The COVID-19 pandemic represented a shift from face-to-face to online and distance learning.
Teaching methods and assessing strategies changed, as well as grading standards. The focus of
this paper is to address the differences between pre- and post-COVID-19 pandemic mathematics
grades and, in particular, to investigate the possible differences between mid-term and end-term
grades in Italy. To this end, 231 Italian middle and high school students’ grades were analysed.
Using the Wilcoxon rank test (a non-parametric statistical test) the results showed a statistically
significant difference in pre- and post-COVID-19 quarantine grades. End-of-year grades were
higher than those before the COVID-19 confinement. Furthermore, the results indicated that
more than half of the students in the sample achieved a higher grade at the end of the school year.
Gender differences in mathematics grades were examined, since the literature about gender gap
in mathematics achievement is not coherent about whether boys outperform girls or vice versa.
Statistically significant differences at the end of the first semester were reported, in favour of female
students although gender differences were not detected at the end of the school year. The findings
suggest that greater caution should be paid in interpreting students’ grades pre- and post-COVID-19
confinement, since it cannot be excluded that such students’ achievements are inflated. Excessively
high students’ grades that do not represent their actual knowledge and competencies could give
educators and legislators misleading and even false information about the quality of distance
learning and students’ knowledge.
Journal Articles
EFL Teachers’ Perceptions of Implementing Critical Thinking in Teaching Reading: Focus on the Possible Hindrances
The study explores Iranian English teachers’ perceptions of the importance of critical thinking
skills and the extent to which they practice their beliefs in real classroom setting. As a secondary
purpose, the study discovered the possible hindrances in the way of implementing critical thinking
in reading classes. Using a sequential mixed-methods design, data were collected through survey
questionnaire, interviews and class observations from 4 universities and several English language
institutes. Fifty participants took part in the study. A questionnaire with 16 closed-ended and two
open-ended questions was utilized to collect data about the teachers’ beliefs. For the next phase
of the study, one teacher from among 10 teachers who showed strong beliefs was conveniently
selected for class observation and interview. The results of one sample T-test and independent
sample T-test indicated that teachers believed critical thinking was important and that there was
not any significant difference between male and female regarding critical thinking. Qualitative
analysis of the data showed that despite the teachers’ strong beliefs about the importance of critical
thinking, they did not implement it much in their classroom practices. The hindrances as well as the
implications of the study are fully explained in the paper.
Intervention Reading Comprehension Program in French Language
One of the priorities of European language policy is to maintain linguistic diversity, cultural identity
and, last but not least, to promote effective foreign language learning. French language has a long
tradition in the Slovak geographical area, whether in a historical, cultural or economic context. In
the educational context over the last decade, however, it has become a second foreign language,
which has begun to be reflected in particular in the declining numbers of pupils studying French.
Quantitative indicators in the form of statistical yearbooks show a sixty to seventy-five percent
decrease in the number of pupils learning French at different levels of education. The lower numbers
of lessons, normally allocated for a second foreign language, affects the quality of the knowledge and
language skills that the pupil has to acquire in order to be able to communicate at the required level
in French.
Based on the current position of French language in the Slovak school environment and the
requirements that are placed on the language level of students, our goal was to design an effective
tool that would take into account the various factors affecting the acquisition of foreign language
competence of students in French. The main aim of our contribution is to present to the professional
public a tool in the form of an intervention program, which specifically focuses on the development
of one of the key language skills included in the Common European Framework of Reference
for Languages, namely reading comprehension in French language. The degree of difficulty of its
acquisition depends on several factors. The mastery of the linguistic, sociolingual and intercultural
specifics typical for French language plays an important role in this process. In a broader sense,
however, it is a much more complex process, which is also conditioned by cognitive, social and
personality variables. These variables can also be called predictors or factors that significantly affect
the understanding of a foreign language text.
