The continuous professional development of the teacher (CPD) has long been considered a
prerequisite for the career and also for economic progress. CPD must be compared to standards
which also make it possible to construct validation systems for the teachers’ skills in progress.
The issue of teaching professionalism emerges also in the Italian legislative debate. We outline the
research “The continuous professional development of the teacher: from the Improvement Plan to the
appraisal”, conducted with a group of 33 schools in Southern Italy, the University of Bari and Unione
Cattolica Italiana Insegnanti Medi (UCIIM, teachers’ association). The research project investigated
the documentation of practices (connected with school’s self-evaluation, teacher evaluation and
appraisal procedures) to improve the quality of teaching and to develop teacher professionalism.
Three phases of research training occurred: a) The first phase involved a specific document analysis
of “Rav” and “PdM” (acronyms for Self-Assessment Report – Rapporto di Auto-Valutazione – and
Improvement Plan – Piano di Miglioramento). These documents were presented to the teaching
staff and served as the primary materials for self-evaluation and decision-making. b) In the second
phase, referred to as “professional development,” the skills audit and standards were introduced and
collaboratively developed with the teachers. These documents formed the foundation of a teacher’s
professional development program. c) The third phase was dedicated to “merit appraisal.” It focused
on selecting and analyzing the best appraisal sheets, which were considered the primary documents
for assessing merit and promoting teachers. The school staff involved over 300 people, including
teachers and principals. The results of the study underlined: the impact of the documentary practices
introduced by school evaluation system on professional development; the importance of university-school collaboration supporting school-based assessment and teachers’ professional development,
shifting from a top-down orientation to more teacher self-regulating initiatives; the methodological-educational choice of principals as teachers’ tutors.
Year : 2023
Competence of the Modern Educator: In Search of Finding Values (Brazilian case)
The idea of competence is widely discussed in education, accompanied by fierce controversy, when it is strictly associated with work training and, therefore, is criticized. This process of seeking solutions to problems reveals someone’s competence. In light of this, the competence of modern educators should deserve to be treated with more attention than a research topic. It is crucial because teacher competence is fundamental to developing student competence which should be the school’s priority function. Having as a premise the controversies that involve the concept of competence, the relevance of developing competence in a humanistic perception, and also the centrality of the Attitude dimension (values) in education, we set out to reflect on how teacher competence influences the development of the student’s competence. The methodology involved was bibliographic research. The results indicate that the association of the competence concept with the corporate world and the lack of a clear and shared definition of competence need to be overcome to favor that it could be developed.
Bilingual Education in Tatarstan
The relevance of the problem of bilingual education in Tatarstan is explained by the lack of anthropological methods, techniques, means of mastering a second language in the practice of teaching, the lack of analysis of anthropological reasons for the negative development of bilingualism towards a mixed type.
The paper sets out to substantiate the anthropological conditions for the development of bilingual education aimed at fluency in two state languages.
The methods of anthropological analysis and anthropological teaching of a second language became main research methods. These methods included personal, empathic, reflexive, unconscious, the method of the communicative core, synergistic, nature-like, attractive, text-centric, etc. With the help of these methods, the main types of linguistic personality were established – coordinative, subordinative, mixed; the reasons for the dominance of the mixed and subordinative ones were determined; anthropological attitudes are substantiated, the implementation of which makes it possible to ensure the development of a linguistic personality from a mixed type to a subordinate one and from a subordinate one to a coordinative one.
As a result of the study, it was proved that the formation of a linguistic personality of a coordinative type should be associated with transposition (that is, with reliance on the patterns of the native language), with the prevention and overcoming of linguistic interference, with the implementation of anthropological attitudes in the trajectory of movement from mixed bilingualism to subordinative and from subordinative to coordinative.
The novelty of the study lies in the implementation of anthropological attitudes in the process of developing the language personality of students, in obtaining data on the dominant types of language personality and the dynamics of their development in Tatarstan.
