The purpose of this study is to identify a set of strategic and effective technologies of pedagogical
education in a university on the basis of the analysis of the problems of teacher training. The research
methodology is based on Hamel’s concept of ‘core competence’. This concept involves the analysis
of management strategies based on a matrix of significant problems. The study used methods
of questioning, interviewing, analysis and comparison, methods of summarizing the results of
statistics, and learning outcomes. According to Prigozhin’s typology, the problems can be divided
into embedded, socio-cultural and situational, and the wording of the problems are classified as
denominative, causal and antithesis. On the basis of the matrix obtained from this analysis, we
define the set of technologies of pedagogical education; psychological and pedagogical conditions
of realization of technologies at the level of baccalaureate, pedagogical master’s degree program,
and professional retraining of workers of education. The organizational and pedagogical model of
realization of technologies in the conditions of a classical university is developed. The results are
implemented in practice through the curriculum, programs of professional retraining of the Kazan
(Volga) Federal University.
Year : 2019
Methodology of Research-Oriented Training in the Pedagogical Education System
There is a contradiction in the system of pedagogical education between on the one hand, the
objective demand for research-oriented training as a mean of forming research competence among
graduates of pedagogical magistracy, and on the other, their lack of readiness for the design and
implementation of research-oriented training due to the lack of development in didactics goals,
principles, forms, methods and means of designing such training. This study aims to develop and
justify the methodology of research-oriented training in the pedagogical education system. We
hypothesized that the effectiveness of research-based learning will increase if the process of its design
and implementation is based on a system of knowledge about the methodology of training and
the essential features of research-based learning. The study had three objectives: 1) to identify the
essence and content of the concept of “methodology of training”; 2) to show the main characteristics
of research-oriented training in the pedagogical education system; 3) experimental testing of the
methodology of research-oriented training of undergraduates in the pedagogical education. The
research methods included the theoretical analysis of scientific and pedagogical literature on the
problem, generalization, transfer, abstraction, modeling, empirical testing through pedagogical
experiment, and methods of mathematical processing of empirical data. The research shows that
research-oriented learning in the modern pedagogical education system is formed as an independent
didactic system, which has grown on the basis of the theory of problem learning and is aimed at the
formation of students’ research competence. The methodology of research-oriented training in the
pedagogical education system is the doctrine of the organization of research activities of students,
including a system of knowledge about its logical (features, forms, methods, tools) and time
structure (phases, stages, stages). Implementation of research-oriented training in accordance with
the methodology proposed in the study contributes to the effective development of undergraduates’
research competence of “Pedagogical education. The study can inform researchers in the field of
pedagogy and teachers of higher education, and to improve the development of students’ research
competence, as well as teachers in secondary schools.
Teacher competence deficiencies in the use of mediation technology in education
Introducing mediation in teacher training is becoming one of the priorities in educational policy.
Mediation is a modern pedagogical technology aimed at responsible positioning of the actors
in conflict with the educational process and creation of a safe learning environment. This study
contributes to promoting mediation practices to resolve conflicts. The difficulties of introducing
mediation were identified on the basis of content analysis of reports on mediation procedures in
Krasnoyarsk schools. Theoretical analyses and expert surveys made it possible to identify deficiencies
in teacher training in the implementation of mediation technology for conflict prevention
and resolution at all levels of education. The article presents the analysis of the key professional
competencies, obtained from a survey of practicing expert mediators in Krasnoyarsk, comparing
them with similar international studies. It identifies the gap between society’s needs for professional
competence in this area and the existing level of competence of practicing teachers and mediators.
Predictive competence of future educators: a review of the current state of the problem
Teachers need be able to work in the constantly changing conditions of the educational space. It is
not enough to know a significant amount of information : the teacher must adapt the information
to educational practice , to be mobile and farsighted in the educational space , to anticipate
possible changes in it and to build a learning process based on scientific forecasts . The teacher
needs prognostic competence . The aim of this article is to determine the extent to which of the
phenomenon of predictive competence has been scientifically elaborated and to identify modern
approaches to its study and formation . The study concentrated on a bibliometric analysis of
modern pedagogical research on the most popular databases : “Scopus “, “Web of Science “, “Elibrary”
to identify approaches from modern foreign scientific research.
This identified the relevance of more in-depth studies of the specifics of the complex formation of
prognostic competence. For students and undergraduates, this component has distinctive features
that have not yet been subjected to comprehensive study. The finding of the study can be used in the
preparation and training of teachers in universities and institutions of secondary education.
