The article analyzes the results of a study aimed at studying overcoming as a leading factor that ensures self-development of the individual and actualizes the need to use pedagogical tools in modern educational practice that contribute to the formation in children and young people of the perception of overcoming difficulties as an opportunity for personal growth. The relevance of studying the problem of self-development and its procedural component is due to various reasons: the new socio-cultural reality, which predetermined the rapid pace of self-development as a condition for the competitiveness of the individual; a high level of motivation of the younger generation to achieve success as a result of self-development; the unpreparedness of modern children and youth to overcome obstacles on the way to achieving the goal; the presence of psychological barriers blocking readiness for self-development. The conclusions are based both on the results of a theoretical analysis of modern scientific literature and on the results of our surveys. Empirical research methods were survey methods presented by the author’s tools. The study involved 2474 students aged 11-16 living in the Moscow, Yaroslavl, Kostroma and Kaluga regions. The study included the design and testing of the technology of pedagogical support for self-development of adolescents in additional education in a situation of overcoming difficulties, the implementation of which makes it possible to form adolescents’ readiness for self-development, helps to build up individual experience of successful overcoming through the purposeful formation of adaptive coping strategies. The conclusion is made about the effectiveness of the implementation of technology in the conditions of additional education, as well as the possibility of dissemination of the received pedagogical experience in educational organizations of various types and types.
Keyword(s) : self-development
Professional Competence of the Teacher of Pre-professional Pedagogical Training of School Students: Development of Level Indicators
The relevance of the problem is determined by the general trends of pre-university education in the Russian Federation and the need to ensure the professional self-identification of school students in social and pedagogical professions, the creation of a network of psychological and pedagogical classes, which makes it essential to assess the teachers’ readiness to implement the ideas of pre-professional pedagogical training of school students. The purpose of the article is to develop and describe the level indicators for a teacher of pre-professional pedagogical training of school students. As the leading approach to the problem evaluation, a systemic approach was used, which made it possible to study the professional competence of a teacher within the context of the complex pre-professional training system. We have studied the professional competence of the teacher at the metasystemic level (following Belkina and Tsirulnikova’s classification, in which the subsystemic (intrapersonal) level, infrasystemic level (educational institutions), systemic level (social institutions) and metasystemic level (social and cultural pedagogical space) are distinguished in the system of pre-professional pedagogical training of school students). We regard teacher’s professional competence as a causal superstructure of universal pedagogical competencies acquired by students of psychological and pedagogical classes. As a result, the structure of the competence of the teacher of pre-professional pedagogical training of school students has been defined, competence levels have been identified, indicators for each level have been developed and described. The proposed materials fill to a certain extent the gaps existing in scientific studies in regards to the content and indicators of the competence of the teacher (trainer) of pre-professional pedagogical training; they may be applied in further scientific and methodological development of diagnostic tools and training programs for teachers of pre-professional education.
The Role of Self-Efficacy and Psychological Well-Being in Students’ Choice of Self-Improvement Strategies
The urgency of the problem justifies the significance of the study of psychological patterns and self-improvement mechanisms as a form of students’ self-development. The research aims to find out the role of self-efficacy and psychological well-being in students’ choice of self-improvement strategies: acquisition, transformation, disposal or restriction. The diagnostic tools include the author’s Self-improvement Quadrangle technique, the questionnaire by M. Scheer, J. Maddux adopted by Boyarintseva. defining general and social self-efficacy, Riff’s Psychological Well-Being Scale adopted Shevelenkova and Fesenko. Mathematical processing of the results was carried out using the criterion φ* of the Fisher angular transformation and the Pearson dichotomous correlation coefficient. The research involved 277 students from universities of the Russian Federation and the Republic of Kazakhstan, the average age of 19.5 (SD = 1.5). The results reveal that students with a predominance of high self-efficacy prefer three strategies: acquisition, disposal and transformation. Students with low self-efficacy in subject activity more often use the acquisition strategy and do not use the transformation strategy. Such structural components of psychological well-being as autonomy, environmental management, life’s goal and personal growth play an essential role in choosing a particular self-improvement strategy. The results show the individual trajectory of students’ self-development and help to carry out more purposefully the process of supporting the personality’s self-development. The obtained data can be used by teacher educators in a training process for students majoring in teacher education and psychology, by tutors and university’s psychological services.