The practical significance of the study lies in the fact that the material accumulated in the process of pedagogical experiments can be transformed into didactic and widely used in the practice of bilingual education.
Parental Strategies and Agency of Children Engaged in Extracurricular Activities during the Pandemic
The study explores the relationship between the strategies of parental involvement in education and the ability of schoolchildren to proactive behavior (agency), which allows them to adapt more successfully to changing external conditions. The data was obtained through the Internet survey of students engaged in extracurricular activities about the transition to remote formats of education during the pandemic and lockdown. The latent profile analysis was applied to better understand the differences between respondents in terms of changes in interaction with parents. The results showed that the joint activity of children and parents may be associated with the shaping of the so-called ‘cooperative agency’, whereas the strategy (related to giving more freedom to children, along with the facilitation support) is associated with other behavioral characteristics, which might be called ‘autonomous agency.’ We also found that the lack of interaction with parents, as well as strict control by parents, do not contribute to successful adaptation to the crisis conditions, which might be due to the lack of support of a child’s proactive behavior. It is also shown that the practice of discussing with parents the prospects of participation in educational and research projects is crucial both for shaping proactive behavior and also for expanding the perceived opportunities in crisis periods.
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.
Educational Potential of Preschool Children with ASD
The article substantiates that in order to build an effective variant of an individual development route for a child with autism spectrum disorders, it is necessary to know the level of formation of his/her educational potential. The profile of the formation of the educational potential of preschool children with ASD, according to the authors, contains 11 indicators. The specifics of developing a route map for preschoolers with ASD are conducted taking into account the identified parameters of educational potential. The purpose of the article is to study the formation of the educational potential of preschoolers with ASD to develop a variant of an individual development route. The proposed methods are designed for preschoolers with autism spectrum disorders and adapted by a group of authors from the Federal Resource Center for the Organization of Comprehensive Support for Children with ASD. The minimum level of development of basic communication and speech skills was revealed; at a low level of development – parameters of the game, the cognitive sphere: difficulties in processing information, violation of the formation of the child’s worldview. Such parameters of educational potential as ‘social behavior’, ‘perception’, ‘artistic and aesthetic development’, ‘fine motor skills’, ‘self-service’ and ‘maladaptive behavior’ are almost at the same level of being unformed. The most developed (at the level of partial formation) is an indicator for the development of ‘large motor skills.’ The findings highlighted the importance of developing individual routes for the development of educational potential in preschoolers with ASD to optimize the process of adaptation to society, effective learning, and self-realization as a socialized subject of society. Taking into account the dominance of the parameters of the child’s potential in the development, it is necessary to select technologies for support and training.
Identifying the Level of Medical Students’ Emotional Intelligence to Determine the Need for Improvement of the Educational Process
The study is aimed at assessing the level of EI of medical students. We used the literature analysis’ method, the Lusin’s questionnaire, mathematical processing of research results, comparative analysis, synthesis and generalization. The study involved 324 students of SSMU named after V.I. Razumovsky: 242 women and 82 men. The average age of participants was 20 years.
We found that the respondents generally have an average level of emotional intelligence development, which is sufficient to perform professional tasks. However, there is a disproportion in the scores on the emotion management scale, dominated by very low and low scores. With such indicators for students, the risk of emotional burnout increases. It was also revealed that students with higher grades had poorer control over expression. In addition, it was found that men have a better-developed skill of understanding and managing their own emotions, as well as control of expression, which we associate with the different hormonal background and existing gender attitudes in society about the rules for raising children.
The novelty of this study lies in the selection and description of the optimal ways to improve the medical educational process, which are based on the discovered level of EI development among students. The obtained results can be used to adapt the existing medical education system to the tasks of forming medical workers with developed emotional intelligence.