The overall concept of the intervention program is based on pre-research associated with
measuring the level of reading comprehension and determining the predictors affecting students’
comprehension of the text. Considering the pre-research carried out to determine the achieved
level of pupils in reading comprehension, the proposed intervention program can be regarded
as a preventive, but also a corrective tool for the development of language competence in French
language. The compilation of an intervention program in the form of ten model intervention units
for the development of reading comprehension in French has a precise structure and takes into
account the ontogenetic specifics of the target group (third-year students of secondary education).
The ambition of the intervention program is to include various possibilities and ways of working
with text in French with regard to the development of the relevant predictor, and thus contribute to
improve the quality of language education of students and last but not least to be an inspiration for
teachers (as well as future teachers) of French language in a new original way.
The Influence of Family Factors on the Academic Performance of Schoolchildren and University Students: Review of Foreign Studies
The family is informal institution that has a strong influence on the child and on his or her academic
performance in particular. Family influence is more essential in childhood, because at a young age
children depend a lot on their parents. The nature of relationships between children and parents as
well as the role of family in general can change as children grow up.
This is a literature review of foreign empirical studies leading to further development of a research
program of the influence of family factors on the performance of schoolchildren and students in
Russia. In most of the cases, the authors focus on the performance of one group – either schoolchildren
or students. This paper considers the research question of whether family factors, which have proven
their impact on schoolchildren academic performance, retain their impact on the performance of
university students.
The novelty of the review lies in its consideration of three ways in which the family impacts on
student’s performance: the socio-economic status of the family, the social capital of the family,
and the parental involvement in the educational process. The first two ways have been extensively
studied in the research, while parental involvement is often considered as a significant factor in
school performance. However, it is underestimated as factor in a university student’s performance.
The review confirmed that family factors have a significant positive impact on academic performance
for both schoolchildren and students. This influence depends on the nature of the relationship
between parents and children and can change over time.
The results are of practical interest for the researchers in the field of education and psychology,
educational institutions as well as for parents. The empirical analysis of parental involvement
influence on the academic performance of university students may be one of the possible research
themes.
University Students’ Attitudes to Soft Skills in Business Communication Training
Nowadays learning Russian in business communication is a major part of vocational education and
training and within this academic subject it is possible for university students to develop soft skills.
This research examined the formation, development and application of a universal set of soft skills
to help graduates adapt to the modern labor market. The study was conducted with 196 first-year
students in the Vladivostok State University of Economics and Service. A subjective scale technique
was applied using a survey-questionnaire. The data were processed using systematization and
generalization methods. The results showed that subjective attitudes to the application of soft skills
were developed in students studying Business Russian. The building of soft skills helps students
use knowledge in practice and to increase their motivation for personal professional growth and
development. The research revealed that 21 out of 24 declared soft skills are actively formed in
students in the course of teaching. In addition, the analysis gave an objective view of the abilities,
interests and tendencies of each student. This information is necessary to improve the educational
process. The results of the research play an important role in the development of the theory of
competence model of successful modern graduates. The research results can be used by universities
to develop and improve working curricula in accordance with the requirements of new educational
standards.
Why do People Apply for Admission to Moscow Universities? An Analysis of the Reasons and Development of Recommendations
When there is high competition between universities for applicants, research into the applicants’
motives becomes relevant. This research used a survey questionnaire, the results of which were
subjected to correlation analysis. The survey involved students from four Moscow universities,
differing in both rating and quality of admission. The main reasons why applicants choose their
university were the availability of budget places and the cost of training. The source of information
about the university is also important. Modern youth (and also their parents) focus mainly on
Internet sites for applicants and on the university’s website social networks. The role of Internet
resources will only increase in the future although traditional forms of attracting applicants, such as
open days and Olympics should not be discounted. They attract at least a quarter of the admissions.
