The relevance of the study of educational video blogging is determined by the rapid spread of online learning technologies. Video blogs are embedded in online courses or are an independent educational product in the form of a teacher’s channel filming videos on their subject, helping in self-study, building individual educational routes.
The purpose of the article is to study the conceptual foundations and meanings in the subject field of educational video blogging. The objectives of the study involve highlighting the advantages and limitations of using video blogs based on the analysis of English language publications.
Search queries in leading databases made it possible to form an array of publications. Familiarization with the content of articles and / or their annotations filled three approaches to interpretations with meaning – video blogging as an educational technology, as a means of communication, and as a way to promote the image of a teacher.
The results of the article were the allocation of an additional meaning of educational blogging as a tool for reflection of students and teachers, as well as an emphasis on the professional identity of teachers who blog. Educational blogging goes beyond formal education both in content and in the formats of presentation of material. Experiments in this area demonstrate the possibilities for cognitive development of students, implementation of information and communication tasks, as well as a motivational effect.
Different types of educational video blogs are considered as tools for organizing training and self-study. Video blogs as a means of self-presentation are transformed into a tool for self-reflection of the teacher and the student. Video blogging as a way to promote the image of a teacher is transformed in the direction of developing a professional community, forming digital literacy and digital identity.
Keyword(s) : teacher
Dynamics of Career Orientations of Student Teachers: Interuniversity Study Results
One of the reasons for the shortage of teaching staff in various countries around the world is the problem of attracting young staff to schools and their rapid dismissal. This situation actualizes the issues of studying the motivational bases for choosing a teaching profession. Tracking changes in students’ career choice preferences can be facilitated by monitoring students’ career orientations at different stages of their studies.
The study aims to explore the dynamics of career orientations of student teachers from universities of various types over a three-year period of study.
As a method of repeated research, the methodology for determining career orientations by Shein (adapted by Vinokurova and Chiker) was used. Analysis of the universities’ curricula was carried out to determine the characteristics of the educational process organization. With the help of a questionnaire, socio-demographic and motivational-professional characteristics of students were identified. Five hundred and four 3rd-year students from 6 universities of different types, who had already taken part in the first stage of the study in 2022, became participants in this study. The analysis of the obtained data allowed to identify the preservation of main career orientations (service, job stability and integration of lifestyles) among students. The convergence of the indicators of career orientations among students from different universities was established.
Implementing Flipped Classroom in the Digital Learning Environment
At the beginning of the COVID-19 pandemic in spring 2020, all schools faced unpredictable challenges, and alternative solutions were needed to optimize the functioning of the educational process. One of these was the implementation of the “flipped classroom” in teaching practice. This idea gave rise to the concept of the online flipped classroom, which allows students to continue their educational work in a high-quality, engaging, and attractive way, even outside the physical classroom. Furthermore, the online flipped classroom has proven to be as effective as the traditional one, mainly because it promotes students’ self-directed learning, activity, motivation, collaboration, and successful interactions due to its flexible structure. The study provides a theoretical insight into the application of this teaching method in the period of distance learning and analyzes its advantages and challenges. The most common challenges were found to be difficult access to the Internet and thus to learning materials, the lack of digital skills of teachers, the time and effort required to create videos, the design of a creative learning environment, and the facilitation of different types of activities and teaching materials, which contribute significantly to students’ motivation to learn under exceptional circumstances. Students’ free access to computer equipment and internet connections from home played a key role. Therefore, the flipped classroom approach requires government investment in building/upgrading appropriate information and communication infrastructure, additional teacher commitment, and investment in teachers’ professional development.