Development of Multicultural Education in Tatarstan and Kazakhstan
The research relevance can be explained by the fact that ethnic pedagogy with its rich traditions and experience in educating young people should serve as a tool in the context of globalization. Pedagogical science will be effective in addressing the values that lie in oral creativity and within customs and traditions of peoples. The study aims to reveal the mechanisms and tools of ethnic pedagogy in a multicultural educational environment. The leading research method is modeling. This method enables us to consider the development of multicultural education as a process of purposeful and conscious mastery of a certain type of multiethnic culture, the formation of which occurs through interethnic integration, social adaptation of the individual in a multinational society, through the knowledge of the cultural layer of the language reflecting the values. The author’s developed model shows the process of formation and improvement of multicultural education in the elements of ethnic pedagogy and methodological provisions of the pedagogical process. The significance of the study lies in the combination of solutions to educational tasks for preservation of human cultural identity, development of tolerant behavior and respect for cultural differences of interethnic integration, development of common and unique traditions, lifestyle, values of nearby peoples.
Formation of the Identity of University Students Prone to Deviant Behavior
The global transformation of society, which consists in changing existing patterns of behavior, traditional norms and values, causes uncertainty. Today young people face difficulties of self-determination, which causes internal tension and leads to social maladaptation and ultimately to violation of identity. Numerous studies indicate an increase in deviant behavior among young people caused by violation of socio-psychological adaptation, a change in the value-semantic sphere of personality.
The article presents the results of a study of 221 respondents enrolled in higher education programs. Some respondents had signs of deviant behavior.
To conduct a psychodiagnostics study, the OKO digital platform was used (https://oko.kpfu.ru). Statistical methods (Student’s t-test, correlation analysis) were used to analyze and interpret the data. The findings made it possible to determine the degree of identity formation of persons prone to deviant behavior, as well as to identify psychological features that contribute to the formation of personality identity.
Cognitive Regulation of Junior Bilingual Schoolchildren in the Process of Learning a Third Language
The work raises problems about the possibility of extrapolating the effects of bilingualism to trilingualism at primary school age, about the increase/decrease in cognitive regulation in bilingual children in the process/result of their acquisition of other languages. The purpose of the pilot study is to identify opportunities in cognitive regulation among primary bilingual schoolchildren in the educational situation of learning a third language. The study involved second grade schoolchildren (N=60) aged from 8 to 9.8 years (M=8.8, SD=0.36), among them with unbalanced bilingualism (N=30, 15 boys, 15 girls ) from the national Udmurt gymnasium; monolinguals with their native Russian language (N=30, 13 boys, 17 girls) from a secondary school in Izhevsk, Udmurt Republic.
To measure the components of cognitive regulation, the following were used: test battery NEPSY-II (children’s version in printed form): “Repetition of sentences”, “Memory for construction”, “Inhibition”; computer test samples of the software of the psychologist’s toolkit “Practice – MSU”: Stroop Test, Shulte Tables, Memory for geometric shapes, Go-NoGo. The main statistical method for analyzing empirical research data is structural modeling (structural equation modeling).
The results of the pilot study show a possible syncretic (mixed) effect of bilingualism in the process of mastering a third language by primary schoolchildren with the need to control it in the educational situation. We assume that bilingualism in the educational situation of learning a third language, as a predictor of cognitive changes, provides advantages in the self-organization of subsystems of regulatory processes at the cognitive level and, at the same time, creates difficulties due to the high regulatory load.
Regional Specifics of Psychological Well-Being among Graduate Students of the Faculty of Psychology
The relevance of studying the specifics of the psychological well-being among psychology students is due to the need to prevent their professional burnout and improve the image of the psychology profession. The purpose of the study was to identify differences in the general level and specific indicators of psychological well-being and happiness of final-year students of the psychology department of the capital and regional universities. Ryff’s theory of psychological well-being, the provisions of cognitive, positive and personality-oriented approaches were used; in addition to Ryff’s multidimensional model of psychological well-being, the M.W. Fordyce scale of happiness and the S. Lyubomirsky & N. Lepper scale of subjective happiness were used. The sample consisted of 200 full-time graduate students from the Faculty of Psychology at two regional universities and a Moscow university. It was shown that the groups differ significantly in eight parameters of psychological well-being and happiness: life goals; self-acceptance; competence; general level of psychological well-being; degree of happiness; time “on the rise”; time of feeling unhappy; level of subjective happiness. The paper concludes that psychology students from a capital university are significantly happier than their peers from regional universities. Methods of autopsychocorrection of negative cognitions are proposed to improve psychological well-being of students. The practical significance lies in the possibilities of using the obtained results to improve course programs as part of the curriculum of the main professional educational program (Psychology), training courses and educational work with students.
