Non-formal and lifelong learning play a critical role in self-development and mastering the
knowledge and skills demanded by an ever-changing world. This review examines the ways in which
open and distance learning methods and technologies are being used to provide such non-formal
learning in the developing countries to reduce inequality, provide education for all and ensure
sustainable development. Having considered the main trends and possibilities in these contexts, it
speculates on the possible applications of these methods and technologies in support of the social
and economic development of Russian society.
Year : 2017
Editorial: Ethical authorship
At the beginning of each scholarly article, beneath the title, is a list of the authors.
We get so used to writing our name, together with the names of our co-authors that we
seldom give it much thought. In this piece, I want to explain why it is very important to
get it right.
Being listed as the author – or one of the authors – of a published paper is important
for your credibility as a researcher; you are judged by the number and quality of your
publications. They help you to advance in your profession, to secure research funding,
and with invitations to contribute to conferences. But what does being listed as an author
mean?
E&SD Volume 12 Issue 2 contents
This is the English language contents page for E&SD Volume 12 (2) (Issue 51)
Nick Rushby:
Editorial: Ethical authorship 6
Colin Latchem, Daria Khanolainen:
Open and distance lifelong non-formal learning for self-development: current practices and possible applications in Russian contexts 12
Ruslan A. Baryshev:
Analysis of Students’ Demand for Informational Resources during Study and Research Activity 31
Agzam A. Valeev, Irina G. Kondratieva:
On the Issue of Intensification of Teaching a Foreign Language in a Non-linguistic Institution 42
Milausha V. Gabdulkhakova:
Semantic analysis of mental states of students from different ethnocultural groups in situations with a certain and uncertain outcome 52
Inna V. Krotova:
Psychological determinants of achievement of the first stage of academic careers in higher education 62
Marina Yu. Schennikova, Almaz M. Galimov:
Requirements of professional standards as a basis for professional development of students 73
Education & Self Development Retractions and notices 84
Our Authors 117
Notes for authors 129
Using the traditions of the physical development of the Kazakh people in the patriotic education of student teachers
Abstract
The past decade has seen increasing importance in traditional socio-cultural communications. This
has led us to rethink social and cultural reality, and to a qualitative transition in political and social
relations between peoples. In turn there has been a re-examination of the problems of patriotic
education of young people. But this patriotic education is unthinkable without the assimilation of
historical folk traditions. An appeal to the centuries-old traditions of the whole nation – in this
case, the Kazakh – creates a powerful spiritual and patriotic basis which is felt by every individual.
Using ethno-pedagogical and an action-oriented methodology, this research developed methods
and an organization for using the traditions of the human physical development in the Kazakh
folk pedagogy in the patriotic education of student teachers. The authors investigated the nature
and content of patriotism, and the methodological basis of how young people are brought up.
This article discusses the content of the physical development of the patriotic traditions of Kazakh
folk pedagogy and its potential in students’ patriotic education. It identifies and justifies the use of
physical development of traditions of Kazakh folk pedagogy in the patriotic education of student
teachers in the course of their academic and extracurricular activities. These findings allow both for
the patriotic education of the individual as part of a holistic educational process of the university.
Students’ feedback: messages and implications
Abstract
Active learning increases the role of organized and systematic feedback between all the stakeholders
of modern education. Although this factor has been given considerable attention in the literature,
the study of written feedback from students and the subsequent response of the teacher deserves
closer investigation. This research reveals – on the basis of feedback forms analysis – the level of
development of students’ competences of self-regulation, reflection and evaluation. Zimmerman’s
model of self-regulated learning was used as theoretical premises of the paper; qualitative analysis
was employed for data interpretation. The study helped to identify a range of problematic areas in
students’ self-regulatory processes in learning including,
• inconsistencies in the evaluation of performance aspects and the performance in total;
• organisational issues concerning the use of the feedback form;
• underdeveloped reflective skills (difficulty in analysing the educational experience critically and
understanding how to use it in the future performance).
The article discusses ways to address these problems on the part of the teacher. The findings show
the importance of learners’ feedback for the teacher as an indicator of their metacognitive skills
development. Close attention must be paid to students’ responses, their “decoding” and acting upon
them help establish dialogic relations between the participants of the educational process, thus,
increasing the quality of educational experience.