A Model of Subjective Well-Being of a Teacher in the Context of the Safety of Educational Environment
Relevance of the problem. The study of well-being in education is an important area of scientific research and practical interventions. WHO declare the human right to well-being. The aspect of the students’ well-being was added to the OECD PISA profiles and in the UN Sustainable Development Goals in the Edu2030, which confirm the significance of this theme (UNESCO, 2016). The key role of teacher well-being for the well-being of students and the educational environment in whole has become the focus of scientific publications, in particular confirming the significant relationship between school safety and teacher well-being (Sürücü Atila, & Ünal, 2015). However, teachers’ well-being remains low, which is revealed in the problem of the mass dismissal of teachers from schools. This problem is especially relevant among young teachers (OECD, 2020). This situation leads to a social contradiction that updates the study of the problem of teachers’ well-being in the context of socio-professional conditions and the ethics of the profession. Current research of well-being is focused on an ecological approach as relevant to the modern requirements of science (Mercer, 2021). Thus, the purpose of this study is to define the concept of “subjective well-being of a teacher” and develop a model of the subjective well-being of a teacher in the context of the safety of educational environment using relevant scientific and methodological tools. Research methods: search and confirmatory factor analysis, comparative, correlation analysis. Technique: WHOQOL-100 Questionnaire, B. Tuckman Procrastination Scale”, Melbourne Decision Inventory, AVEM Questionnaire. The study sample consisted of N=600 teachers of secondary schools of the Republic of Tatarstan, noted by the type of settlement and their socio-economic zone.
Research results. A model of the teacher’s subjective well-being has been developed in the context of the ethics of the profession “The triangle of professional well-being of a teacher”, which includes ownership, professional aspirations and quality of life as system-forming peaks. Practical significance. The results of the study can be applied for the educational programs for teachers’ training and retraining, for the supervising and psychological and pedagogical support of a teacher as well as to ensure the psychological safety of the learning environment of the school.
Motivation of Student Teachers’ Professional Career
The negative consequences of an incorrectly chosen profession affect both the person himself/herself and his/her social environment. The right choice of profession helps to reduce staff turnover and increase labor productivity. This truth is directly related to the teaching profession. The problem of motivating a professional teaching career, as well as the problem of motivating human behavior and developed. There are practically no special studies that would trace the relationship between the motives for choosing a pedagogical career and the motivation for pedagogical activity among students at the initial stage of teacher education.
The purpose of the study: to identify the career orientations preferences of first-year student teachers from various types of universities implementing teacher education programs: the capital’s pedagogical university, federal university, classical university, regional multidisciplinary university in the national region, regional pedagogical university and regional university of humanities and technology.
E. Shein’s method of studying professional career motivation (adapted by V.E. Vinokurova and V.A. Chiker) was chosen as the research method. First year students of six Russian universities enrolled in the Pedagogical Education program participated in the study.
The study presents the student teachers’ career orientations on the following scales: professional competence, management, autonomy, job stability, residence stability, service, challenge, lifestyle integration, entrepreneurship. Dispositions, value orientations and social attitudes of students that influence career orientations are also presented.
Psychological Well-Being of Teachers
Psychological well-being is widely recognized an essential component of human life. Numerous
studies have looked at the significance of teachers’ well-being for effective professional activity and
self-efficacy. However, little is known about how a teacher’s personal and professional characteristics
influence their psychological well-being.
The purpose of this study was to explore possible determinants of teachers’ psychological wellbeing,
such as professional activity motivation, personal orientation, thinking style, terminological
competence, and reflection. A total of 224 secondary school teachers from the Arkhangelsk area
took part in the study. Ryff’s Scales of Psychological Well-being (SPWB) were used to assess the level
of well-being.
The teachers are found to have a moderate level of psychological well-being. It has shown that
professional activity motivation has the most important role. Inner motives such as cognitive
motives, activity motives, and self-realization goals promote psychological well-being, while external
incentives such as communication and confession decrease it. The differences in professional and
personal characteristics between teachers with various levels of psychological well-being were
identified. Teachers with low levels of psychological well-being reported a greater importance for
social approval. However, for those with the highest psychological well-being scores, it is more
important to pursue professional development.
Transformation of relationships between primary school stakeholders in the context of digitization
The need for research into the transformation of relationships between primary school stakeholders is caused by the acceleration of social and technological processes in which all agents are involved. Digital platforms functioning in unified information systems become cross-functional where they support managerial and pedagogical innovative solutions. The authors regard digitization as a new space for the poly-subjective relationships within information system development. In the transition to digitization it is important to examine the pedagogical aspects and assess the potential advantages but also consider risks. This study considers one of the significant manifestations of digitization as the transformation of the relationship between the teacher and the learner when the learning process is augmented by some active digital practices.
Empirical data was obtained during a large-scale pedagogical experiment within the framework of “Learn to Learn” project focused on primary school learners. The sample included over 2,500 students from 46 schools of different regions of Russia. The experiment started in 2018. The project was based on a digital platform which facilitates the diverse roles of different education process stakeholders. The platform records learners’ step by step actions for further examination. These ‘digital footprints’ are available to the adults – teachers and parents, who accompany the learning process.
