An important issue for high quality teacher education is to increase the effectiveness of courses for
future teachers. It is necessary to development the students’ individuality, their activity, initiative
and independence. Games technology enables students to participate in the practical implementation
of acquired knowledge, skills and competencies. The gaming process gives students a chance
to unfold their external and internal personal resources in the context of professional development.
The purpose of this experimental study was to confirm the importance of gaming technology in modeling
students’ professional activity. The results revealed the effectiveness of gaming as an educational
technology in this context. Qualitative analysis of the data confirmed that students formed an internal
motivation, positive attitude towards their future profession and readiness to the practical.
Journal Articles
Students’ self-development in modern technical higher educational institutions
This article discusses some theoretical and applied aspects of course development in a modern technical
higher education university, and in particular the need to create a stimulating environment.
The example of the Tambov State Technical University is used to draw more general conclusions.
Issues of interaction of the components of the student teacher vocational and legal competence
Student teachers need to study the basics and further development of the legal competence as dictated
by the requirements of the teacher’s professional standard. The article deals with the interpretation
of the term “professional and legal competence” and its components: in particular, cognitive-
legal, motivational-legal, social-legal, special-legal, reflexive-legal. Project training provided
the means to form a professional legal competence. It was implemented as a step-by-step complex,
systemic and personality-oriented process. The research demonstrated the correlation between the
components of professional and legal competence in the first year of study. A correlation constellation
of the components of the graduate course was compiled using the data from the students’
implementation of the project activity.
Teachers’ readiness to support students with special educational needs
There is an important need for psychological and pedagogical support of students with special
educational needs at all levels of education. The aim of this article is to analyze the capabilities
and readiness of the teacher to support students with psychophysical development in terms of
educational inclusion in the context of competence-based approach.
From a theoretical analysis of normative documents, literature on the subject, and software used in
teacher education, the author identified the main difficulties in the implementation of the support for
children with different types of dysontogenesis (defective development of the embryo) and revealed
deficiencies in the levels of professional and personal readiness. The results allow us determine the
directions of psychological and pedagogical support and professional development of specialists,
and to improve the quality of education of persons with special educational needs.
Editorial: What do you want to be remembered for?
Many years ago, in a galaxy far, far away, I was editing a journal that wanted to
increase its relevance to practitioners. Borrowing a good idea from a life sciences journal
(with appropriate attribution) we introduced ‘Practitioner notes’ – a text box on the first
page of every article that set out three bullet point lists:
a. What is already known about this subject?
b. What does this research add?
c. What should the reader do differently as a result of these findings?
Under each heading there should be three (but not more than four) bullet points.
There is no need for references or detailed descriptions of the methodology, just short
statements in simple language.
We quickly discovered that, as well as being welcomed by the readers, the reviewers
found them very useful as an introduction to what they were about to read. These three
questions set the agenda for the submission and they could then assess how well the
questions had been answered.
E&SD Volume 12 Issue 3 contents
This is the English language contents page for E&SD Volume 12(3)
John Cowan, Susi Peacock. Editorial: Treating peer review comments on submissions for publication in educational journals as feedforward 6
Alesha Baker, Tutaleni I. Asino. Impact of Professional Development on Technology Innovation Implementation by Ugandan Teachers: A Mixed Methods Study 19
Martin F. Lynch, Nailya R. Salikhova. Teachers’ Beliefs about the Needs of Students: Teachers as Local Experts (A Qualitative Analysis) 33
Verónica Moreno Oliver. Adaptations on training design and performing to answer the current context: the importance of C*M*A Alignment. 44
Oksana V. Polyakova, Liliya A. Latypova, Dilyana D. Sungatullina. The system of grant support to novice teachers as an impetus for lifelong learning: the case of the Republic of Tatarstan 54
Alina A. Shakirova. Students’ academic mobility provision in Germany in the context of education internationalization 62
Retractions and notices 74
Notes for authors 157
Students’ academic mobility provision in Germany in the context of education internationalization
Students in higher education are becoming more mobile, studying in more than one institution. The
aim of this article is to study the regulatory basis and analyze the mechanisms of academic mobility
in Germany as a global education and innovation centre. We used an axiological approach, which
allowed us to consider academic mobility as a socially and personally valuable concept, together with
a systematic approach, which helped us to study a complex of mechanisms of students’ academic
mobility provision. The article presents three main levels of the regulatory basis (federal, regional
and institutional) and two levels of the mobility realization mechanisms in Germany (federal and
institutional). At the federal level institutions are governed by basic law, the law on higher education,
the Federal Assistance Act and internationalization strategy. The second level concerns the activity
of Ministerial Conference on Education and Culture, the Rectors’ Conference and Science Council.
