Women are underrepresented in STEM. Researchers note that gender stereotypes are the main explanation for gender disparities in STEM. Methods for measuring stereotypes do not take into account the contexts of education and careers in STEM. This study is an attempt to develop a tool for measuring stereotypes, using mix methods approach. At the first stage (qualitative research), the factor structure of the instrument was determined (method interview, sample of 18 women); at the second stage (quantitative research), a questionnaire on stereotypes in STEM was developed and tested (sample of 145 women). The developed questionnaire demonstrates satisfactory psychometric characteristics, correct functioning of statements and confirms the expected two-factor structure. The questionnaire consists of 10 statements and includes two factors: (1) studying STEM and career in STEM are more suitable for men than women; (2) work in STEM is not compatible with the female role model of taking care of the family. The selected factor model correlates with theoretical ideas about stereotypes: stereotypes about girls’ abilities in technical disciplines and stereotypes about female role model. The developed questionnaire “STEM stereotypes” will make it possible to fix them, evaluate their relationship with other psychological constructs (for example, motivation) and academic achievements, correct the educational and career trajectory, thereby possibly contributing to the consolidation women in STEM.
Year : 2023
Predicting Student Employment in Teacher Education Using Machine Learning Algorithms
One of the solutions to the problem, when not the best graduates enter the pedagogical profiles and after graduation are employed in the education system, is the prediction of professional orientation even at the stage of the student choosing their further professional trajectory. To solve this problem, the purpose of the study is to develop and experimentally prove the effectiveness of using a program for predicting the employment of students of a pedagogical university based on the introduction of various machine learning algorithms. Using a random selection of students, the collection and processing of their questionnaires (n=205) in 2011-2016 were carried out. Various machine learning algorithms were used to create the program: decision trees, logistic regression, and catboost. In the course of the experiment, the data of the questionnaires were loaded into the program for its training according to various algorithms, in order to ultimately obtain a finished intellectual product with the ability to predict the employment of graduates. In the final comparison, the program developed on the “decision trees” algorithm made only 2 out 19 questionnaires and 7 out 61, which was the best result – 89%. The implementation of this algorithm makes it possible to most accurately, with the least percentage of errors, identify students who will not be employed in the future according to their profile of study or not employed at all. Thus, the study developed an intelligent program that allows one to instantly process data and get an accurate forecast of employment with only a small probability of error.
E-learning Issues in Online Marathon Application for Teaching a Foreign Language to Hard of Hearing Students
Nowadays, the need to improve Internet accessibility brings the assessment of e-learning formats effectiveness to immediate attention of researches in inclusive higher education. This project aim was to understand the specifics of implementation of an online marathon for deaf and hard of hearing (DHH) students who learn a foreign language. The authors noticed some differences in the dynamics and activity of DHH students doing online courses in different formats. There was no statistically significant difference in the amount of homework submitted on time between the two formats. However, when students participated in the online marathon, the number of students who completed most of the assignments on time, and the frequency of the submitted assignments increased. The number of completed assignments increased steadily during the online marathon, while the number of submitted assignments decreased in the middle part of the electronic learning course. The microcourse which was designed and implemented in the online marathon format for DHH students at the M.T. Kalashnikov IzhSTU was included in the list of the “Marathon of Best Practices for Applying New Technologies for Education, Training, and Socialization of Students with Limited Health Abilities and with Disabilities in the Universities of the Russian Federation.”
Students’ Creativity: Possibilities of a Mixed Consortium Model
In the modern world almost any professional field requires specialists who possess innovative thinking skills, who can solve non-standard tasks, who can take a fresh look at their usual activities and offer breakthrough solutions. Such specialists are especially important in the face of serious challenges of globalization, such as a pandemic. Thus, one of the important tasks of education is development of a creative, active, independent personality, ready to new forms of social life, capable of transforming reality, aimed at self-development.
The purpose of the study is to develop and test a mixed model of a consortium for development of students’ creative activity.