The research revealed that school graduates who are strongly oriented toward higher education
prepare for exams very seriously. More than two-thirds of all students surveyed noted several options
for preparing for the exam. However, not all applications had a solid life position with regard to their
future profession. Many have chosen those courses that are easier to pass. One of the important
factors in making a choice and in preparation is the image of the university. The higher the rating
of the university, the more motivated applicants it attracts and as a result, the level of training of
graduates also increases. It is proposed that distance forms of participation in university events are
developed so as to expand coverage.
Professional Self-determination of School Graduates: Social and Personal Factors
Given the negative demographic trends and the aging of labor resources in most regions of Russia,
it is important to curb educational migration away from them. The study of the mechanisms of
professional self-determination of schoolchildren goes beyond pedagogical tasks in the field of
public administration and regional economy. Psychological mechanisms of career choice and
educational strategy building were widely studied during the twentieth century, but the question
of the influence of social conditions in a particular region on the professional self-determination of
young people remains poorly understood. Solving the problems of professional self-determination
of schoolchildren requires the synthesis of personality-oriented and socially-oriented pedagogical
approaches.
The article examines the factors that determine the professional self-determination of school
graduates and analyzes the conditions and patterns of schoolchildren’s professional selfdetermination,
together with the potential of their influence on educational strategy by regional
universities. The research hypothesis is that, when providing pedagogical support for professional
self-determination of pupils, it is necessary to take into account both their personal characteristics
and individual motives, as well as socio-economic factors that determine the choice of educational
strategy. The research used comparative analysis, classification, generalization, an inter-disciplinary
review of literature and socio-economic statistics, a sociological survey, and expert assessments.
The main results are the description of models of professional self-determination of school graduate
based on their awareness, values, self-efficacy assessment, and the justification of the principles
of career guidance. A survey of school graduates in the Ulyanovsk region in 2018-2019 (n=2075)
showed that a significant number of graduates lacked professional plans and knowledge about
regional universities and universities in other cities. The study revealed the professional interests
of school graduates and their plans for educational migration from the region. School graduates
did not justify their choice of a career and educational strategies by their professional interests,
but rather on their desired standard of living upon graduation. It established that the quality of
education at the university is not a determining factor for potential applicants. As actors in the
regional educational space, professional education organizations can have a greater impact on the
processes of professional self-determination of high school students.
The results indicate the importance of regional socio-economic conditions for professional selfdetermination
of school graduates, their educational strategy and choice of university. The study
confirmed that their professional self-determination follows the principles of the Social Cognitive
Career Theory.
Developing the Metalinguistic Competence of Engineering Students
The paper discusses the socio-communicative function of the engineer’s foreign language training
in which content is based on materials relating to the latest global technological advances and
understanding of the essence of production culture in different countries. It discusses the structure
and content of foreign language training taking into account the potential of multilingualism,
technical communication and metalinguistic competence. Foreign language training contributes
to the formation of linguistic, communicative and metacognitive skills. It sets out the modern
international requirements in an engineering university, identifies the contradictions and features
of pedagogical forms, methods and tools, and sets out the content and structure of multilingualism,
technical communication and metalinguistic competence. A methodology for the implementation
of foreign language training in combination with multilingualism, technical communication and
metalinguistic competence is proposed and proved through the realization of group international
study trips. Here, the students showed an understanding of technologies in foreign languages and
a metalinguistic awareness focusing on the cultural traditions of the region and local features of
production. The article argues for a conscious approach to deeper linguistic knowledge, cultures of
different countries and technologies with advanced language and communications requirements in
the field of science and technology, combining linguistic and engineering thinking in the human
mind for a more complete understanding of the essence and content of engineering education.