Development of local educational standards as a strategy for the modernization of teacher education
The article addresses the problem of developing educational standards to ensure effectiveness,
quality, comparability and resource development. One of the most important tools for
solving these problems is to develop local educational standard for a federal university. The
development and implementation of these standards can have an important systemic effect on the
development of a regional system of pedagogical education. The article presents the draft of the
local educational standard of the Southern Federal University in the areas of teacher education.
E&SD 14(2) June 2019
This is the English language contents page for E&SD 14(2)
Correction.
When first published in June 2019, the English language title of the article by Goryachikh М.V. and Troyan I.A. was incorrect. The correct title is:
The formation and development of students’ academic mobility in V.I. Vernadsky Crimean Federal University.
The Editors and publishers of the Journal wish to apologise to the authors for this error and the inconvenience it has caused.
Nick Rushby
Editorial: Fighting fake research…………………………………………………………………………………… 6
Van Damme Jan, Bellens Kim, Tielemans Kelly, Wim Van den Noortgate
Do changes in instructional time, professional development of teachers
and age of students explain changes in reading comprehension at the country
level? An exploration of PIRLS 2006 and 2016……………………………………………………………. 10
Yu Cheng Shen, Hai-Yan Nie, Yu Liu
Electronic Portfolio Architecture Based on Knowledge Support in Senior
Project Design…………………………………………………………………………………………………………….. 32
Wioleta Danilewicz, Tomasz Prymak
Self-development in Old Age versus the Challenges of the Information Society:
The Polish-Bulgarian-Portuguese Perspective…………………………………………………………….. 44
Valeria A. Kapustina, Julia A. Berkasova
An integrative binary lesson as an example of innovative educational technologies
in a higher education …………………………………………………………………………………………………. 55
Gilemkhanova E.N.
The relationship of socio-psychological security and academic performance
of the educational environment of municipalities………………………………………………………. 68
Goryachikh М.V., Troyan I.A.
The formation and development of students’ academic mobility in V.I. Vernadsky Crimean Federal University……………………………………………………………………………………………………………. 79
Alexey M. Sivinskiy, Kambat K. Kulambayeva
Learning effectiveness and evaluation technology in school for hearing-impaired
children………………………………………………………………………………………………………………………. 92
Mezinov V.N., Zakharova M.A.
Teacher training for the development of social intelligence in schoolchildren…………..105
Editorial: Fighting fake research
In 1665 Henry Oldenberg launched the world’s first scholarly journal. The purpose
of Philosophical Transactions of the Royal Society was “to allow scientists to impart their
knowledge to one another and contribute what they can to the grand design of improving
natural knowledge and perfecting all philosophical arts and science.” Three hundred and
fifty years later we would still recognise the key elements of his creation: the promotion of
sound science through peer review, the recognition of scientists and the creation of a permanent
record of important ideas and research. Education & Self Development is a ‘traditional’
journal – as are most of the well-established scholarly journals around the world.
Do changes in instructional time, professional development and age explain changes in reading comprehension at the country level? An exploration of PIRLS 2006 and 2016
Several international large-scale assessments in education take place every 3 to 5 years. PIRLS (the
Progress in International Reading Literacy Study) takes place every 5 years. If data from only one
moment are considered, it is difficult to explain differences in achievement between countries. But
we can also consider data from two (or more) years and focus on changes over time within each
of the participating countries. Following countries over a certain period in such a longitudinal approach
facilitates causal inferences on the effects of characteristics of educational systems.
In this study, we investigate the effects of instructional time for language and reading and of amount
of professional development of teachers on reading comprehension in Grade 4. We also study the
effect of changes in the average age of students. By accounting for the effects of age and schooling
we come to a slightly different ranking of countries in PIRLS. We use a difference-in-difference approach
with correlation matrices. One of our conclusions is that professional development of teachers
has an effect on the achievement level of students.
Electronic Portfolio Architecture Based on Knowledge Support in Senior Project Design
ePortfolios based on the practice in self-assessment, and self-reflection and self-regulation are viewed
as important tools in facilitating and supporting learner-centered environment at higher education.
This study explains how an electronic portfolio system was designed and used as a useful repository
for learning products to help instructors monitor in-service kindergarten teachers’ progress, provide
feedback and develop in-service kindergarten teachers’ self-assessment, and self-reflection and selfregulation
through the presentation of a detailed and ongoing short-term training program used as
a comprehensive measure to determine degree mastery in Department of Early Child Development
at Wenzhou University in China. The finding show in-service kindergarten teachers can be trained
to carry out authentic tasks associated with ePortfolio and reveals that instructors can improve inservice
kindergarten teachers’ skills by enhancing their motivation and inspiring their positive training
in the curriculum, such as building group cohesiveness and having positive learning experiences.