The main method of study was the formative experiment. We have also used diagnostic tools taking into account the components, criteria and indicators of development of students’ creativity.
One hundred sixty-seven people took part in the experiment, of which 87 were students of Kazan Federal University, 80 people were students of Vyatka State University.
The result of the article is the mixed consortium model for development of students’ creative activity, which allows teachers to use active learning strategies and include students in progressively more complex educational online activities that ensure development of learning motivation, creativity and creative skills.
E&SD 18(1) March 2023
Contents
Dinara Bisimbaeva
The Structure Again! Common Mistakes in Writing the Discussion 6
Christabel Odame, Mrinalini Pandey
Emotional Intelligence Levels of IIT Students in India 10
Javad Boyer Hassani, Azizeh Chalak, Hossein Heidari Tabrizi
Investigating the Effect of Synchronous and Asynchronous Computer-Mediated Peer Feedback on IELTS Candidates’ Writing Development and Interactions 26
Oksana Polyakova, Shona O’Callaghan
Post-graduate Training in the Competence Development of CLIL Teachers 43
Simona Borisova, Gabor Pintes
The Philosophical Literary Story as a Model of Critical Thinking 60
Galina Chemodanova
Conditions for the “Easy” Entry of Novice Teachers into the Professional Activity 72
Vera Vlasova, Venera Zakirova, Lera Kamalova, Leysan Kayumova, Elvira Sabirova, Irina Khairova
Mechanisms for Optimizing and Updating the Content and Methodological Training of Future Primary School Teachers 87
Kristina Gileva
The Role Structure of the Professional Activity of a Higher School Teacher in the Context of Digitalization of the Educational Environment 106
Rafina Zakieva, Alexander Leontiev, Vladislav Serikov
Technology for Assessing the Level of Competence Formation of a Graduate of Technical University 121
Natalya Kalatskaya, Alexander Prokhorov, Mark Yusupov
Features of Self-regulated Learning of Male and Female Students 135
Ekaterina Koval, Andrey Sychev, Nataliya Zhadunova
Assessment of the Quality of Norm-Setting in the Educational System in a Modern School 151
Svetlana Pankova, Margarita Koske, Inna Voyutskaya, Yuliya Mishuchkova
Professional Competencies of Specialists in Economic Security Degree Programme 168
Tatyana Grebenyuk, Svetlana Nesyna, Nadezhda Ermakova, Olga Kaygorodova
Research the Future Teachers’ Digital Competence in the Context of Personality Pedagogy 186
Natalya Spiridonova
Speech Portrait of Children of the Indigenous People of the North in the Process of Teaching Mathematics 201
The Structure Again! Common Mistakes in Writing the Discussion
One of the most frequent comments that the editors of Education and Self Development make at the stage of preliminary assessment relates to the Discussion chapter. This section is either not discursive or written superficially. In this editorial I want to delve deeper into this issue.
To begin with the structure of a scholarly paper, we recommend using the IMRaD format. This is an acronym made up of the first letters of the following chapters: introduction, methods, results and discussion. There are variations within this format depending on the scope of a journal. For instance, the introduction can contain the analysis of prior studies, discussion can be integrated into the results chapter or the discursive aspect of a paper can be combined with conclusion. Though this practice is acceptable, we do not recommend authors to use integration. The rationale behind this recommendation is that it is difficult to achieve a balance in case of incorporation. When authors combine the results with the discussion, the focus is often shifted towards the findings, and the discussion usually gets lost in a huge flow of information or is not even presented. Therefore, separate sections eliminate such shortcomings.
Emotional Intelligence Levels of IIT Students in India
Emotional Intelligence (EI) has been identified as a key competence that helps people to relate
with one another easily. As such, EI coupled with IQ makes one a star performer at the workplace.