The institutional level is illustrated through the example of Munich University. The article will
be of interest to researchers studying the problems of higher education, foreign and comparative
pedagogics and integration processes in the sphere of higher education. The results may also be used
in teaching pedagogics, comparative pedagogics and foreign pedagogics. The recommendations
based on German experience of academic mobility development may be transferable to Russian
universities.
The system of grant support to novice teachers as an impetus for lifelong learning: the case of the Republic of Tatarstan
The age-related imbalance of teachers and the gap between the expectations of young teachers
and the objective reality they face in school make us think not only about the system of adapting
novice teachers to work in school, but also about the quality of teaching in teachers’ training
higher educational institutions. We have to address the increasing numbers of teachers leaving the
profession. There is a need to improve the quality of novice teachers’ training.
Lifelong learning is currently viewed as a way for personal self-development, which helps to maintain
specialisms, particularly those in high demand. This approach corresponds to the strategy of
economic and social development of society and causes a synergetic effect of interaction between the
state and the individual. The role of the state in the existing paradigm is decisive in the development
of adequate measures to support and stimulate the education sphere and influences the formation of
a positive image of the teacher’s profession.
The Republic of Tatarstan can be seen as an experimental platform where novice teachers are
supported by the state through the implementation of educational grant programs, or scholarships.
This study analyzed the grant support for the professional growth of novice teachers implemented
by state authorities in the Republic of Tatarstan in the period 2011-2016, to reveal the attitude of
teachers to such kind of support from the state. It explored how the system of grants stimulates the
desire of teachers to develop throughout their lives, i.e. to see whether they are ready for lifelong
learning. The successful experience of the grant system implementation in education will allow the
Republic of Tatarstan to become a region of advanced economic development, where human capital
and the formation of skills of the 21st century are given priority.
Adaptations on training design and performing to answer the current context: The importance of C*M*A Alignment
This paper presents a reflection on some key elements that make teaching strategies the keystone of
teaching adaptation to the current training context in higher education. The approach is based on
the consideration of changes in different levels and fields; namely, normative changes (including
law), educational centres’ normative, etc. Social changes also impact on the educational system,
strategies and goals. In this case, it is important to keep in mind how the social model has change in
the last decades in terms of communication, needs, learning processes, motivation, etc. The paper
also analyses the impact of market/job changes, how professional profiles have changed with respect
to the demanded competences, skills and employers’ expectations on junior workers, and how these
requirements are considered at different levels of higher education (for instance, in internships).
The focus of this paper is on how university teachers can design, perform and assess their teaching
with the aim of facilitating the professional integration of our young generation into a global society,
with its specific needs and its demands. Thus, teaching methodology during the teaching-learning
processes is a key element to deal with all these changes and new training requirements. The teaching
methodological approach can help both teachers and students to plan and develop a formative roadmap
including the competences for increasing as much as possible students’ occupability skills, which
will help them be more flexible and versatile. The second part of the paper (based on improvements
on training performance) includes the presentation of different models to keep the coherence
(alignment) between the design of training programmes, teaching methodology and assessment of
learning outputs, paying special attention to the Context Contingent Aligned Model- CCAM.
Teachers’ Beliefs about the Needs of Students: Teachers as Local Experts (A Qualitative Analysis)
The link between students’ psychological needs and educational practice is often left unexamined
in teacher training. Also underexplored are teacher beliefs about the needs of students. The present
study asked practicing educators in the Republic of Tatarstan (N = 195), considered to be experts
in the local culture as well as experts in child development, to tell us what they considered to be
vitally important needs for the psychological well-being of students. Whether considered from the
perspective of frequency counts or from the perspective of categories identified by independent
raters, the theme of relationships emerged as centrally important in the teacher-generated responses.
Implications for practice and for research are discussed.
Note: Martin Lynch is also affiliated to the National Research University Higher School of Economics, Moscow, Russia.