A Competency-based Approach to Environmental Education: Learning About “Radioecology”
The research objective was to develop a new approach and methodology for the discipline of “Radioecology.” This ensures that the education is practice-orientated, with the possibility of distance and independent learning, skills improvement, and the development of interdisciplinary relationships. The research methods used a theoretical and methodological analysis of scientific and educational literature, logical and semantic modeling of the learning content, design, theoretical analysis and synthesis. The research achieved a new curriculum for “Radioecology,” the creation and implementation of a theoretical course and the development of the practical part of the discipline. This was differentiated by difficulty levels and aimed at solving specific situational problems. The work proposed the creative component of the practical part in the form of individual tasks requiring the learner to resolve a specific production problem situation. It also created a laboratory workshop with the development of modern scientific methods a textbook on radioecology and an electronic version of the methodological support of the discipline, facilitating independent training and making distance learning possible.
E&SD 16(3) September 2021
This is the English language contents page for E&SD 16(3)
Nick Rushby
Editorial: Making a Difference in Educational Research. 6
Mohammad Omar Al-Momani
Vocational-Education Students’ Attitudes towards Their Academic Specialization in Jordan 10
Inero V. Ancho, Gilbert S. Arrieta
Filipino Teacher Professional Development in the New Normal. 25
Danijela Petrovic, Mia Maric, Miona Bogosavljevic-Sijakov
Pilot Study on the Improvement of the Health-education and Psychological Competencies of Education Students in the Context of Epidemic/Pandemic Circumstances 44
Monika Jakubowska-Mirek
Characteristics of Schools for Girls: A Case Study. 52
Pipit Novita
Motivation in Teacher Education: The Forgotten Element and Its Snowball Effect. 60
Aleksandr I. Bokarev, Еlena S. Denisova, Ivan A. Ignatovich, Sergei F. Khrapsky
A Method for Evaluating the Results of the Educational Process: Theory and Practice 71
Andrey G. Teslinov
The Characteristics of the Educational Paradigm of the Near Future: Cultural Context. 83
Irina A. Troyan, Larisa A. Kravchenko
The Modern Paradigm and Components for the Modernization of Higher Education. 100
Olga L. Osadchuk
Psychological Mechanisms of Student Teachers’ Professional Reliability Training 115
Izabella D. Belonovskaya, Aida V. Kiryakova, Tatiana A. Goriainova, Marina A. Drobot
Developing the Potential of Visualization Technologies in Hybrid Tuition 127
Proceedings of the 7th International Forum on Teacher Education (IFTE)
Ilshat R. Gafurov
Editorial: Contemporary Mission of Large Universities in Teacher Education. 152
Ian Menter
Teacher Education Research: Values-Based Planning in an Uncertain World 158
Laura Sara Agrati
Systematic Reviews on In-Service Training Effectiveness. A Prior Comparative Analysis of the Used Terms 167
Ekaterina Protassova, Maria Yelenevskaya
Speaking and Learning Russian in Different International Contexts. 179
Zdenka Gadušova, Alena Haškova
Investigation of Stressors Teachers Face in Schools. 192
Herbert Zoglowek, Hermann Kuhl
Experiential Education: A Pedagogical Alternative for Difficult Cases? 204
Ekaterina Z. Tomova
Development of Social and Intercultural Competence in Students through Peer Assessment .213
Alexandra G. Gogoberidze, Inna A. Kalabina, Ludmila Yu. Savinova
Modern Educational Programs for the Training of Preschool Teachers: Experience in the Implementation and Assessment of Educational Results of Students 230
Nataliya L. Selivanova, Irina S. Parfyonova
Scientific and Methodological Support for Upbringing in School.. 238
Irina D. Demakova, Inna Yu. Shustova
Systematic Approach for Efficient Use of Research Methods in Educational Theory 249
Tatiana A. Romm, Natalia V. Shisharina
Hygenic Assessment in the Theory and Practice of Upbringing 261
Yulia Yu. Vlasova
Using Social Networks for Social Upbringing 278
Vitaliy Z. Kantor, Alicia Zarin, Yuliya A. Kruglova, Yuliya L. Proekt
A Competence Model for Training Programs in Inclusive Education 289
Gasangusein I. Ibragimov
Project- and Research-Based Learning as a Technology for Developing Master Students’ Methodological Culture Development .310
Aydar M. Kalimullin, Julia Koinova-Zollner, Liudmila I. Vasilieva, Boncho Gospodinov, Miroslav Prochazka
From Challenges to Opportunities: Reorganization of Teacher Education during the COVID-19 Pandemic in Post-Socialist Countries. 322
