies determined by the profile of the student training. The criteria for assessing the quality of professionally oriented tasks have been established by the method of group expert assessments, which make it possible to objectify the procedures for diagnosing the competencies of future teachers: multifunction","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123556614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}