The Education and science journal最新文献

{"title":"Оценка уровня эмоционального интеллекта в межкультурной образовательной среде","authors":"T. Kuprina, A. A. Evtyugina, S. Minasyan, O. V. Taranova","doi":"10.17853/1994-5639-2022-8-170-196","DOIUrl":"https://doi.org/10.17853/1994-5639-2022-8-170-196","url":null,"abstract":"Introduction. Currently, the training of professionally competent specialists is a priority in the higher education system. One of the productive creative approaches is the development of emotional intelligence (EI/EQ), which contributes to the development of emotional intercultural competence to accelerate adaptation in a new intercultural environment.Aim. The aim of the research is to empirically determine the level of emotional intelligence in the intercultural context for further improving work with students of the humanities and economics specialities and proposing new techniques that develop emotional intercultural competence.Methodology and research methods. The methodological basis of the research is the concept of developing emotional intelligence as an integral part of soft skills. To study the level of emotional intelligence, the authors used the Mark Daniel Self-Scoring Emotional Intelligence Tests, which are a compilation of tests designed to study the level of emotional intelligence and determine the strengths and weaknesses of the test takers. The methods of psycho-diagnostics, comparison and generalisation of the obtained results were used. The test results were analysed using the SPSS.27 statistical package.Results. The research results help to understand the psychological characteristics of students of the humanities and economics specialities, taking into account the cultural context, which makes it possible to predict the difficulties and problems faced by teachers in the process of work with this type of students, to more accurately determine the characteristics and motives of their behaviour and the characteristics of the professional development of the individual. It also helps to select the right curriculum to meet students’ needs.Scientific novelty. The scientific novelty of the research consists in supplementing the existing knowledge in the field of EI about the psychological characteristics of representatives of the humanities and economics specialities in the context of intercultural communication and further forecasting their development based on correctly selected teaching methods.Practical significance. The presented features of students of the humanities and economics specialities can be employed by teachers when interacting with them and organizing the educational process, taking into account their interests and needs, as well as adjusting the level of development of EI. The results obtained can be useful in the preparation of educational and methodological complexes specifically designed for the development of emotional intercultural competence.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131601868","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":"Students’ creativity and well-being during the forced distance learning period: The correlation between variables","authors":"I. E. Belyakova, М. А. Kecherukova, Y. Murzina","doi":"10.17853/1994-5639-2022-8-138-169","DOIUrl":"https://doi.org/10.17853/1994-5639-2022-8-138-169","url":null,"abstract":"Introduction. The article is devoted to the study of the relationship of students’ creativity and their emotional well-being during the period of forced distance learning. It was found that students with a higher creative potential easier coped with periods of social restrictions, felt less anxiety, were better satisfied with the distance learning process, while experiencing a lack of face-to-face communication with the instructor.Aim. The aim of the current research was to identify the relationship between students’ creativity and their emotional well-being during the period of forced self-isolation in 2020–2021.Methodology and research methods. The research was carried out within the framework of health care pedagogy. The methodological basis of the study included pedagogical principles of promotion, maintenance and restoration of emotional health; development of knowledge, skills and abilities to maintain emotional health especially during online studies. Creativity was measured with the Torrance test of creative thinking; emotional state – with a well-being questionnaire created by the authors on the Google Forms platform. The study population was represented by 387 1–4-year bachelors studying the humanities (Philology, Linguistics, History, Sociology and Pedagogy) and technical sciences (Petroleum Engineering, Computer Science) at the Tyumen Industrial University, Tyumen State University and South Ural State Humanitarian and Pedagogical University.Results. Statistical analysis confirmed the hypothesis about the relationship of students’ creativity and their emotional well-being during the quarantine period. Students with higher scores on the Originality scale experienced less anxiety and stress during the quarantine period (r = –0.36*). A negative relationship was found between the variables “Originality” and “Comfort in using PPE” (r = –0.38*), “Development” and “Satisfaction with communication with the instructor” (r = –0.41**), “Fluency” and “Comfort of using PPE” (r = –0.49**). The ways of stress relief used by students during the period of self-isolation were identified and described. It was found that more than half of the students intuitively chose creative activities (61.3%) to improve their well-being.Scientific novelty. The scientific novelty lies in an attempt to present students’ creativity as a resource that requires special activation during the period of forced self-isolation within the general framework of health care pedagogy.Practical significance. Eleven forms and methods of creative interaction with students are suggested. Research findings aim at forming health preserving skills in students, especially during distance learning, by stimulating their creative resources.