E&SD 18(2) June 2023
Contents
Dinara Bisimbaeva
Editorial: The Manuscript Submission Process in Editorial Park 6
Priyatno Ardi, Titik Lina Widyaningsih, Utami Widiati
Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program 10
Ana Carolina Porto, Ricardo Slavov, Maria Alzira Pimenta
Teacher Professional Development and Media Education in a Virtual Learning Environment 27
Anastasia Belolutskaya, Svetlana Vachkova, Evgeny Patarakin
The Connection of the Digital Learning Component with the Development of Preschool and School-age Children: A Review of Research and International Educational Practices 37
Alexander Veraksa, Darina Nechaeva, Anastasia Yakushina
The Influence of Music Classes on the Regulatory Functions and Language Abilities of Children Aged 5-12: The Review of Research Studies 56
Lyubov Vozelova, Evgeniya Morgun
Nomad Education in the Yamal-Nenets Autonomous Okrug: Problems and Potential 69
Anton Konovalov
Methodical Competence Deficits of Vocational Training Teachers 81
Diana Koroleva, Anastasia Andreeva, Tatiana Khavenson
Shock Innovation: Conceptualisation of Digital Transformation in Education during the Covid-19 Pandemic 100
Nataliya Lebedeva
Stereotypes as a Possible Predictor of Women’s Underrepresentation in STEM: STEM Stereotypes Questionnaire Development 118
Roman Nagovitsyn
Predicting Student Employment in Teacher Education Using Machine Learning Algorithms 133
Ekaterina Ponomarenko, Yulia Krasavina, Olga Zhuykova, Ilya Okhotnikov
E-learning Issues in Online Marathon Application for Teaching a Foreign Language to Hard of Hearing Students 149
Galina Simonova, Anastasia Luchinina, Nadezhda Kostyunina, Liliia Latypova
Students’ Creativity: Possibilities of a Mixed Consortium Model 164
Editorial: The Manuscript Submission Process in Editorial Park
Any scholarly journal undergoes changes at some point of its development. The updates can be large-scale and deal with the journal’s strategy, editorial policy or structure, or they can address technical issues. Whatever transformational processes are taking place, the journal’s activity is never void of them. In this editorial I want to focus on the E&SD transition onto a new platform and the submission process in this system.
Education & Self Development has been using the Editorial Park system for about ten months. Over this course of time, the editors and reviewers have gained first-hand experience of working with the new platform. Similar to OJS, the Editorial Park enables editors to manage all processes from the moment when the journal receives a manuscript to the publication stage. The system’s interface is user-friendly. However, the software is not localized. Thus, authors cannot switch to the Russian language, if necessary. Though the submission process does not pose serious challenges, there are some specifics that I would like to highlight here. The submission process involves five steps or stages that require consistency. Initially, authors are supposed to fill out a checklist. One should realise that the formal completion of the checklist can result in a desk rejection. We strongly encourage authors to check our guidelines before submitting a paper.
Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program
Collaborative reflection helps teachers make meaning of their professional selves. For this reason, the infusion of appreciative inquiry into collaborative reflection can strengthen the formation of teacher identity. This case study aimed to investigate how appreciative collaborative reflection catalyzed the configuration of EFL teachers’ professional identities during a three-month offline teacher professional education program in Indonesia. Three EFL teachers attending the professional education program and belonging to the same group during the reflection activities took part in the current study. During the activities, the three participants showed an interpersonal bond within the group. Data in the form of narratives were obtained through a semi-structured focus group discussion with the participants. A thematic analysis was conducted to discover the data’s emerging themes regarding the affordance of the reflection in accelerating teachers’ professional identity formation. The findings revealed that appreciative collaborative reflection catalyzed teachers’ professional identity configuration through recollections of professional experiences, equal engagement and interconnectedness, and positivity. The data-led, personal, collaborative, and appreciative reflection fostered the cultivation of positive personal selves. It is necessary that identity-related reflections be incorporated into teacher professional development programs to help teachers cultivate and purify their professional calling.
Teacher Professional Development and Media Education in a Virtual Learning Environment
The digital and media environment has brought new challenges that demand the development of specific skills to face them. Teachers are aware of the importance of using technology and social networks in educating new generation. However, they do not feel prepared to provide media education. The issue of education in values still receives less attention than necessary. The aim of the study is: to develop a Teacher Professional Development (TPD) program that allows participants to be better prepared to work with media education, focused on the Ideology and Values dimension. Research methods: to develop the TPD in the LMS it will be necessary: 1st. definition of educational objectives related to media education, focused on the Ideology and Values dimension; 2nd. To carry out a survey of media products that can promote reflection, analysis, synthesis and discussion that will be transformed into Digital Learning Object-DLO, instructional components that can be reused in different contexts and accessed through the Internet; 3rd. selection of didactic strategies, using the DLO, to be developed to reach the objective. Conclusions and recommendations: The design of the TPD program, in the LMS, with a playful perspective and active participation of teachers, enables the organization of classes and activities online using various resources in the form of a learning object.
The Connection of the Digital Learning Component with the Development of Preschool and School-age Children: A Review of Research and International Educational Practices
The relevance of the research is due to the increasing popularity of online learning and the lack of scientifically based criteria for analysing and designing new programs. The article provides an overview of international research and teaching practices on the following topics: the impact of Internet use on the mental development and academic results of children aged 5-12 years; the relationship between the use of various digital learning tools and the formation of various components of cognitive and communication development; the influence of the digital component of learning on students ‘ academic achievements; teaching children the basics of programming in order to form their computational thinking. In this study, the numbers of paperes related to the digital transformation of preschool and primary education were identified. The number of such articles for Scopus was 1709, and for Web of Science 984. Term maps were visualized in the period 2000–2020. The three clusters for Web of Science relate to the Internet, gaming learning applications, and computational thinking. After that, we analysed 60 sources that most fully represent these three clusters. The paper draws the following conclusions: to date, most studies are based on comparing the significance of the psychological and pedagogical effect of traditional training and education with the active use of digital technologies. There are few studies comparing different types of digital environments and online educational technologies; conflicting data on the impact of digital media and online technology on educational outcomes suggests that development of psycho-pedagogical typology of mechanisms for online learning that would take into account the peculiarities of interaction between child, teacher and digital environments, is urgently relevant; today, we have a fairly large array of data on the positive impact of digital gaming environments on the formation of creative abilities.
The Influence of Music Classes on the Regulatory Functions and Language Abilities of Children Aged 5-12: The Review of Research Studies
Nowadays, most children attend supplementary classes. This research attempts to review and summarize the results of 14 international studies on the influence of music lessons on children aged 5-12. The paper considers the influence of music lessons on the development of regulatory functions and language abilities. The authors conclude that music lessons have a significant influence on the regulatory functions of children, especially on inhibition and working memory. The relationship between language and music classes highlighted in numerous studies are discussed. With prolonged daily music lessons, children can develop vocabulary and phonological awareness.