Olga G. Smolyaninova, Ekaterina A. Gruzdeva, Artem A. Smolyaninov
Online Mediation in the Socialization of Children with Disabilities: Environmental Conditions in the Arctic and the North of the Krasnoyarsk Territory 346
Marina V. Shakurova
Professional Subjectivity for Student Teachers in Higher Education 362
Natalya N. Kalatskaya, Roza A. Valeeva
Family Upbringing Styles and Methods vs Youth Propensity for Aggression. 375
Anna I. Akhmetzyanova, Tatyana V. Artemyeva, Irina S. Salnikova, Elena A. Lemekh
Structural and Functional Characteristics of Prediction in Preschool Children with Speech Impairment 398
Editorial: Making a Difference in Educational Research
In my last editorial, I addressed the different forms that a scholarly paper might take
(Rushby, 2021); in this issue I want to take a more over-arching view of the research
process and the integral role of the papers that come out of that process. In doing so I will
revisit (without apology because it is important) a tool that I described in an editorial four
years ago (Rushby, 2017). A research paper needs to address three questions:
• What is already known about this subject?
• What does my research add to what is known?
• What do I want people to do differently as a result of my research?
Vocational-Education Students’ Attitudes towards Their Academic Specialization in Jordan
The aim of the study was to identify the attitudes of vocational education students at Al-Balqa
Applied University towards enrollment in their academic specialization from their perception,
relating them to variables such as gender, the student’s academic year, and academic rating.
A descriptive approach was used with a questionnaire which comprised 33 items that measured
the students’ attitudes towards the vocational education specialization. The study comprised
221 male and female students to whom the questionnaire was distributed in the first semester of
the academic year 2019-2020. The study found that the students’ attitudes towards the vocational
education specialization for the instrument as a whole were positive: 24 items obtained positive
attitude scores and 9 items showed an average attitude. It was found that there were no statistically
significant differences among vocational-education students’ attitudes towards their enrollment in
their academic specialization in terms of the study variables: gender; the student’s academic year
(first and second year, third and fourth year); or academic rating (acceptable, good, very good,
and excellent). It was also found that there were no statistically significant differences among the
vocational education students’ attitudes towards their enrollment in their academic specialization.
These differences are attributed to the study variables: gender, academic year, and academic rating.
It is recommended that: the study plan should be developed to be more comprehensive, and
incorporates a diversity of experiences, knowledge, and activities to achieve differentiation of the
student’s personality. This requires the university and the college to provide diverse and flexible
activities to suit the characteristics of students in light of the principles of respecting, meeting and
satisfying their inclinations and desires.
Filipino Teacher Professional Development in the New Normal
The Covid-19 pandemic has posed various challenges particularly in the education sector where the
‘new normal’ experience is all about online interaction and distance learning. As the health protocols
enforce physical distancing measures, actual and personal interaction and engagements are limited.
As teacher professional development (TPD) becomes a melting pot of best practices and strategies
that work, teachers receive a perspective that helps them create their own professional vision.
The findings of this study revealed that for teachers, TPD is a route to enhance and upgrade their
knowledge and skills and professional growth, with teaching as a life-long learning process. Pre-
Covid-19 TPD programs included initiatives on content, pedagogy and technology, action learning,
graduate studies, leadership and management, and action research. During the pandemic, teachers
were exposed to webinars and training on online teaching and learning, technological capacity, and
mental health. Regardless of age and years of teaching experience, teachers have a mindset to grow
in the profession and be better educators. They want to unlearn the old, and relearn new knowledge
and skills because they want their students to learn according to their current needs and what the
world needs in the future.