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"PP 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126449870","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":"How does AI recruitment influence satisfaction among student job-seekers? The role of self-efficacy as a moderator and mediator","authors":"N. T. Duong, T. P. Pham Thi","doi":"10.17853/1994-5639-2022-8-64-94","DOIUrl":"https://doi.org/10.17853/1994-5639-2022-8-64-94","url":null,"abstract":"Introduction. Companies have recently begun to use Artificial Intelligence (AI) technology for recruitment. Job seekers are then analysed and recruited by AI interview systems. However, there is a lack of studies on the relationship between AI recruitment and job seekers.Aims. This study aims to analyse job seekers’ perception of AI recruitment expected value, to investigate how to improve job seeker satisfaction under the AI recruitment technology, and to explore the expectations of job seekers in the AI recruitment process. Besides, self-efficacy serves as a moderator and mediator in the relationship between perception of AI recruitment expected value and job seeker satisfaction.Aims. This study aims to analyse job seekers’ perception of AI recruitment expected value, to investigate how to improve job seeker satisfaction under the AI recruitment technology, and to explore the expectations of job seekers in the AI recruitment process.Methodology and research method. A sample of 254 student job seekers was collected for data analysis. Self-efficacy serves as a moderator and mediator in the relationship between perception of AI recruitment expected value and job seeker satisfaction. Through factor analysis, the study classified and named each dimension of perception of AI recruitment expected value and self-efficacy. Perception of AI recruitment expected value is divided into full participation, process flexibility and file diversity. Self-efficacy is divided into positivity and confidence. Next, statistical analysis was then performed to test the hypotheses.Results. The findings show that (1) the process flexibility is positively correlated with job seeker satisfaction; (2) positivity has a moderating effect on full participation and job seeker satisfaction; (3) confidence has a moderating effect on process flexibility and job seeker satisfaction; (4) positivity and confidence serve as mediators the relationship between perception of AI recruitment expected value and job seeker satisfaction.Scientific novelty. The current study helped to develop new scales to measure the constructs related to AI recruitment.Practical significance. The findings provide us with information to improve job seeker satisfaction in AI recruitment. Companies provide AI recruitment maps before recruiting, give job seekers greater flexibility in the process, and finally produce recruitment results quickly after the job search and provide feedback from AI analysis.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132537152","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":"Educational and research activities of students: creating effective pedagogical conditions during the pandemic","authors":"A. M. Zhanburbayeva, E. K. Breitigam","doi":"10.17853/1994-5639-2022-8-33-63","DOIUrl":"https://doi.org/10.17853/1994-5639-2022-8-33-63","url":null,"abstract":"Introduction. The rapidly growing pace of updating the content of education, informatisation and humanisation of the learning process are also changing the approaches to organising the educational activities of students. This problem became especially acute during the 2020 COVID-19 pandemic, when general education schools began to massively switch to distance learning.Aim. The research aims to analyse the effectiveness of the pedagogical conditions for the formation of educational and research activities of students in schools in Kazakhstan during the pandemic.Methodology and research methods. To achieve this goal, the authors conducted an experimental study, which involved 196 students and 20 teachers of secondary schools of the Altai district of the East Kazakhstan region of the Republic of Kazakhstan. The research methodological framework is based on the following approaches: personality-oriented and activity-based (B .G. Ananiev, L. S. Vygotsky, S. L. Rubinshtein), systemic (V. G. Afanasiev, V. N. Sadovsky, E. G. Yudin) and axiological (K. A. Abulkhanova, A. G. Asmolov, A. A. Derkach). The leading theoretical research methods were the analysis of psychological and pedagogical literature, advanced pedagogical experience, dissertations and scientific research. The main empirical research methods were a pedagogical experiment, survey and observation. Diagnostic and statistical methods were used to evaluate the results of the study.Results. The pedagogical conditions for the formation of educational and research activities of students are determined (complex use of methods for solving educational and research problems; creation of problem situations; application of the project method; use of means for the development of critical thinking (special questions, situation analysis, reflective essay); organisation of students’ activities at the lesson in the following order: joint activity → independent activity and independent activity → joint activity, organisation of special intellectual games, study of special courses). Motivational, cognitive, activity and personal components of educational and research activities were identified. The authors presented the analysis of the results of the experimental study (the increase in the level of development of motivational, cognitive, activity and personal components of educational and research activities). The criteria for evaluating the effectiveness of the process of formation of educational and research activities of students were formulated. The criteria for evaluating the motivational component were determined as the leading motives of learning: from external and social to cognitive motives. The criteria for evaluating the cognitive component determined students’ understanding of the text of the educational and research task, as well as understanding the issue, the correct and rational way of solving it. The criteria for evaluating the activity component were the skills and abilities of students acquir","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125383517","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":"Theological education and theological enlightenment in modern Russia: Conceptualisation, orientation and development