Therefore, students need to possess both EI and IQ. For this reason, a descriptive study was
conducted to assess the EI levels of IIT students at IIT (ISM)-Dhanbad, India. The analysis was
done in two folds; first, to assess the EI levels of the participants. Secondly, to compare the EI
levels of the participants using demographic variables. The purposive sampling technique was
used to sample 200 engineering students from various engineering departments. The study
results unveiled that students from IIT (ISM) Dhanbad were somewhat emotionally intelligent.
Also, when the demographic variables were assessed, it was revealed that gender and age were
not statistically significant on EI which means that gender and age does not affect a person’s EI.
Albeit, in this study, work experience and family income were statistically significant on EI which
implied that a person’s work experience and family income could affect their EI. When the EI
levels of these participants are developed and improved, they will thrive and succeed both at the
workplace, college and in life as a whole as their EI levels are significantly high.
Investigating the Effect of Synchronous and Asynchronous Computer-Mediated Peer Feedback on IELTS Candidates’ Writing Development and Interactions
The present study investigated the effect of synchronous and asynchronous computer-mediated
peer feedback on IELTS candidates’ writing improvement and interactions. In so doing, 132 IELTS
candidates from an English language center in six writing classes were chosen based on the
convenience sampling procedure. They were split into three equal groups: two experimental groups
that were instructed through synchronous peer feedback and asynchronous computer-mediated
feedback and one control group. The data were collected using a sample English language proficiency
test and synchronous and asynchronous media writing scoring rubric. One-way ANOVA and
Chi-square test were applied for the statistical analysis of the data. It was revealed that L2 learners
benefited more from the computer-mediated peer feedback than conventional paper and pencil
peer feedback. Further, the participants in the asynchronous group noticeably exceeded the IELTS
candidates in the synchronous group. The results also showed that the most frequent feedback in
both experimental groups was directive feedback. However, there were some discrepancies in the
frequency of various directive subcategories. Suggestion was the most frequent directive subcategory
reported by the synchronous group and instruction feedback was the most repeated one in the
asynchronous group. On the basis of the findings of the study, instructors were advised to employ
asynchronous feedback whenever possible to maximize their learners’ writing accuracy.
Post-graduate Training in the Competence Development of CLIL Teachers
Content and Language Integrated Learning (CLIL) approach has become one of the bilingual
education pillars worldwide. Its application often relies on quality instruction; therefore, careful
preparation of future CLIL educators will guarantee adequate CLIL implementation.
Despite the extensive research on the method used since the 1990s, little is known about the
competence-based training process of content and language teachers. Through a multi-dimensional
perspective of the current research, including qualitative and quantitative methods, the study
authors attempt to demonstrate that CLIL competences can be adequately developed. In our project,
we taught a postgraduate course on Delivering the curriculum through English to 26 educators
and analysed the development of their professional skills. Pilot study results show that competence
development is highly correlated with linguistic awareness, in-depth theoretical and applied
knowledge of the CLIL approach and mutual support within teaching community.
Regardless of the fundamental idea of formative exploration, our study presents some findings
deserving of thought by teacher trainers and policymakers currently applying CLIL methodology.
The Philosophical Literary Story as a Model of Critical Thinking
This article focuses on a detailed review of philosophical literary stories which represent specific area
of the Philosophy for children programme primarily aimed at independent thinking development
in education process. The benefits of the programme are characterised within the theoretical basis
on the level of critical, creative and caring thinking. The philosophical literary story is a part of
fiction. It covers philosophical categories, but it is characterised with simplicity in its theme, as
well as content and language part. The role of this type of text lies mainly in motivation toward
consequent philosophical discussion in a group called community of inquiry. Through the literary
text interpretation method, we demonstrate presence and interconnection among critical thinking
categories. At the same time, we discuss the subject type of texts as a specific model for critical
thinking level development.
Conditions for the “Easy” Entry of Novice Teachers into the Professional Activity
In recent of years, Kazakhstan has been taking systemic measures to improve the status of the teacher
and the attractiveness of the teaching profession, and to create certain conditions for retaining young
teachers in the profession. However, the taken actions do not tackle the problem of ‘youthification’
of Kazakhstani schools. The paper explores the conditions for “easy” entry of novice teachers into
the profession. The potential of non-formal education is described and justified.