Pilot Study on the Improvement of the Health-education and Psychological Competencies of Education Students in the Context of Epidemic/Pandemic Circumstances
Research study: According to the World Health Organization, six out of ten global health problems
are related to the domain of infectious diseases (WHO, 2019), which inevitably confronts us with
an increasing risk of pandemic situations. The global health system has identified solid solutions,
with prevention being essential in these situations (Bloom & Cadarette, 2019). Prevention is far
better and cheaper, regardless of whether it is a specific prophylaxis (vaccination) or non-specific
preventive measures (Bloom & Cadarette, 2019). Therefore, it is crucial that initial education includes
prevention against the most common infectious diseases, as well as initial knowledge about them.
Numerous preventive measures include patterns of behavior that can be practiced with children of a
preschool and early school age, through the immediate educational process. In addition, at this time
children successfully develop habits and adopt demonstrated patterns of behavior, via observational
learning (Bandura, 1977; Greer, Singer-Dudek, & Gautreaux, 2006). For that reason, it is important
that preschool and primary school teachers have awareness of their role in this complex process,
as well as enough knowledge, skills and experience regarding psychological protection and mental
empowerment of children while preparing them for various epidemic risks. It is crucial to enhance
teachers’ capabilities to implement holistic pedagogies and healing-informed teaching (Hill, et al.,
2020), in order to mitigate the epidemic/pandemic effects on children. All sudden and unexpected
events are opportunities that enable us to address current problems in each crisis and to consider
new and innovative approaches in teachers’ education (Mutton, 2020).
The aim of the research was to evaluate the health-education and psychological competencies of
future teachers regarding the circumstances of epidemic/pandemics, and subsequently, using
different workshop activities, to improve those competencies and skills. Thus, to enable them to
encourage children, through learning and demonstration, to practice behaviours that contribute to
the health maintaining and social-emotional wellness.
Research methods: Besides the theoretical research and literature review, the realisation of the
project began with the construction of a research instrument designed as a survey questionnaire.
The survey contained 18 questions intended to examine the levels of knowledge (3 questions) and
attitudes (15 for self-assessment of mentioned competencies, according to the Likert-type scale).
The questionnaire was anonymous, completed in a paper form and used as an initial test and retest
(after the workshop).
Conclusion and recommendations: 32 students of education participated in the workshop. They
deepened their understanding of the most common infectious diseases, their pathogenesis,
Vogralik’s chain of infection, the concepts of epidemics/pandemics, and especially the prevention
of different infectious diseases, with an emphasis on the current pandemic situation. Their psychological competencies were also improved, including the development and strengthening of
resilience and readiness to face various challenges caused by the epidemic threats. The students
were presented with ideas, in the form of stories, movies, posters, messages, etc. how, directly in
their daily educational praxis to encourage children to practice behaviours that contribute to health
maintenance as well as how to preserve mental components of their health during epidemic crises.
In that sense, the knowledge on the retest was significantly enhanced by 32.09% (p=0.00000), while
positive opinion on the examined competencies was increased by 14.84% (p=0.00001). Furthermore,
it was observed that knowledge was considerably improved when compared to attitudes (p=0.0064),
in a comparative analysis of the health-education vs psychological attitudes.
Taking into account the results in our pilot study and the seriousness and global nature of some
health problems, health education is becoming a priority and should be emphasised in an initial
education. Since the content in curricula for teachers’ education is inadequate, we believe that, either
similar workshop activities or curricula development, can significantly improve their competencies
in these domains.
Characteristics of Schools for Girls: A Case Study
Single-sex schools account for a minimal percentage of alternative forms of education in Poland.