Duolingo e-learning platform as means to intensify foreign language teaching at technical universities
Abstract
The article examines the use of Duolingo foreign languages e-learning platform as a resource to
intensify teaching foreign languages at engineering universities. The reduction of guided training
hours, allocated for the teaching of foreign languages at technical universities, and the uneven level
of students’ language proficiency has created an urgent problem. To solve this problem, we proposed
a program that combined modular learning technology, didactic units consolidation, a point-rating
system, a thesaurus and competence approach. For the compilation of the modular program was
based on the Federal State Educational Standard of Higher Education of the Third Generation
(FSES) for the program “Civil Engineering” (FSES code: 08.03.01). The competencies, formed within
this modular program are also considered. The research indicated that the average level of foreign
language proficiency in the experimental sample significantly increased, while in the control sample,
the resulting change was within the range of statistical error.
Personality correlates of the regulation of mental States of students
Abstract
Representations of an individual’s mental states are dynamic, and possesses both structure and form.
Building a clear image (mental impressions) of the desired mental state allows you to develop an
effective strategy of self-regulation. The study identified possible mechanisms of control of mental
States through their representation in the mind (mental representation) and the relationship with
personal characteristics of the subjects. Various techniques were used including: the five-factor
personality test McCrae – Costa «Magnificent five», the technique of self-identity (Budassi), and
the «The mental state Relief» questionnaire (Prokhorov). The article explores the mechanisms of
regulation of mental conditions, and personal characteristics which determine the specificity of
mental representations of mental States using various indicators of the States (mental processes,
physiological reactions, feelings and behavior). It identifies the structure of relationships formed by
divergent and coherent relationships, and their organization and connectedness. Diverging signs
form the structure of mental representations of negative mental state. It shows that self-esteem is
a major cause of the formation of mental representations of actual and positive mental States. The
results can be used for developing techniques of regulation and self-regulation of mental States.
Comparative analysis of mathematics teachers’ content knowledge in USA and Russia through the lens of TIMSS results
Abstract
The quantitative study focused on comparative analysis of middle school mathematics teachers’
content knowledge in two countries. The sample consisted of lower secondary mathematics teachers
from the US (grades 6-9, N=102) and Russia (grades 5-9, N=97). The instrument was designed
to assess teacher content knowledge based on the cognitive domains of knowing, applying, and
reasoning, as well as addressing the lower secondary mathematics topics of Number, Algebra,
Geometry, Data and Chance. The results suggest that there are significant differences in teacher
knowledge between the countries in content as well as in cognitive domains. The study results may
inform the field on priorities placed on lower secondary mathematics teachers’ knowledge in USA
and Russia.
The challenge of Dissernet
Abstract:
In March 2016 the E&SD editorial team started a project to secure inclusion in the
Scopus and WoS databases for Education & Self Development. This has developed into a
programme which also intends to turn the Journal into an international publication for
researchers worldwide wanting to access Russian educational research, and for Russian
scholars wanting an accessible window on educational research in other countries
(Rushby, 2016). Part of this project was to ensure that the Journal conformed to the highest
editorial ethical standards and this meant that we were at least partially prepared for the
impact of the Dissernet report which identified that a number of articles published in the
Journal showed evidence of plagiarism and raised questions of editorial malpractice.
Although these problems occurred before the start of the transformation process, it
became clear that urgent action was needed to repair the reputation of the Journal and
ensure that processes were in place to ensure that such malpractice could not take place
in the future. This editorial describes the action plan, developed by the Editorial Team to
address the problem.
E&SD Volume 12 Issue 1 contents
This is the English language contents page for E&SD Volume 12 (1) (Issue 50)
Nick Rushby.
Editorial: The challenge of Dissernet 6
Mourat Tchoshanov, Maria Cruz Quinones, Kadriya Shakirova, Elena Ibrgimova and Liliana Shakirova.
Comparative analysis of mathematics teachers’ content knowledge in USA and Russia through
the lens of TIMSS results 23
Lira V. Artishcheva.
Personality correlates of the regulation of mental States of students 34
Ruslan N. Abitov.
Duolingo e-learning platform as means to intensify foreign language teaching at technical universities 45
M.L. Kuryan.
Students’ feedback: messages and implications 56
Zyamil G. Nigmatov, Gasangusein I. Ibragimov, Talent D. Bimahanov, Ildar T. Khairullin.
