The relevance and social demand for developing methods for measuring the accuracy of representation of quantitative information are associated with the need to analyze specific cognitive functions that underlie individual differences in speed and quality of learning in school. Expressed in symbolic, non-symbolic and mixed formats, representation of quantity is one of the most important cognitive functions that determines the success of learning mathematics. The article presents the results of the development and adaptation of three tests – “Number Sense”, “Number Line” and “Dot Number Task” – that measure the accuracy of the representation of quantitative information presented as sets of objects, numbers, and their combinations. The total number of study participants involved in the process of test adaptation amounted to 1,751 students in grades 1–11 aged from 6.8 to 18.8 years, of which 48.8% were girls. For each test, an internal consistency analysis was carried out, descriptive statistics were calculated, and the distribution of indicators of quantity representation accuracy at various levels of general education was analyzed. The results of the analysis showed satisfactory psychometric characteristics of computerized tests, which indicates their reliability and makes them suitable for application at the primary, basic and full levels of general education.
Journal Articles
Professional Competence of the Teacher of Pre-professional Pedagogical Training of School Students: Development of Level Indicators
The relevance of the problem is determined by the general trends of pre-university education in the Russian Federation and the need to ensure the professional self-identification of school students in social and pedagogical professions, the creation of a network of psychological and pedagogical classes, which makes it essential to assess the teachers’ readiness to implement the ideas of pre-professional pedagogical training of school students. The purpose of the article is to develop and describe the level indicators for a teacher of pre-professional pedagogical training of school students. As the leading approach to the problem evaluation, a systemic approach was used, which made it possible to study the professional competence of a teacher within the context of the complex pre-professional training system. We have studied the professional competence of the teacher at the metasystemic level (following Belkina and Tsirulnikova’s classification, in which the subsystemic (intrapersonal) level, infrasystemic level (educational institutions), systemic level (social institutions) and metasystemic level (social and cultural pedagogical space) are distinguished in the system of pre-professional pedagogical training of school students). We regard teacher’s professional competence as a causal superstructure of universal pedagogical competencies acquired by students of psychological and pedagogical classes. As a result, the structure of the competence of the teacher of pre-professional pedagogical training of school students has been defined, competence levels have been identified, indicators for each level have been developed and described. The proposed materials fill to a certain extent the gaps existing in scientific studies in regards to the content and indicators of the competence of the teacher (trainer) of pre-professional pedagogical training; they may be applied in further scientific and methodological development of diagnostic tools and training programs for teachers of pre-professional education.
Transformation of the Content of Teacher Training in Russia in 1917-1941
This article examines the evolution of the content of teacher training in the period from 1917 to 1941. This problem is relevant because historical analysis of curricula helps to understand how the planning of the educational process took place and to draw lessons for the modern system of teacher education, which is in a state of continuous reform. It also examines the ideological component in teacher training, the process of introducing certain academic disciplines and its causes, and the changing structure of curricula over two decades. The study helps to trace not only the evolution of the planning of the educational process, but also the role of crucial historical events and individuals who influenced the formation of the content of teacher education in the period under study.