Debates around such institutions focus on the issues of work efficiency in the context of academic
achievements and dilemmas related to the social functioning of students. Most research on singlesex
education is based on the positivist paradigm and uses quantitative methods. However, there are
no monographic descriptions that consider the interpretative paradigm. In response to this gap, the
author conducted a study of the culture of the girls’ school using qualitative methods – a case study
based on the method of ethnography.
The aim of the research was to conduct an in-depth study of a selected institution and describe
its culture applying anthropology-based concept. I was interested in what image of the institution
emerged based on individual interpretations of its members.
The aim of the study. The main research questions concerned the specificity of the functioning of
the staff in particular – the relations and key program assumptions. I tried to find out which aims
are declaratively important and which are implemented by members of the school community. An
important topic was also their perception of social relations and the style of working of the staff. The
next task was to analyse and interpret the meanings that my interviewees attached to selected aspects
of the school’s operation. The actions taken can be defined as constructing and reconstructing the
model of the studied reality. The main aim of the analysis was to hear the “voice from the field” in
order to understand better the meanings that the interlocutors attach to the everyday life at school.
Research methods. The basic procedure for collecting data were interviews, partially structured and indepth,
as well as observations of various school situations (both formal and informal). I interviewed
parents, teachers, representatives of the board, and other school employees, I conducted focus group
interviews (FGI) with students, I shadowed the headmaster, and analysed the documents. I used
Atlas.ti software for the data analysis, which facilitated assigning and classification of codes and then
combining them into broader categories.
Conclusions and recommendations. Research has shown that adult respondents interpret the school
reality in a similar way. Both parents and school employees emphasized the importance of values in
constructing the school’s working style and the unique climate of families connected with the school.
Social relations and emotions accompanying them were a significant problem, which on the one
hand was a challenge for everyday work, and on the other hand, the expected style of functioning.
The female character of the school manifested itself mainly in these dimensions. To a lesser extent, it
was reflected in the style of work that would be in line with the stereotyped interests of the students.
The results of the study apply to the specific case of the studied school. The methodology can be used
many times in relation to any institution of this type.
Motivation in Teacher Education: The Forgotten Element and Its Snowball Effect
This research explores student teachers’ motivation to join teacher education and its relation to
their career intention to join the teaching profession. The qualitative study was conducted in the
English department of private and state teacher education in Indonesia. A total of 14 student
teachers (20-23 years old) took part in the interview. The findings show that most student teachers
chose Initial Teacher Education (ITE) because of external motivation factors such as the alternative
option of not being accepted at their desired faculty or following parents’ suggestions. Besides that,
considering the internal motivation factor, one of the common reasons students chose English
teacher education was the interest in English, which was also viewed as transferrable skills that
could be useful to many other job possibilities. The findings show that only a few of the participants
who prioritised their career to become teachers. The findings might contest the generalisation that
often associates student teachers’ motivation to join teacher education to become teachers. Even
though the assumption is valid to some extent, the nuances in the student teachers’ motivation
to choose teacher education might need to be considered, especially in the context when joining
teacher education is relatively easy because there is no high-stake test involved and teaching might
be perceived as an unattractive career intention. The findings also indicate that as motivation is fluid,
abstract, and hard to measure, teacher education overlooks this element in the admission process.
However, forgetting the importance of student teachers’ motivation in teacher education could lead
to a more severe problem in the quality of graduates and education in the long run.
A Method for Evaluating the Results of the Educational Process: Theory and Practice
The article addresses the problem of evaluating the results of specialists as they graduate from
their training. There are difficulties, not only with the decreasing number of students in training
courses, but also with inadequate methods for educational management. There is a growing need
for managers and subject lecturers to obtain information on the results of specialists’ training and
graduation. This article sets out a method for evaluating the results of the educational management
using the probability multiplication theorem for dependent events. The study shows that the results
of the educational process can – and should – be managed if the results of training and graduation
are periodically evaluated. At the same time, the evaluation results are of great value to the university
and improve the educational management. They show the scale of the specialists’ training and
graduation in relation to their training task and create a data base for subjects enabling appropriate
managerial decisions aimed at maximizing approaching the results of the specialists’ graduation to
their training task. It is of practical and scientific importance for the permanent staff of vocational
educational institutions when developing managerial decisions for qualified specialists’ training, as
well as for graduate students and researchers involved in the study of the effectiveness of educational
management.