The research aims to develop a model of “easy entry” into the teaching profession based on the
analysis of difficulties that novice teachers encounter. The obtained data enabled the author to
identify the difficulties faced by young teachers in their professional activity, as well as the reasons
for these challenges and possible ways of dealing with the problems. Based on the research findings,
the role and potential of non-formal education in the “easy” entry into the teaching professional
were explained. The significance of the study lies in changing the options in relation to the forms
for improving professional competencies, creating conditions for creative self-expression and self-realization as a factor of successful entry into the professional activity.
Mechanisms for Optimizing and Updating the Content and Methodological Training of Future Primary School Teachers
The article presents a structural practice-oriented model of preparing a future teacher for an active
professional activity, taking into account the educational standards of primary general education,
based on practical forms of educational activity, provided with a high level of theoretical knowledge
and possession of the methodology and technologies of self-knowledge. The model embodies the
original scientific and methodological support for the process of professional training of future
teachers at Kazan University, the system priority of which was the realization of the student’s
personal capabilities through interactive methods of his cognitive, communicative and axiological
activities. Scientific and methodological support is considered as an applied empirical mechanism
for optimizing and updating the content and methodological training of future teachers who are
capable of creative organization of the process of teaching younger students, of effective adjustment
and development of basic educational programs in elementary school.
The information-logistical approach has become the leading one in the study of the problem,
which is important in conditions when the content of education is shifting from memorization to
the search, selection and comprehension of information, and teacher training is carried out in an
environment that provides an integrated perception of experience, allowing him to be included in
the advanced design of the content of education.
The article describes a system of interrelated practice-oriented activities, determined by the dynamics
of content modules, the conditions for their implementation and evaluation criteria, aimed at
developing the professional competencies of future teachers, improving their qualifications and
professional skills in obtaining personal, meta-subject and subject results. The original scientific and
methodological support for the process of professional training of future teachers offers interactive
methods that represent innovative and unique tools for designing the learning process and predicting
its effectiveness, allowing you to most accurately determine the advantages and problems of the real
educational process of teacher training when testing new technologies and teaching methods. The
implementation of the proposed scientific and methodological support expands and actualizes the
resource content of the educational process through empirical research based on the study, analysis
and generalization of real innovative pedagogical experience.
The Role Structure of the Professional Activity of a Higher School Teacher in the Context of Digitalization of the Educational Environment
In the context of changing the paradigm of vocational training, teachers of higher education are
faced with new requirements related to changes in the content of the pedagogical process and new
functions that teachers need to master in the context of the introduction of systemic and integrated
learning technologies. The elements of the educational environment form a whole range of new
forms of activities that a modern teacher must implement in the educational process. The current
conditions determine the emergence of contradictions, the resolution of which requires the study of
a new role structure of professional pedagogical activity.
The purpose of the publication is to present the results of a study of the role structure of pedagogical
activity in higher education, to identify areas of gaps in the expectations and assessments of the
existing role structure of teachers on the part of students and in the assessments of the teachers
themselves. The sample of respondents-teachers consisted of more than 70 people, as well as more
than 200 people – students of various areas of training at universities in Novosibirsk.
The methodological basis of the study is the principles of the subject-subject approach in pedagogy,
a number of developments of domestic researchers dedicated to the formation and development
of open education in the Russian Federation, as well as the evolution of the teacher’s role set in
connection with changes in the pedagogical paradigm of higher education). In the process of
collecting empirical material, the author’s standardized questionnaire was used to identify the
types of roles of a modern teacher. As a result of the study, the predominant types of roles in the
professional activities of teachers of higher education were identified, a comparison was made in
the areas of training, gaps were identified in relation to the existing role structure in the views of
teachers and students, as well as between the expectations that students have and those roles that
today demonstrated by teachers in the learning process.