Using the traditions of the physical development of the Kazakh people in the patriotic education
of student teachers 64
Retractions and notices 74
Our Authors 88
Notes for authors 100
The role of musical-aesthetic education in personality development preschool
Existing research on the personal development of pre-school children is limited in the scope of investigation. It lacks an integrative approach in respect of the complex impact of arts such as music, painting and other such work. This article examines a pilot programme directed towards the early musical and aesthetical development of pre-school children. This programme gradually introduces more complex content. Previous research has established that when children aged 3-4 years received music and aesthetical education in specialised centres, then by age 6-7 they surpassed the personal development of those who had received a standard schooling. In particular it was found that they acquired an ‘ear’ for musical development – a skill in distinguishing rhythmic and melodic contrast, together with harmonic sequences more delicately. This was associated with an ability to distinguish the emotional states of others. They were better in the embodiment of emotional states, experienced an immersion into the depth of images, and had better imagination and emotional intelligence in music. This research was extended to typical schools with typical children to explore the effective development of personality in pre-school children. The research was carried out over a three-year period, following children from age 3-4 until they were 6-7 years old. Twenty five children in the experimental group were compared with an equal number in the control group. The children were tested at the start and again at the end of the period. The results showed variations in the development of personal development. In particular, some skills, such as the ability to perceive rhythmic and melodic pictures and harmonic sequence, developed more slowly than others. It was found that the rhythmic and melodic forms of the musical ear developed more quickly that the harmonic ear, which is developed later – and more slowly. The development within the experimental group was not particularly rapid when compared with the control group but was more productive.
The subjects in the experimental group showed more effective development of generic perceptual unity and understand of human emotional state. Similar results were obtained in the formation of emotional displays in the cast plot scenes. Children learned not only to identify and to depict the emotional state of the character with the help of an adult but also showed the ability to empathize to another one, and to express their emotions objectively using a large set of facial expressive means of communication. In verbal imagination the experimental group significantly outperformed the control group. In particular, the children demonstrated the ability to express the plot of the story, using uniqueness and originality. The results concerning the expression of the emotional character of a story and the dominating mood were mixed. The expression of emotion was significantly developed but the perception and expression of a landscape did not show a significant improvement. Overall, the results that early musical and aesthetic development has a positive effect on the personal sphere of preschool children. This is based on the musical ear as the ability to make delicate distinctions and of aural representations that affect other mental functions of children.
Social and professional values of Russian teachers having various pedagogical experience
Within the context of transformations in society and the challenges of new development, teachers
experience changes in their perception of education values. The aim of the research reported here
was to identify key perceptions of teachers in the Republic of Tatarstan (Russia) in respect of social
and professional values, at various levels of teaching experience. The research used axiological and
competence-based approaches as a firm basis for reaching agreement on teachers’ specific values.
This paper discusses the results from a comparative analysis of Russian teachers with up to 5 years,
6-20 years and more than 20 years teaching experience. The analysis makes it possible to define
some directions for the training and retraining of highly qualified teachers to help them understand
the importance of these qualities and values.
The model of a future teacher’s risk-recognizing competency formation in the process of preparation for innovative educational activities
The next generation of teachers will need to engage in innovative activities that carry risk! There is insufficient development of the theoretical, methodological and procedural aspects of secondary school teacher education, so that they are ready to innovate. The research reported here led to a model for developing the competence of student teachers to recognise risk when preparing for educational innovation. The model combines cognitive with practical activities, using interrelated targets, procedures and effective components. Simulation was used to help students to make and take responsibility for innovation. The article identifies the characteristics of the model and justifies the conceptual provisions. The aim is to improve the efficiency of processes for developing risk awareness in teacher education, and help them apply their knowledge, skills and experience to prevent and reduce risk in educational innovation.
Becoming a teacher in the United Kingdom in the 21st century
In this article I seek to explore how teacher education policy has been shaped and influenced by
political interventions. The main focus is on the UK, but I argue that this approach to teacher
education as a ‘policy problem’ is part of a wider global phenomenon. Part of this discussion
necessarily needs to differentiate between what has been happening in different parts of the UK,
for in spite of the globalising influences, there appears to have been some divergence between the
trajectories of the four jurisdictions in relation to developments in teacher education. In drawing
on recent developments in ‘clinical practice’ within teacher education, I draw attention to the
importance of a research oriented approach to teacher education.
Why become a teacher? Considerations on the initial study phase in teacher training
This article focuses on the transition from pupil to student. This transitional phase involves the
challenge of having to take a decision regarding a career path. For some pupils, this represents
perhaps their first major decision they are confronted with since the early school years: What do I
want to be? What kind of career suits me? This transition involves more than just a career choice; as
part of the transition, a number of biographical issues are activated, which are all aimed at one’s life
plans as a whole: ‘How do I want to live or what is important to me in life?’ As such, the individual is
also confronted with the question of what still ‘fits’ with his or her previous orientation, experiences
and perspectives, in the light of new plans for the future or experiences in the course of the transition.