Nomad Education in the Yamal-Nenets Autonomous Okrug: Problems and Potential
In the Yamalo-Nenets Autonomous Okrug, the project “Nomad Education” has been implemented since 2010, aimed at solving the issues of accessibility of education for children of tundra people in the conditions of family, industrial nomadic camps. For 10 years, the attitude towards nomadic education has changed dramatically, in connection with which the paper presents an analysis of the effectiveness of nomadic education in teaching children of indigenous peoples in the Yamal-Nenets Autonomous Okrug based on a study of the opinions of the nomadic population. This information can be the impetus for the improving the quality of education in nomadic areas. The purpose of the publication is to identify the problematic issues of nomadic education and determine the prospects for the project.
The study involved 622 respondents from the indigenous population in 7 municipalities (districts) of the Yamalo-Nenets Autonomous Okrug. Statistical analysis was carried out using the Statistica 10 and SAS JMP 11 software packages. The results of a survey of the nomadic population on the effectiveness of teaching children in the system of nomadic education are presented. Nomadic education was assessed, risks and potential were identified. The most active supporters of nomadic education were reindeer herders, which is primarily due to the specifics of their nomadic life. Among the main factors affecting the quality of learning of children of the nomadic population, there is a shortage of qualified teachers who speak their native languages and are willing to work in the extreme conditions of nomadic life. Research materials can be useful to methodologists and teachers implementing the project “Nomadic Education” both in the Yamalo-Nenets Autonomous Okrug and in other territories of the Russian Arctic.
Methodical Competence Deficits of Vocational Training Teachers
The labor market today, more than ever, needs effective and highly qualified personnel ready to work in conditions of turbulence and uncertainty, and therefore teachers who are able to provide appropriate training for such personnel. However, the professional competences level of vocational training teachers does not always ensure the required quality. Therefore, it becomes important to organize a continuous monitoring system of the educational sphere and the labor market, which makes it possible to timely diagnose professional deficits of teaching staff and organize educational activities to eliminate them.
The purpose of the article is to determine the reasons for the emergence of teachers’ professional deficits in organizations of the secondary vocational education system, to propose ways to overcome these deficiencies based on the identified educational needs of teachers.
The study of professional deficiencies of vocational training teachers is implemented based on the competence approach, the concept of vocational education and the theory of professional deficits. The main method for collecting primary data was a questionnaire survey (n = 589).
The groups of professional deficiencies of vocational training teachers in the field of methodical competence were identified (the use of modern forms and methods of organizing vocational and pedagogical training; the use of modern pedagogical, including digital technologies; creating conditions for the personal and professional students’ development; control and assessment).
The research materials are an illustration of the experience of organizing monitoring of the educational sphere. The revealed level of vocational training teachers’ professional competence and specific deficiencies in methodical literacy will be useful for state bodies and other organizations of the vocational education system when developing a set of educational measures aimed at improving the professional competences of pedagogical staff for the vocational pedagogical education system.
Shock Innovation: Conceptualisation of Digital Transformation in Education during the Covid-19 Pandemic
The article considers the transition to distance learning in the context of COVID-19 pandemic as innovation. In particular, it shows that the spread of innovation in an extremely fast and compressed way does not fit the classical model of innovation diffusion by Rogers. Based on the results of the analysis, the authors supplement the innovation theory with a model of shock innovation which aims to describe the phenomenon of momentary transformations. For that reason, a comprehensive and extensive description of innovation diffusion was narrowed down to three key characteristics and linked to three levels (micro-, meso- and macro-). The narratives of school principals which have been extracted from the interviews (N=10) were compared with the characteristics of this three-levels model. The analysis revealed that a shock innovation is characterized by the fact that (1) the initial impulse has a source, external to the system, (2) requiring an obligatory response (forced change); (3) manifested by an innovative “breakthrough” due to the extreme mobilization of the resources; and (4) “densification” of traditional innovative processes for the diffusion of innovation at three levels – individual (micro), group (meso-) and systemic (macro-). The discussion highlights the aspects of the identified characteristics that should be taken into account in designing the strategies of schools’ development, as well as bridging the gaps in the educational system caused by the pandemic.