prospects","authors":"I. Murzina, N. Simbirtseva","doi":"10.17853/1994-5639-2022-8-11-32","DOIUrl":"https://doi.org/10.17853/1994-5639-2022-8-11-32","url":null,"abstract":"Introduction. The discussions in the scientific and educational environment on the scientific status of theology, its prospects in the system of university education, the opportunities opening for religious education in Russia, show the relevance of the analysis of the place of theology as a sphere of scientific knowledge in a number of social and humanitarian sciences and reflections on the essence of theological education and enlightenment that influence the axiological basis of society.Aim. The aim of the study is to conceptualise “theological education” and “theological enlightenment”, which define the focus of the conversation about religion today. The objectives of the study are related to determining the scope of each of the concepts and considering promising educational and enlightening practices in Russia.Methodology and research methods. The scientific argumentation presented in the article is based on the following theoretical research methods: logical analysis, structural and functional method, discursive analysis, axiological approach. The basis is an interdisciplinary methodology that allows synthesising approaches peculiar to various social and humanitarian sciences. When describing educational practices, the methods of comparative analysis, systematization and classification were applied.Results. It is determined that the educational paradigm is being changed today: the “return” of the religious component to education is considered as an attempt to set a new education coordinate system in the unity of horizontal (institutional) and vertical (meaning-forming) vectors. The authors define the essence of theological education in a broad (the formation of an axiological basis) and narrow (the process and result of the implementation of values in educational practice) sense. Moreover, the authors reveal the specifics of theological education in professional and comprehensive education. Changes in educational practices over the past few decades have affected educational activities in the field of religion, which required an analysis of the “theological education” concept and the definition of its prospects in a digital society. The authors describe the principles, conditions and directions of the implementation of theological enlightenment.Scientific novelty. The paper presents a terminological analysis of the categories of “theological education” and “theological enlightenment”, which are relatively new for pedagogical science.Practical significance. The conclusions presented in the study on the possibilities of theological education and theological enlightenment may be of interest to developers and organisers of religious educational programmes.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132374648","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":"Features of teacher’s reflection: Connection with personal and professional value orientations","authors":"A. K. Belolutskaya, I. Krishtofik, V. Mkrtchyan","doi":"10.17853/1994-5639-2022-7-160-190","DOIUrl":"https://doi.org/10.17853/1994-5639-2022-7-160-190","url":null,"abstract":"Introduction. The development of professional reflection is determined by the nature of the activity in relation to which it is carried out. At the same time, teacher professional reflection is an effective resource for the development of educational activities. At the present stage, there is a wide variety of education models. Each educational model is characterised by its special values; reflection has its own special meaning, purpose, and result in a specific educational model.Aim. The current research aims to present the authors’ model for studying the features of teacher professional reflection; to discuss the results of testing this research model, which made it possible to draw a number of conclusions about the presence and nature of the relationship between the level of teacher professional reflection and their personal and professional values.Methodology and research methods. The present research is based on the activity approach, theoretical provisions on the structure and functions of reflection of activity, the meaning of reflection in various models of education, the types of professional pedagogical reflection. The research model is developed through the questionnaire method and the case method. The study involved primary and secondary school teachers of three educational complexes in Moscow (N = 63).Results. It has been established that the values of the life and professional plan of the subjects are consistent with each other, and professional actions are generally not related to the declared professional values. The authors confirmed the hypothesis that the reflection of positional type has a significant positive relationship between the degree of congruence between the values declared in the survey and those manifested in solving problematic professional situations and the level of development of reflection of these types.Scientific novelty lies in the development of a model for studying the features of professional reflection associated with the personal and professional values of the teacher. The results obtained in the course of its approbation can serve as a basis for understanding the mechanisms for the development of professional reflection of teachers in various models of education.Practical significance. The developed methodology for studying the features of professional reflection of teachers can be used for the further creation of the set of tools for self-assessment and the development of professional pedagogical competence, the core of which is pedagogical reflection.