Impact of Professional Development on Technology Innovation Implementation by Ugandan Teachers: A Mixed Methods Study
This mixed methods study examines the impact teacher professional development has on the levels
of concern of nine Ugandan teachers as they begin to use computers in their school environment.
These teachers completed the Stages of Concern Questionnaire before and immediately following
training on the basics of how to use a computer for educational purposes. Additionally, qualitative
data in the form of interviews and written responses were collected and analyzed to look at what
aspects of the training were considered to be most beneficial to the participants. The results of the
quantitative data suggest the teachers’ level of concern in three of the seven levels decreased after
training was provided. The results of the qualitative data show the teachers would like more time to
experiment with the new information they learned through the professional development and want
input into what they will be learning.
Editorial: Treating peer review comments on submissions for publication in educational journals as feedforward
We offer a short introduction to those aspects of the publishing process which explain
how and why peer review occurs. We then outline suggestions from an author’s
point of view about how to work with, and benefit from, reviewers’ comments, with due
consideration of the editor’s viewpoint and role. In essence, this editorial sets out to help
prospective authors of educational papers to appreciate where the reviewers and editor
are coming from, and how their comments and suggestions originate and should be handled.
We close by looking specifically at how to cope in a practical way by treating the
comments as feedforward. This piece is written particularly for those scholars who are
new to, or unfamiliar with, submitting drafts for consideration in the peer review process.
Requirements of professional standards as a basis for professional development of students
Significance of the studied problem is confirmed by the fact that currently the system of higher
education in the Russian Federation is focused on the search for optimal solutions to adapt the
structure and content of higher education to the requirements of professional standards. The
Ministry of Education and Science of Russia has already started to approve new Federal State
Educational Standards of Higher Education adapted for professional standards, which will enter
into force at the end of 2017. In this regard, educational institutions of higher education will get a lot
of work aimed at organizational, didactic and methodical support for the transition of educational
process to new Federal State Educational Standards of Higher Education. The purpose of this article
is to justify and describe the model for creating space for the professional development of students,
aimed at development of their professional competencies in the field of physical education and
sports. Simulations are applied as the leading research method allowing to consider the professional
development of the future graduates in the framework of a specially designed didactic system of
competence-based format. The article shows that the space of professional development is formed
in didactic systems of the metric competence-based format between the areas of knowledge and
abilities development synchronized with the requirements of relevant professional standards.
Psychological determinants of achievement of the first stage of academic careers in higher education
The main indicator of the achievement of the first stage in the academic career is the award of the
PhD, which comes only from the evaluation of the research level of the applicant. Our research
allowed us to create a psychological model of the subject of scientific research activity and highlight
the specific psychological characteristics that form the personality of the beginning scientist.
Previously, the requirements and assumptions of the individual were described, and this made it
possible to consider a person as a subject of scientific research activity. However the psychological
determinants were never defined. The nature of the requirements was related to the general mental
processes, the possibilities and qualities of the individual, the internal specific conditionality of
which was not disclosed. The work of by Е.А. Klimov on professionally oriented periodization
allowed us to distinguish two phases of the development of research activities: «the phase of
internality – the acquisition of professional experience» – training in graduate school and «the phase
of skill – the qualified performance of work» – the requirements of standards and the defense of the
candidate’s thesis. The search for psychological determinants as an «internal condition» determining
the transition from phase to phase was based on the theoretical and methodological approaches of
Russian psychologists E.A. Klimov, N.M. Peysakhov, Y.A. Ponomarev, and S.L. Rubinstein. This
made it possible to determine the block of psycho-diagnostic tools, a set of valid and reliable author’s
questionnaires, statistical data processing methods of high level of reliability.
Semantic analysis of mental states of students from different ethnocultural groups in situations with a certain and uncertain outcome
Uncertainty is inherent in the modern world. Global problems of the present, environmental,
cultural and social problems, information revolution, problems of interpersonal communications
and interaction of the person with the environment, all this generates uncertainty of human’s
existence of the person in the world. Under such circumstances of the existence a special role is
played by a tolerance phenomenon to uncertainty. In this regard, in spite of sufficient complexity
and relevance of a phenomenon of tolerance to uncertainty and interest in this problem of various
sciences, there are no theoretical and empirical data on features of tolerance to uncertainty and
the tested mental states of various ethnocultural groups, in particular of Russians and Tatars, that
defined the purpose of our research. The research was conducted by means of a technique of a selfassessment of mental states of Alishev, Gabdulkhakova. In article are presented and analized the
results of a research of mental conditions of representatives of the Russian and Tatar nationality
in situations with a certain and uncertain outcome. It is revealed that at collision with uncertain
situations there is a shift of qualitative characteristics of states from positive to negative at examinees
of the Russian and Tatar nationality. It is shown that in situations with defined (negative outcome
there are negative mental states, while in situations with a certain outcome positive states are felt.