The novelty of the study lies in the empirical substantiation of the role model of a higher education
teacher, determining the most relevant roles and identifying those problem areas that require
systematic and targeted work on self-development and professional development of higher
education teachers.
Technology for Assessing the Level of Competence Formation of a Graduate of Technical University
The main idea behind this research is to create and use a system for managing the quality
of university education based on criterion scoring and monitoring of professional student
development, the comparison of information received with the graduate requirements specified in
the Federal State Educational Standard for Higher Education (FSES HE) in engineering and the
adjustment of didactic conditions for professional and personal student development based on
these indicators. The availability of such information provides the possibility to compare the actual
student development with FSES HE requirements for a particular field of education. It also gives the
opportunity to modify the educational process and identify “gaps” in contents, technologies and
other characteristics of educational process and make the appropriate changes.
The technology that is used to evaluate the maturity level of a future engineer’s competence does not
represent the evaluation of education quality as such. However, it creates a continuously updating
database for implementing such evaluation. It is used to determine the effectiveness of contents,
methods, means and forms of educational activities, etc. The suggested technology can be applied
as a specific tool for “deciphering the gaps” identified in students or, in other words, for discovering
failures in educational process management. By assessing the gaps in students’ knowledge, skills and
thoughts it is possible to discover the “failures” in educational process and the aspects that have gaps
and “defects”.
Features of Self-regulated Learning of Male and Female Students
he effectiveness of activity depends on the ability to achieve the set goals, to realize personal
potential, and to maintain a high level of motivation. The research relevance is determined by the
differential psychological features of self-regulated learning, in particular the gender characteristics
of this process. The paper aims to identify the gender characteristics of self-regulated learning
among the students of mathematical specialties. We have put forward a hypothesis that male and
female students differ in the degree of self-regulating behavior.
Seventy-nine students majoring in mathematics (38 male and 41 female students) took part in the
research. The different questionnaires were used to obtain the data.
The findings revealed that the female students with a high level of self-regulation demonstrate the
abilities specific to self-regulation, i.e. flexibility, programming, evaluation of results, planning
and modeling. The young men with a high level of self-regulation demonstrate such abilities as
evaluation of results, modeling, and planning. The participants differed significantly on the scale
of self-esteem motivation. The girls scored higher than boys. The students of both genders had
average scores for the indicators of individual components of self-attitude, as well as the “behavior”
indicator. The reliability of differences in the diagnosed indicators was not detected.
It is shown that the core components of self-regulated learning for girls include: planning, modeling,
a general level of self-regulation, and self-confidence. For boys, planning, modeling, flexibility,
a general level of self-regulation, self-confidence, self-worth, self-attachment and behavior. The
obtained results will help to differentiate the training of male and female students majoring in
mathematics, taking into account the components of self-regulated learning.
Assessment of the Quality of Norm-Setting in the Educational System in a Modern School
The results of the educational process often cause criticism from the state, parental and pedagogical
communities and society as a whole. This is due to the fact that norms created at the institutional
level of the education system do not always allow achieving goals at the procedural level.
It is the school teacher, as a key subject of educational activity, who is able to give the most reasonable
answer to the question if the existing norms really help to achieve educational goals. In this regard,
the purpose of the study is to assess the quality of norms and norm-setting in the field of education
and to determine the possibilities and prospects for the deliberate participation of the pedagogical
community in it.
An expert survey of practicing teachers (N = 87) was conducted with the help of Google Forms
service. Respondents evaluated the norms of the Constitution of the Russian Federation; federal
laws; codes of pedagogical ethics, etc.
The experts’ assessment of the norms showed that normative regulation of the sphere of education
set the important priorities in upbringing. However, there are problems associated with the
implementation of these priorities due to excessive bureaucratization; limitation of the creative
potential of teachers; unwillingness to constructively interact with other subjects of norm-setting,
etc. The majority of teachers cannot influence the creation, change or abolition of norms that
regulate the educational process at school (with the exception of the local norms). But they are ready
to actively participate in the public discussion of the norms regulating upbringing.