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"124 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131943299","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":"Application of visual didactic regulators in distance learning","authors":"V. Steinberg, R. Asadullin, D. Fatkhulova, I. R. Tagariyeva","doi":"10.17853/1994-5639-2022-7-45-75","DOIUrl":"https://doi.org/10.17853/1994-5639-2022-7-45-75","url":null,"abstract":"Introduction. In the process of developing distance learning and changing the forms of educational materials used in different countries, there are such problems as the lack of direct communication, insufficient control of the educational process and low motivation. The effectiveness of the guiding and orienting influences of the teacher, his/her professional and creative teaching methods is decreasing. As a result, the implementation of cognitive learning activities by students becomes more difficult, and the dependence of its results on self-organisation and self-control increases. These problems are inherent in distance learning in many countries, including the Russian Federation, where a network of federal innovation platforms is being created to improve distance learning and to promote educational innovations. The hypothesis assumes the expediency of research and applied development of universal methods and means to reduce negative phenomena in distance learning.Aim. The present research aims to study the methods and means of additional presentation of the plan of educational activity and the results of its implementation in the form of visual didactic regulators; to create software and methodological tools for the introduction of regulators in distance learning; to experimentally test applied developments.Methodology and research methods. The study is based on the didactic principle of visibility, which is necessary to provide the student with information about the plan of the educational activity being performed and to present the results of its implementation in the form of visual regulators. Logical-semantic modelling of knowledge was used to design regulators; an integrated approach was applied in the development of software and methodological tools for the application of regulators. In the course of experimental testing (teachers of rural schools, teachers and students of the university), questionnaires, surveys and observations were carried out.Results and scientific novelty. An analysis of the work of teachers demonstrated the relevance of using visual aids with illustrative and reference properties in the context of distance learning. It is proposed to supplement the educational task in text form with a plan using a visual didactic regulator, and the results of the implementation of the plan in the accepted form should also be supplemented by a didactic regulator. The use of regulators contributes to the self-organisation and self-control of the student, the development of universal educational actions in the construction of regulators and in educational activities, the improvement of systematic thinking and the formation of models for the implementation of educational activities. Software and methodological tools are proposed to support the introduction of didactic regulators into distance learning.Practical significance. The developed didactic solutions and software methodology tools complement the means and methods of distance le","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125164915","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":"Features of subjective well-being of Russian and Chinese students: A comparative analysis of the problem","authors":"T. Pilishvili, A. Danilova, A. I. Savushkina","doi":"10.17853/1994-5639-2022-7-126-159","DOIUrl":"https://doi.org/10.17853/1994-5639-2022-7-126-159","url":null,"abstract":"Introduction. The subjective well-being of students is an important factor affecting academic achievements and professional development. The number of Chinese students studying in Russia is already quite large, and there is a potential for growing cooperation between our countries. Therefore, the study of the subjective well-being of Chinese students in their comparison with Russian students is relevant not only from an academic point of view (as a cross-cultural study of the globalising world), but also from a practical point of view.Aim. The aim of the present research is to theoretically and empirically study the subjective well-being in general and its individual components among Chinese students getting higher education in Russia, in comparison with Russian students there.Methodology and research methods. The methodological principles of the study are activity-based and subject-activity approaches, as well as the principles of consistency and system analysis. The theoretical study was conducted using the bibliographic method. The empirical study used the testing method and methods of statistical data processing.An empirical study was conducted on 392 students of the RUDN. The following psychodiagnostic methods were applied in the study: “Scale of Subjective Well-Being” by A. Perue-Badu (adaptation by M. V. Sokolova), “Questionnaire of Self-Attitude” (V. V. Stolin, S. R. Pantileev), “Oxford Happiness Questionnaire”, “Subjective Assessment of Appearance” (V. A. Labunskaya, E. V. Belugina), and “Scale of Basic Beliefs” by R. Yanov-Bulman (adaptation by O. Kravtsova). The statistical Mann-Whitney U criterion was used for the calculations. The calculations were performed using the IBM SPSS Statistics 23 program.Scientific novelty and results. The scientific novelty and the most significant research results consist in identifying the features of subjective well-being and related personal characteristics of Chinese students studying at Russian universities, in comparison with Russian students there. It was found that most of the indicators of subjective well-being of Chinese students are at a lower level than those of Russian ones. The exception is the parameters “psychoemotional state” and “tension and sensitivity”, for which Chinese students show better scores.Practical significance. The practical significance of this work is that the authors developed the recommendations aimed to improving the indicators of the subjective well-being of Russian and Chinese students studying in Russian universities.","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122098465","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":"Vocational teacher training in Russia at the present stage: Conceptual aspect","authors":"В. A. Fedorov, P. Kubrushko, V. V. Dubitskiy, A. Feoktistov","doi":"10.17853/1994-5639-2022-7-11-44","DOIUrl":"https://doi.org/10.17853/1994-5639-2022-7-11-44","url":null,"abstract":"Introduction. The features of vocational teacher education (the system of vocational teacher training), its understanding and management complexity, dynamics of modern changes, and needs of educational practice call for conceptual visualisation of its