On the Issue of Intensification of Teaching a Foreign Language in a Non-linguistic Institution
Update of the research problem is associated with the software of the educational process in higher
educational institutions in this domain as a “foreign language”. The article discusses the most
important aspects of the intensification of teaching a foreign language in non-language high school;
possible orientation of a foreign language in the future professional activity; the use of certain
approaches to teaching foreign languages, in particular, intensive training approach as a way to
intensify the training; the use of intensive training principles; consideration of factors of intensification
of training; the use of methods of learning a foreign language in non-language high school; creation
of certain components of the educational environment for teaching a foreign language. The author
reveals the importance of the integration of various approaches to the intensification of training
in order to optimize the entire system of organization of cognitive activity of students. The article
analyzes the possibility of using situational principle which involves the study of a foreign language
on the basis of situations. The article shows how in teaching a foreign language in non-language
high school there’re used some interactive forms of practical sessions. In this regard, it is concluded
that learning a foreign language speech activity on the basis of the communicative component of the
intensification of training must be systematic, targeted as close as possible to the conditions of reality
in order to achieve a positive result in learning a foreign language.
Analysis of Students’ Demand for Informational Resources during Study and Research Activity
The relevance of research of this problem is due to the need to improve the quality of service for library users and the activity of using information resources in the educational process. In this regard, this article is aimed at developing recommendations for improving the library activities in the electronic educational environment of the university.
The leading method in the study of this problem is a questionnaire, conducted among 1,096 students of the Siberian Federal University. The results of the research determined the attitude of students towards library services and information resources.
Based on the theoretical analysis and practical study of the formation problem and development of the electronic library, the development strategy of the digital library is considered, the technologies for creating and implementing information resources in the educational environment of the university are defined.
The recommendations presented in the article will allow increasing the efficiency of using information resources in the educational process.
Open and distance lifelong non-formal learning for self-development: current practices and possible applications in Russian contexts
Non-formal and lifelong learning play a critical role in self-development and mastering the
knowledge and skills demanded by an ever-changing world. This review examines the ways in which
open and distance learning methods and technologies are being used to provide such non-formal
learning in the developing countries to reduce inequality, provide education for all and ensure
sustainable development. Having considered the main trends and possibilities in these contexts, it
speculates on the possible applications of these methods and technologies in support of the social
and economic development of Russian society.
Editorial: Ethical authorship
At the beginning of each scholarly article, beneath the title, is a list of the authors.
We get so used to writing our name, together with the names of our co-authors that we
seldom give it much thought. In this piece, I want to explain why it is very important to
get it right.
Being listed as the author – or one of the authors – of a published paper is important
for your credibility as a researcher; you are judged by the number and quality of your
publications. They help you to advance in your profession, to secure research funding,
and with invitations to contribute to conferences. But what does being listed as an author
mean?
E&SD Volume 12 Issue 2 contents
This is the English language contents page for E&SD Volume 12 (2) (Issue 51)
Nick Rushby:
Editorial: Ethical authorship 6
Colin Latchem, Daria Khanolainen:
Open and distance lifelong non-formal learning for self-development: current practices and possible applications in Russian contexts 12
Ruslan A. Baryshev:
Analysis of Students’ Demand for Informational Resources during Study and Research Activity 31
Agzam A. Valeev, Irina G. Kondratieva:
On the Issue of Intensification of Teaching a Foreign Language in a Non-linguistic Institution 42
Milausha V. Gabdulkhakova:
Semantic analysis of mental states of students from different ethnocultural groups in situations with a certain and uncertain outcome 52
Inna V. Krotova:
Psychological determinants of achievement of the first stage of academic careers in higher education 62
Marina Yu. Schennikova, Almaz M. Galimov:
Requirements of professional standards as a basis for professional development of students 73
Education & Self Development Retractions and notices 84
Our Authors 117
Notes for authors 129