This is the English language contents page for E&SD Volume 12 (4)
Nick Rushby. Editorial 12(4): What do you want to be remembered for? 6
Alexandra S. Brykova. Teachers’ readiness to support students with special educational needs. 10
Leisan R. Munavirova. Issues of interaction of the components of the student teacher vocational and legal competence. 19
Nikolai P. Puchkov, Tatiana Yu. Zabavnikoba. Students’ self-development in modern technical higher educational institutions. 28
Valerya A. Stepashkina. Gaming as a technology in professional activity modelling. 35
Gulshat F. Shakirova, Elvira G. Sabirova. The use of educational websites and interactive platforms in teaching 6-8 year old children. 44
Nodira M. Egamberdyyeva. A comprehensive approach to the diagnostics of students’ moral education. 56
Notices and retractions. 66
Notes for authors. 79
The tasks of moral education – students’ requirements and the ethical qualities necessary for graduates
of pedagogical universities – require the development of diagnostic measures that include
criteria for ethical education, as well as pedagogical methods for measuring the moral and ethical
qualities of subjects. The change in the choice of criteria for the diagnosis of morality is influenced
by the multidimensionality of global social processes, the complexity and significance of the spiritual
and moral foundations and factors affecting the upbringing of young people. This is enriched by
the properties of the individual psychological, social, emotional, value-orientated plan. The article
discusses the steps needed to identify and implement the stages of development and implementation
of the required diagnostics. It analyses the points of view available in pedagogical science taking
into consideration their generalization, systematization, and the selection of the most valid criteria
for the moral education of students. Subsequently it considers the development of criteria for moral
education of students, including moral and social components; approbation and correction of diag-
nostics in the direction of specific, individualized criteria for measuring specific qualities. The results
demonstrate the effectiveness of improved technology.
There is a scarcity of practical research in Russia on the use by pedagogues of websites and interactive
educational platforms. This research focuses on the use of educational websites by 6-8 year old
children in Russia and examines the problems encountered by pedagogues working with digital resources.
Teachers and parents (n=202) were surveyed using a questionnaire which explored the use
of educational websites in respect to demographic, technologic, motivational, innovational blocks
and parental attitude to digital technologies. The article explores issues in the organization of teaching
6-8 year old children.
An important issue for high quality teacher education is to increase the effectiveness of courses for
future teachers. It is necessary to development the students’ individuality, their activity, initiative
and independence. Games technology enables students to participate in the practical implementation
of acquired knowledge, skills and competencies. The gaming process gives students a chance
to unfold their external and internal personal resources in the context of professional development.
The purpose of this experimental study was to confirm the importance of gaming technology in modeling
students’ professional activity. The results revealed the effectiveness of gaming as an educational
technology in this context. Qualitative analysis of the data confirmed that students formed an internal
motivation, positive attitude towards their future profession and readiness to the practical.
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.
Student teachers need to study the basics and further development of the legal competence as dictated
by the requirements of the teacher’s professional standard. The article deals with the interpretation
of the term “professional and legal competence” and its components: in particular, cognitive-
legal, motivational-legal, social-legal, special-legal, reflexive-legal. Project training provided
the means to form a professional legal competence. It was implemented as a step-by-step complex,
systemic and personality-oriented process. The research demonstrated the correlation between the
components of professional and legal competence in the first year of study. A correlation constellation
of the components of the graduate course was compiled using the data from the students’
implementation of the project activity.
There is an important need for psychological and pedagogical support of students with special
educational needs at all levels of education. The aim of this article is to analyze the capabilities
and readiness of the teacher to support students with psychophysical development in terms of
educational inclusion in the context of competence-based approach.
From a theoretical analysis of normative documents, literature on the subject, and software used in
teacher education, the author identified the main difficulties in the implementation of the support for
children with different types of dysontogenesis (defective development of the embryo) and revealed
deficiencies in the levels of professional and personal readiness. The results allow us determine the
directions of psychological and pedagogical support and professional development of specialists,
and to improve the quality of education of persons with special educational needs.
Many years ago, in a galaxy far, far away, I was editing a journal that wanted to
increase its relevance to practitioners. Borrowing a good idea from a life sciences journal
(with appropriate attribution) we introduced ‘Practitioner notes’ – a text box on the first
page of every article that set out three bullet point lists:
a. What is already known about this subject?
b. What does this research add?
c. What should the reader do differently as a result of these findings?
Under each heading there should be three (but not more than four) bullet points.
There is no need for references or detailed descriptions of the methodology, just short
statements in simple language.
We quickly discovered that, as well as being welcomed by the readers, the reviewers
found them very useful as an introduction to what they were about to read. These three
questions set the agenda for the submission and they could then assess how well the
questions had been answered.