present-day state. The paper presents the authors’ vision of this phenomena based on the ideas of humanisation, continuity, and democratisation of vocational teacher training system. The authors put forward some principles developing these ideas and outline the conditions for their implementation.Aim. The current research aims to present the conceptual foundations of vocational teacher training in a systematic way, providing its complete explanation and facilitating its designing amid socio-economic and socio-pedagogical changes.Methodology and research methods. The research is conducted in the context of humanistic educational paradigm, which seems to be the most advantageous for achieving the goal set, based on systemic, activity-shaped personality, integrative, and managerial-and-technological approaches, as well as theoretical and methodological analysis of the scientific sources concerning the object under study.The research is based on the nearly 100-year experience of training teaching staff for educational organisations of vocational training, the results of pedagogical research on the training problems, analysis of the history and current state of Russian vocational teacher training and relevant foreign experience, the results of experiments on introducing state educational standards and designing the vocational teacher training content.Results and scientific novelty. The conceptual foundations of vocational teacher training are represented in the unity of three components. The first component represents the general methodology, which reveals its history (development stages), role and place in the social, economic and educational system of the country. The second component determines the development prospects of vocational teacher training, which include the following aspects: its purpose, consisting in creating and maintaining conditions necessary for effective and high-quality training of teachers for the system of professional education and vocational training; conditions necessary for the development of a personality capable of self-implementation in vocational education; objectives including the formation of a versatile, socially functional, and continuously developing personality, ready for effective vocational and professional training; the guiding ideas of humanisation, democratisation and continuity of vocational education and training, as well as the conceptual principles of humanitarisation, fundamentalisation, action orientation, self-organisation of educational activities, public administration, correspondence of the content of continuous vocational teacher training stages to the main stages of personality development, continuity of training curricula, diversity of educational ","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"302 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121313597","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":"Teachers’ and students’ attitudes towards feedback: Contradictions and development trends","authors":"A. Azbel, L. Ilyushin, E. Kazakova, P. Morozova","doi":"10.17853/1994-5639-2022-7-76-109","DOIUrl":"https://doi.org/10.17853/1994-5639-2022-7-76-109","url":null,"abstract":"Introduction. The study is based on one of the findings of J. Hattie’s meta-analysis, which proves the importance of feedback in the educational process as a critical factor affecting the quality of learning outcomes. However, the issue about the significance of this factor and its perception by education researchers and direct participants in educational relations (teachers and students) is still open to question. An objective answer to this question will develop practical steps to develop literacy in applying feedback in modern school education.Aim. Based on the data of a comprehensive empirical study, the present research is aimed to identify and analyse the value aspect of the attitude to feedback from teachers and students as an integral part of academic literacy.Methodology and research methods. To mark the general didactic boundaries of the theoretical discussion, the authors chose the feedback literacy model, which consists of four components: the acceptance of the value of feedback, the ability to make judgments, the control of emotions, and the ability to act on the basis of feedback. The comprehensive empirical research consisted of two stages in 2020–2021; it was conducted on representative samples of high school students and teachers from different regions of Russia. At the first stage, the authors studied value attitude to feedback among high school students. A representative group of high school students (n = 2710) took part in the cross-sectional research. The cross-sectional research outcomes were developed in a field experiment with school children from 16 to 18 years old (n = 137) trained according to the unified programme. At the second stage, a comparative research among teachers (n = 134) was carried out using the method of a written survey containing closed and open questions about teachers’ understanding of the feedback phenomenon and their attitude towards it. This survey also included the data obtained from the survey of school children at the first stage, aiming for their expert evaluation by teachers. Thus, teachers were motivated to display a reflective and expert position, making it possible to obtain a more holistic view of the research subject.Results. As a result of the present research, it was found that Russian teachers understand the concept of feedback quite fully, although such an understanding is more intuitive than mastered in practice. Marks for progress are perceived by teachers as low-quality, formalised feedback, and alternative methods (comments on the student’s work) as resource-consuming and, therefore, not applicable in daily practice.The research outcomes showed that adolescents perceive feedback more as the teacher’s prerogative and not as their opportunity to develop their learning ability. At the same time, modern school children want to receive feedback in the form of a detailed commentary, although they do not have experience with it. In the context of a positive encouragement of students to r","PeriodicalId":278157,"journal":{"name":"The Education and science journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131485549","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}