The Characteristics of the Educational Paradigm of the Near Future: Cultural Context
There are insufficient resources to continue with the existing educational paradigm. This article
analyses the natural dynamics of educational paradigms and sets out an educational model for the
near future. The research examined basic educational patterns and their current state of development,
and investigated the barriers to improving the quality of education and how they may be overcome.
It offers a criticism of existing educational paradigms and how they have changed over time, and
then constructs proposals for a number of features of a new educational paradigm. This leads to the
formulation of a new educational paradigm for the near future with a number of distinctive features.
At its centre are ideas of transformation ‘gates’ of education and their functional invariants. The
notions set out in the article are intended for developers of educational systems, environments, and
programs for rapidly maturing students and adults. This will enable us to overcome the deficiencies
in current approaches to education, and focus on advanced mastery of the future, in which the
current educational standards are extremely out of date.
The Modern Paradigm and Components for the Modernization of Higher Education
Global trends that require the use of information and communication, digital and innovative
technologies and approaches to learning require us in turn, to re-examine the current educational
paradigm. This article examines the modern paradigm and define the components for the
modernization of higher education. The study used a comparative analysis, methods of synthesis,
generalization and systematization of various scientific approaches, and a graphical method. It
considers models of higher education in foreign countries in the context of their adaptation in Russia
and examines characteristic features of traditional and modern higher education. Special attention
was paid to the role of higher education institutions in training specialists. These meet the current
requirements of the labor market, through their independence in strategy, courses, programs, as
well as the introduction of progressive forms of teaching methods and educational technologies.
The authors show that digitalization is deeply embedded into the administrative and managerial
environment of higher education. They identify problems and prospects for the introduction of
modern e-learning tools, individual educational trajectories, and distance learning technologies in
Russia. This provides the justification for updating the modern paradigm and reorienting it to the
components for the modernization of higher education (managerial, methodological, knowledge,
innovative, and institutional). The authors develop key foci and define strategic objectives for the
development of higher education which can inform educational practice in a modern university.
Psychological Mechanisms of Student Teachers’ Professional Reliability Training
Society demands higher education teachers with new professional skills. Satisfying this demand
requires socio-cultural and scientific research to discover ways to develop such qualities in student
teachers. This article was written as part of the author’s doctoral dissertation research: Student
teachers’ professional reliability formation. The purpose of this study was to identify the psychological
mechanisms of student teachers’ professional reliability training.
Methodology. The following research methods were used: psychological testing, expert evaluation and
pedagogical experiment. Additional methods included: Method of Identity Diagnostics (Schneider,
2007), Method of Reflexivity Diagnostics (Karpov, 2003), Diagnostic Map of Professional Reliability
of Student teachers (Osadchuk, 2007). The study carried out at Omsk State Pedagogical University
(Russia) involved 75 students and 4 teachers. The educational experiment was carried out in the
natural conditions that were familiar to students, and the natural course of the educational process
was not interrupted.
Novelty. The author developed and pilot-tested a range of new educational tools to actualize the
psychological mechanisms to train professional reliability of student teachers. These tools included
different types of unsupervised activities, motivation training, teaching methods, and pedagogical
support strategies.
Results. The article presents experimental data showing the correlation between indicators of
professional reliability, identity, and reflexivity of student teachers. It contains a diagnostic map of
professional reliability for student teachers developed by the author, which can serve as one of the
tools for monitoring the education quality in teacher training courses. The findings can be used in
educational program development, organizational and methodological documentation, as well as
educational and extra-curricular activities related to higher teaching education goals and syllabi.