This involves questions and biographical issues, which relate to growing up in general. Very few are
able to easily escape such biographical challenges and tensions. However, the responses or forms of
dealing with these issues can vary.
Vocational Teacher Training in Germany
The international developments of globalization and demographic changes of an aging society have
led to new concepts of teacher education since the beginning of the 21st century. Currently, the
debate pertaining vocational teacher training focuses on two issues: 1) Firstly, reform is necessary
because of structural and curricular changes, further professionalization and quality development
of vocational teacher training as part of the measures imposed by the Bologna. 2) Secondly, given
the scope of a profound socio-demographic transformation process, the focus of attention is shifting
onto the acute needs for teachers in scarce subjects of personal care services as well as MINT
professions within the professional vocational disciplines of teacher training. The following article
outlines key reforms and developments in vocational teacher education in Germany and Europe
on the following points: 1) Structures and university centers of teacher education in Germany
2) Curriculum development and didactic approaches in teacher training 3) Requirements on
competencies and professionalization in teacher training.
Attitudes towards inclusion by Slovenian teachers in the context of findings from other countries
The inclusion of children with special needs into the mainstream regular elementary school classes
brings a professional challenge to teachers. A review of articles on teachers’ attitudes towards
inclusion published during last three decades was conducted. The review of research findings
indicates that effective implementation of inclusion depends on the teacher’s attitude to inclusion,
which is found to be linked to the teacher’s gender, years of work experience in teaching children
with special needs, qualification of teachers, and the type of special need. A survey was conducted
in 2013 on a representative sample of Slovenian elementary school teachers who teach in 7th, 8th
or 9th class and have in their class at least one student with special needs. The findings indicate that
teachers have a neutral attitude to inclusion. Teachers believe that they are insufficiently qualifie in
teaching children with special needs, and that they need more training in this particular area. They
are most in favor of inclusion of children with deficiencies in certain areas of learning, children
with chronic disease, and children with speech and language disorders. They disfavor the inclusion
of children with mental development disorders. They hold a neutral attitude to the use of ICT in
inclusive education, and that the use of ICT contributes more to a child’s cognitive, than social
development. They believed that they do not have sufficient competences in ICT supported learning
and assistive technologies. The findings of a survey of Slovenian teachers have shown neither a
link between a teacher’s attitude to inclusion and the teacher’s gender, years of work experience,
experience in teaching children with special needs, nor the teacher’s opinion of his/her own teaching
competences for inclusion. The findings are discussed in light of related studies in other countries.
Education & Self Development Issue 49
This is the complete Journal Issue 49 with all of the articles and contents pages.
Content
Spela Bagon, Andreja Istenic Starcic.
Attitudes towards inclusion by Slovenian teachers in the context of findings from other countries pp6-27
Marianne Friese.
Vocational Teacher Training in Germany pp28-35
Sabine Maschke, Ludwig Stecher.
Why become a teacher? Considerations on the initial study phase in teacher training pp36-44
Ian Menter.
Becoming a teacher in the United Kingdom in the 21st century pp45-52
Nailya N. Askhadullina.
The model of a future teacher’s risk-recognizing competency formation in the process of preparation for innovative educational activities pp53-64
Albina R. Drozdikova-Zaripova, Natalya N. Kalatskaya.
Social and professional values of Russian teachers having various pedagogical experience pp65-76
Ramil F. Suleymanov, Murshida M. Hadiullina.
The role of musical-aesthetic education in personality development preschool pp77-90
Содержание
Спела Багон, Андрея Истенич Старчич.
Отношение словенских учителей к инклюзивному образованию в сравнении с результатами исследований других стран страницы 6-27
Марианна Фризе.
Профессиональная подготовка учителей в Германии страницы 28-35
Сабине Машке, Людвиг Штехер.
Выбор профессии учителя: обзор начального этапа подготовки учителей страницы 36-44
Иен Ментер.
Как стать учителем в Соединенном Королевстве в 21 веке страницы 45-52
Наиля Н. Асхадуллина.
Модель формирования рискологической компетенции будущего учителя
в процессе подготовки к инновационной педагогической деятельности страницы 53-64
Альбина Р. Дроздикова-Зарипова, Наталья Н. Калацкая.
Социально-профессиональные ценности российских педагогов с различным педагогическим стажем страницы 65-76
Рамиль Ф. Сулейманов, Муршида М. Хадиуллина.
Роль музыкально-эстетического образования в развитии личности дошкольника страницы 77-90