The research results can be used to further study of the education system through the prism of
norm-setting activity, and can also be useful for the formation and implementation of mechanisms
for the participation of the pedagogical community in determining the value-normative priorities
of upbringing.
Professional Competencies of Specialists in Economic Security Degree Programme
The problem of the formation of professional competencies of specialists in economic security is
caused not only by new technologies, but also by the transformation of existing spheres of professional
activity. Russian universities provide training economists in the field of Economic Security in the
lack of a corresponding professional standards set officially approved by the Ministry of Labor of the
Russian Federation. Thus it updates the search for evidence-based practices that allow formation of
majors’ professional competencies based on corresponding job functions, occupational profile and
adequately responding to the labor market demand. To solve it, a theoretical justification is given
and an algorithm for the formation of professional competencies.
The aim of the study – is to justify the link between theory and practice for implementing
a competency-based approach to training economic security professionals by developing an
algorithm formation of professional competencies in unity with the sequence of determining
indicators of their achievement based on the consistency of the provisions with the requirements
of the labor market.
The methodology and methods of the study are based on the application of the following general
scientific and special research technique: gathering of empirical data, comparison, abstraction,
specification, analogy.
Research results provides a short summary of recommendations for ensuring the effectiveness
of the indicators of professional competencies formation during university tenure based on the
experiential learning and theory opportunities for students in the field of economic security to apply
the needed knowledge and skills set they gain.
A model has been developed for the formation of professional competencies of an economic security
specialist, which provides universities with tools to determine the necessary knowledge, skills and
abilities in the field of professional activity, which can be diagnosed using appropriate indicators.
Research the Future Teachers’ Digital Competence in the Context of Personality Pedagogy
The relevance of the study is explained by the digital transformation of society and the digitalization
of education, its opportunities and risks. The key idea of the research is to reveal the phenomenon
of students’ digital competence in the context of personality pedagogy. Namely, through the skills
and competencies in the areas of individuality that arise when students apply digital technologies
in their training. Data collection was carried out using self-assessment. Students assessed skills and
competencies in the areas of individuality. The factor analysis showed that the digital competence
of students is associated with the subject-practical sphere, existential sphere and the sphere of self-regulation
Speech Portrait of Children of the Indigenous People of the North in the Process of Teaching Mathematics
The article presents a scientific description of the collective speech portrait of primary school
students in the process of teaching mathematics in rural educational institutions located in the
places of the indigenous people of the North, Siberia and the Far East of the Russian Federation.
The material for the scientific description of the speech portrait in the context of bilingualism was
the results of studies conducted in 4 regions of Russia: the Republic of Sakha (Yakutia), the Republic
of Buryatia, the Yamalo-Nenets Autonomous Okrug, the Khanty-Mansiysk Autonomous Okrug –
Yugra. In total, the study covered 165 respondents (students, teachers and parents). During the
study, the scientific literature and statistical data on the studied regions were analyzed. There were
such research methods as observation, conversation, interviews, questionnaires, transcription of
audio recordings, quantitative and qualitative analysis of oral and written works. The theoretical and
methodological basis of the study was the work of scientists devoted to the problems of linguistic
personality, speech portrait, the formation and development of mathematical speech. When
creating a speech portrait, sociocultural, sociolinguistic, psychological-pedagogical, ethnolinguistic
factors influencing the development of oral and written mathematical speech were taken into
account. Audio recordings of oral speech and written test papers of students were also analyzed.
The collective speech portrait was described on the basis of an integrated approach involving
socio-psycholinguistic characteristics, descriptions of the levels of development of oral and written
mathematical speech, as well as features of speech culture in formal and informal communication.
The results of the study can provide methodological assistance in organizing educational activities
for the development of mathematical speech.