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.
An integrative binary lesson as an example of innovative educational technologies in a higher education
This article describes the findings of a theoretical analysis of scientific literature on binary lessons –
a form of team-teaching in which two teachers present differing perspectives in the form of a dialogue
between two viewpoints and contrasting viewpoints. It examines the potential for this innovative
educational technology, in a competence approach. The analysis shows that Russian and foreign
studies classify binary lessons into problem binary lesson, interdisciplinary project binary lesson,
and active binary lesson. There are some difficulties with the definition of the concept of the binary
technology, which the authors tested in 2014-2016. The article suggests the term «integrative binary
lesson» as a psychological and pedagogical technology, that includes a systematic and consistent application
of interdisciplinary complex of educational classes, realized in active form.
The relationship of socio-psychological security and academic performance of the educational environment of municipalities
This article studies the link between the two most important parameters of the modern educational
system: academic performance and socio-psychological security. It is based on environmental
approach. The concept of “psychological safety” is considered in the context of modern foreign and
domestic concepts. An empirical study provided data of the socio-psychological monitoring from
2016 and the published educational rating of municipalities. Data was used to identify probabilistic
predictors of the possible involvement of students in drug use. The study involved 107,289 students of
This article studies the link between the two most important parameters of the modern educational
system: academic performance and socio-psychological security. It is based on environmental
approach. The concept of “psychological safety” is considered in the context of modern foreign and
domestic concepts. An empirical study provided data of the socio-psychological monitoring from
2016 and the published educational rating of municipalities. Data was used to identify probabilistic
predictors of the possible involvement of students in drug use. The study involved 107,289 students of
The formation and development of students’ academic mobility in V. I. Vernadsky Crimean Federal University
The article examines the theoretical and methodological foundations underpinning students’ academic
mobility. Comprehensive analysis enabled the authors to group and systematize key types of
academic mobility. Six criteria for this systematization were identified: geographical orientation,
duration of action, the nature of the implementation, the planned outcome, the form of implementation,
and the method of organization. Empirical data of network educational programs and
students’ academic mobility within V. I. Vernadsky Crimean Federal University was analysed and
the positive and negative factors of its development were identified. The key issues in the development
of students’ academic mobility were ranked with the help of expert assessment and based on
the method of multidimensional pair scaling. The data enabled the authors to offer priority and
secondary support areas and tools for university’s academic mobility. The research substantiates
the importance and potential effectiveness of the development of students’ academic mobility for
the further integration the Crimean higher education system into the wider Russian Federation and
provides a basis for improving educational policy in the University.
Learning effectiveness and evaluation technology in schools for hearing-impaired children
The modern system of special education in the Republic of Kazakhstan is undergoing significant
changes. Following the global practice of ensuring equal access to education, schools for hearing
impaired children are switching to updated curricula, the topics and requirements of which are
equivalent to those of ordinary schools. The successful learning of deaf and hearing-impaired children
requires qualitative changes in the forms and methods of pedagogical influence on students.
However, to evaluate the effectiveness of the learning process by traditional methods in this case is
difficult, since it is necessary to implement a correction component in the new environment. This
article shows the concept of learning effectiveness within a school for hearing-impaired children. It
identifies a number of qualitative indicators that affect the learning process of children with special
educational needs, including the need to use modern information technologies. The paper proposes
a developed mathematical model for evaluating pedagogical efficiency in a special school, describes
the technology of its application and testing results to confirm the functionality.
Teacher training for the development of social intelligence in schoolchildren
The high dynamism and aspiration to technologization of the modern world is directing the attention
of scientists to the problem of social intelligence. The use of information technologies leads
to folding of the general culture of the personality, and a reduction of direct communication. The
communication skills of direct interaction, goodwill, and speech in interpersonal relationship are
lost. In particular, it influences the social and communicative development of children: giving rise to
difficulties in communication, a deficiency of good manners, and the culture of speech culture relationships
that affects the results of education. This article discusses the development of social intelligence
in school students, and identifies subjective and objective factors and social and pedagogical
ways of teacher training in these matters.