Research the Future Teachers’ Digital Competence in the Context of Personality Pedagogy
The relevance of the study is explained by the digital transformation of society and the digitalization
of education, its opportunities and risks. The key idea of the research is to reveal the phenomenon
of students’ digital competence in the context of personality pedagogy. Namely, through the skills
and competencies in the areas of individuality that arise when students apply digital technologies
in their training. Data collection was carried out using self-assessment. Students assessed skills and
competencies in the areas of individuality. The factor analysis showed that the digital competence
of students is associated with the subject-practical sphere, existential sphere and the sphere of self-regulation
University Students’ Attitudes to Soft Skills in Business Communication Training
Nowadays learning Russian in business communication is a major part of vocational education and
training and within this academic subject it is possible for university students to develop soft skills.
This research examined the formation, development and application of a universal set of soft skills
to help graduates adapt to the modern labor market. The study was conducted with 196 first-year
students in the Vladivostok State University of Economics and Service. A subjective scale technique
was applied using a survey-questionnaire. The data were processed using systematization and
generalization methods. The results showed that subjective attitudes to the application of soft skills
were developed in students studying Business Russian. The building of soft skills helps students
use knowledge in practice and to increase their motivation for personal professional growth and
development. The research revealed that 21 out of 24 declared soft skills are actively formed in
students in the course of teaching. In addition, the analysis gave an objective view of the abilities,
interests and tendencies of each student. This information is necessary to improve the educational
process. The results of the research play an important role in the development of the theory of
competence model of successful modern graduates. The research results can be used by universities
to develop and improve working curricula in accordance with the requirements of new educational
standards.
Subject and activity-related determinants of students’ educational and developmental activity
The perspectives of modern society’s development depend largely on education and self- development related activity in the younger generation. However, the subjective and activity-related determinants of this type of activity have not yet been thoroughly studied. The purpose of this study is to identify subjective and activity-related characteristics which determine students’ educational and developmental activity. The study was conducted on a sample of 229 students aged 15-25 years old, in general, secondary, vocational and higher education. It used four established instruments. K.M. Sheldon’s Self-Determination Scale modified by E.N. Osin, E.N. Volkova’s and I.A. Seregina’s Questionnaire for studying subjectivity structure, M.A. Shchukina’s “Personal subjectivity development level” technique, and E.Yu. Mandrikova’s Activity self-organization questionnaire. A further questionnaire was developed by the author, to determine the level of manifestation of personal educational and developmental activity and its relation to the characteristics which are performed to implement the activity. It was found that young people who exhibit a high level of educational and developmental activity demonstrate subjectivity, conscious activity, freedom of choice and personal responsibility to a greater degree, when it comes to their behaviour strategies. These individuals have better developed skills for organizing their activities, which are conditioned by purposefulness, and other characteristics related to implementing this type of activity. It has been shown that depending on age, the correlation between subjective and activity-related characteristics changes. Some of the characteristics grow and stabilize, while others regress and change. This is especially visible in subjective factors. It has been discovered that predictors of students’ educational and developmental activity are the characteristics related to that activity; the impact of subjective factors is minimal. These conclusions are supported by statistical analysis of data. The study materials can be applied nature and used for organization of young people’s educational and developmental activity taking into account their age-related peculiarities.
Self-development in Old Age versus the Challenges of the Information Society: The Polish-Bulgarian-Portuguese Perspective
The paper presents the result of a study to diagnose the level of interest of elderly people in the
study of digital skills, and attempts to answer the two questions of whether older people feel the
need for self-development in this area and how they find themselves in the information society. The
comparative study was carried out as part of the international project Erasmus+ Adult Education,
titled Silver Civic Education (2017-1-PL01-KA204-038695) implemented in the years 2017-2019. It
involved seniors from three partner countries of the project: Poland, Portugal and Bulgaria, which
made it possible both to determine general educational expectations of elderly people and to identify
specific issues for each country. Elderly people are a very heterogeneous group, they require educational
support in many areas, and especially in the area of new technologies. This can influence
maintaining or stimulating their curiosity and self-development, and therefore contribute to raising
their quality of life and enabling them to use life to the full.
Students’ self-development in modern technical higher educational institutions
This article discusses some theoretical and applied aspects of course development in a modern technical
higher education university, and in particular the need to create a stimulating environment.
The example of the Tambov State Technical University is used to draw more general conclusions.
Using essays as a form of final control in working with undergraduates
Relevance of the research is determined by development of Master’s Degree Programs in Russian universitie, it requires profound changes in educational content and methods. This work is aimed at presentation of experience in approbation of essay as a form of exam in education of 20 students of Master Program “Preschool education”. The incomplete sentences technique as a data-gathering tool was applied after the exam. According to the results, creating an essay contributes to generalization and understanding, comprehension of the problem information, makes cognitive and metacognitive processes more active. This form of final control gives psychological comfort, creates a situation of success. It strengthens needs for autonomy, competence, relat-edness, which are sources of internal motivation as the basis of subjectness and self-development tendency. The material could be useful for university lecturers.