The data is presented through the lens of the theory of liminality and Vygotsky’s concept of ‘zones of development’ and is accompanied by a comparison with contemporary international research in the field. The paper also considers the concepts of relationship transformation between the teacher and the learner while using digital technologies and analyses of the database. Drawing on the empirical data the research demonstrates the role of digital platforms to compensate for deficiencies in child’s skills and personal growth moving them into the ‘zone of proximal development’.
The social status of teachers in modern teacher education
The article reports on a sociological study which measured teachers’ changing social status in modern
teacher education. A survey was carried out of teachers’ satisfaction with their social status in
the Orenburg region of southwest Russia. The results illustrate the problems of transforming the
attractiveness of the teaching profession and discusses the factors that characterize the current status
of the teacher, the reasons for the professional instability, the low motivation for achieving career
growth and relevance in a highly competitive labor market.
Distributed model of teacher education at Kazan Federal University
There is a need to modernize higher pedagogic education. The requirements for the content of schooling and higher education is changing quickly as scientific knowledge accumulate. Preparing a teacher for XXI century is an essential task for the present day. The authors aimed to develop the educational standard in pedagogical education at Kazan federal university. The article describes the projectization process. The leading methods for the research were theoretical study, modeling, questionnaire survey and others. SFU is able to educate future teachers of physics within the distributed model and even advance it now as every institute at KFU has a pedagogical department. In the article we present bibliography analysis on the issue, the results of questioning the students of the Institute of Physics in non-pedagogical major, gradual formulation of the Standard, Enclosure to the Standard, educational paths, one of which a student can select, curriculum versions, conceptual framework of methodic preparing. The materials of the article demonstrate the reasoning and sequence of the author on the work on Educational Standard in specialization 44.03.01 Pedagogical education, profile: teacher (subject).
On the Academic Mobility of Students in Networking environments
Within the framework of the project “Development and approbation of new modules and rules of implementation of basic educational bachelor programmes enlarged group of specialties “Education and pedagogy” (field of study – Psychological and pedagogical education), which includes the academic mobility of students of pedagogical universities (non-pedagogical training areas) in the framework of network interactions” (Room open competition: 2014-04.03-05-043-f-91.055) one of the prerequisites was to create a package of educational materials for teachers participating in the project. In the basic educational program the discipline program is the main component. To fulfill the analysis of the program of educational discipline and educational complex we proposed an Expert assessment card. Using this card allowed the teachers and project leaders to analyze the executed work in detail and to improve the quality of syllabi and teaching materials.
If the program of the discipline is made at a low level, it does not pass the examination and is not authorized for use. If the program has a permissible level, it can be allowed to be implemented, but the teacher should make corrections or additions. If the program of the discipline is made at a sufficient level, it is allowed to be implemented with recommendations, which teacher can optionally consider. A program, which is fully in line with modern requirements for the development of training modules and educational complex is of high level.
Difficulties of Psychological Support in the Professional and Personal Formation of Teachers
The article presents the analysis of the difficulties of psychological support of professional and personal development of teachers, classified by the author as related to organizational factors and factors of co-resistance-failure. As the central reasons we described difficulties accompanying the most pronounced personality traits characteristic of teachers (rigidity, pessimism, social introversion, emotional lability). These properties are evaluated as giving rise to the resistance of teachers to provide them with psychological support.
The conclusion about expediency of integration of psychological work in the general system of professional and personal development of teachers on the basis of recognition of the objectives of this work as the real value of educational institution. It is noted that overcoming the difficulties related to teachers resistance is a long and delicate process, imposing both the strategic need to further improve the training of educational psychologists, practice-oriented work with older participants in the educational process and the implementation of the conditions of continuous selfdevelopment of the respective competence by a educational psychologist.
Failure characteristic of teachers in relation to his colleagues, in particular, to the educational psychologist. Educational psychologist for them is “support specialist”, he performs secondary to solving the major problems of educational function. The desire of teachers to maintain their image and status in the eyes of the team is not conducive to the formation of a trusting relationship. Trust relationship is one of the most important conditions for the effectiveness of support.