E&SD 14(1) March 2019
This is the English language contents page for E&SD 14(1)
Nick Rushby
Editorial: Plus ca change; c’est la meme chose! 6
Retraction 10
Nigel Fancourt
Looked after children: embedding attachment awareness in schools 11
Shalini Dixit
Generating Self-reflection: Findings from self-development workshops in teacher training curriculum 20
Mourat Tchoshanov, M Cruz Quinones, Elena Ibragimova, Liliana Shakirova and Kadriya Shakirova
Multiple Cross-case Examination of Lower Secondary School Mathematics Teachers’ Topic-Specific Content Knowledge in the U.S. and Russia 31
Milausha V. Gabdulkhakova
The ratio of tolerance to uncertainty, motivation for success, worldview and anxiety among male and female students in higher educational institutions of Kazan 45
Inna I. Golovanova, Nadezhda V. Telegina, Olga I. Donetskaya
Preparation for future teacher professional activity using a system for assessing the formation of competences 57
Anatolii Kasprzha, Anna Kobtseva, Margarita Shishkina
Pedagogical leadership as а school management tool and an object of research 68
Inna V. Krotova, Anna I. Akhmetzyanova
The psychological model of the specialist-defectologist’s readiness for professional and acmeological development 80
Lyudmila А. Mosunova, Elena V. Diner, Julia V. Buldakova and Svetlana N. Russkich
The development of interest in philological knowledge in the socio-cultural environment of the region 95
Editorial: Plus ca change; c’est la meme chose!
I received a shock last month. Forty years ago I wrote a book called An Introduction
to Educational Computing, and now the publishers have written saying that they want to
republish it in its original form as part of a programme to revive some of their key titles.
Their reason is that they believe these titles “very much reflect the context of the times in
which they were published. For newer libraries, it represents a chance to build up where,
for various political or economic reasons, library holdings have been neglected in the past
50 years but budgets are still strong.”
Well, this was all very flattering but it was a surprise none the less! I have a copy on
my bookshelf but I had not opened it for many years. It was time to re-read it and see
whether it was as dated as I suspected it was.
Looked after children: embedding attachment awareness in schools
The educational potential of many children in the state’s care, including those in institutional homes
and fostered or adopted children, is unfulfilled. One possible contributory factor to their lack of
success is that schools do not fully address their wider personal anxieties and insecurities. Attachment
theory has been adopted in several educational districts (‘local authorities’) in England, and
this study reports on an evaluative mixed-methods research study of such training; it also theorises
this as a broader question about how schools engage with research. There was rich evidence that the
programme had an impact on whole staff understanding of attachment theory. Teachers and staff
commented positively on the impact of the programme; impact on pupils’ outcomes was hard to
quantify, though qualitative findings suggested that well-being was improving. Senior leader commitment,
support and resource allocation were crucial to effectively embedding the training, and
various structural issues were illuminated. The implications for embedding attachment awareness
more widely are discussed, and for our understanding of research use by schools.
Generating Self-reflection: Findings from self-development workshops in teacher training curriculum
Teacher education and development practices across the globe today, insist on having reflective
practices at their core. Given that self-reflective process rests upon psychological education, it is
widely agreed that student-teachers should be provided opportunities for self-learning through reflection
and assimilation of new ideas. However, self-development being a subjective concept, there
is lack of established methods for training teachers for self-reflective practices leading to self-development.
One such method is the self-development workshops recently added to pre-service teachertraining
in India. The present paper analyses the effectiveness of the self-development workshops in
teacher education curriculum. Drawing data from self-development workshops, based on Rogerian
approach, as part of a teacher training course, the paper traces and documents the intra-personal
and interpersonal growth of its participants.
Lower Secondary School Mathematics Teachers’ Topic- Specific Content Knowledge in the U.S. and Russia
This interpretive cross-case study examined the U.S. and Russian teachers’ topic-specific knowledge
of lower secondary mathematics. In total, N=16 teachers (8 from the U.S., and 8 from Russia) were
selected for the study using non-probability purposive sampling technique. Teachers completed the
Teacher Content Knowledge Survey (TCKS) as part of the purposive selection. The survey consisted
of multiple-choice items measuring teachers’ content knowledge at the cognitive levels of knowing,
applying, and reasoning. Teachers were also interviewed on the topic of fraction division using questions
addressing their content and pedagogical content knowledge. In order to analyze the qualitative
data, we conducted meaning coding and linguistic analysis of teacher narratives as primary
methods of analysis.
The study revealed that there are explicit similarities and differences in teachers’ content knowledge
as well as its cognitive types. The results are reflected in meanings expressed and language used by
teachers while responding to topic-specific questions on the division of fractions. The results of the
study suggest that in the cross-national context teachers’ knowledge could vary depending on curricular
as well as socio-cultural priorities placed on teaching and learning of mathematics.
The study’s main findings contribute to the body of literature in the field of cross-national research
on teacher knowledge with a narrow focus on a topic-specific knowledge. It suggests close comparison
and learning about issues related to teacher knowledge in the U.S. and Russia with a potential
focus on re-examining practices in teacher preparation and professional development.