E&SD 18(3) September 2023
Contents
Aydar Kalimullin
Quality of Teacher Education in International Studies 6
Alexander Bermous, Roza Valeeva, Tatiana Baklashova
Transformation of Research and Innovations in the Sphere of Teacher Education: Reviewing the Results of the 9th International Forum on Teacher Education (IFTE-2023) 10
Manpreet Kaur Bagga
Being, Becoming, and Belonging: Professional Identity of Teacher Educators 38
Helena Šlebir Lekan, Andreja Istenič
Coaching in the Leadership for Development-Oriented Work in Educational Organization in a Crisis Situation 50
Loredana Perla, Laura Sara Agrati, Viviana Vinci
The Documentation for the School System Evaluation and the Teachers Professional Development: A University-school Collaborative Research in Italy 69
Maria Alzira de Almeida Pimenta
Competence of the Modern Educator: In Search of Finding Values (Brazilian case) 92
Valeryan Gabdulkhakov
Bilingual Education in Tatarstan 100
Mikhail Goshin, Dmitry Grigoryev, Pavel Sorokin
Parental Strategies and Agency of Children Engaged in Extracurricular Activities during the Pandemic 116
Vladimir Maralov, Marina Kudaka, Adlet Kariyev, Olga Krezhevskikh, Elena Agranovich, Larisa Ageeva
The Role of Self-Efficacy and Psychological Well-Being in Students’ Choice of Self-Improvement Strategies 135
Irina Nigmatullina, Elvira Sadretdinova, Veronika Vasina, Valeriya Stepashkina, Natalya Kryukovskaya, Aksana Famina, Nataliya Myodova, Evgenia Dergachyova, Galiya Abaeva, Meirbek Toktabaev
Educational Potential of Preschool Children with ASD 152
Valentina Solovyova, Natalia Inozemtseva
Identifying the Level of Medical Students’ Emotional Intelligence to Determine the Need for Improvement of the Educational Process 168
Guzaliya Fahrutdinova, Zarina Ibrayeva, Kulzhanat Bulatbayeva
Development of Multicultural Education in Tatarstan and Kazakhstan 184
Ruslan Khakimzyanov
Formation of the Identity of University Students Prone to Deviant Behavior 202
Vera Khotinets, Evgeniya Shishova, Yulia Novgorodova, Oksana Kozhevnikova, Daria Medvedeva
Cognitive Regulation of Junior Bilingual Schoolchildren in the Process of Learning a Third Language 215
Nadezhda Tsvetkova, Pavel Kislyakov, Kira Lagvilava, Natalia Semenova
Regional Specifics of Psychological Well-Being among Graduate Students of the Faculty of Psychology 230
Quality of Teacher Education in International Studies
This special issue of the Education and Self-Development journal presents articles based on the presentations of Russian and international colleagues at the 9th International Forum on Teacher Education (IFTE) held May 24–26 at Kazan Federal University.
One of the main missions of KFU is to unite the efforts of Russian and foreign scholars in the study of topical issues of teacher training. Unfortunately, for a number of reasons, the Russian system of teacher education was only fragmentarily represented in the international scientific and pedagogical community. Meanwhile, the historical past, traditions, features of political and socio-economic development have formed a rather interesting educational system in Russia. Therefore, the main philosophy of our scientific activity, an important element of which is the IFTE, has been and remains cooperation with scientists from around the world, studying the best educational practices, objectively covering the history and current state of teacher training in Russia, comparing them with global trends and processes taking place now or taking place at a particular historical stage.
Transformation of Research and Innovations in the Sphere of Teacher Education: Reviewing the Results of the 9th International Forum on Teacher Education (IFTE-2023)
The aim of the study was to organize a reflexive understanding of the issues and trends in the development of the research in teacher education in Russia through the analysis of some aspects of the International Forum on Teacher Education on the basis of Kazan Federal University (https://ifte.kpfu.ru/). In this context, three tasks were solved: the development of the concepts of the “field description” of conference activities; formation of a preliminary “field image” of the IFTE-2023, identification of leading trends and urgent tasks in the organization of conference events in the near future. The research methodology included three components: conducting a survey of the Forum participants, aimed at identifying existing priorities, attitudes in the field of teacher education; analysis of the topics of “key reports”; analysis of the statements of experts participating in the panel discussion on the problems of teacher education, held on May 25, 2023 as part of IFTE-2023. The results obtained allow us to draw conclusions in the following aspects: on the use of key ideas for the study of research and innovation activities in the field of education; generalized requirements for the design of conference-oriented events on teacher education; preliminary assessment of the relevance and significance of events; conditions for improving the quality and efficiency of conference discussions; priority areas of research on practical pedagogy; activation of public participation in interdisciplinary and inter institutional projects; priorities for the transformation of teacher education.
Being, Becoming, and Belonging: Professional Identity of Teacher Educators
Teacher education plays an essential role in shaping the quality of education, and teacher educators are central to this process. The paper explores the personal and professional aspects that constitute the professional identity of teacher educators, shedding light on their journey from classroom teachers to facilitators of fellow educators’ growth. This article delves into the intricate model of professional identity of teacher educators, examining the dimensions of being, becoming, and belonging within this dynamic role. The concept of ‘being’ a teacher educator encompasses the multifaceted roles and functions these educators undertake. The aspect of ‘becoming’ a teacher educator focuses on the transition from classroom teaching to teacher education. The paper examines the two prominent pathways into this role: the academic pathway, driven by advanced academic pursuits, and the practitioner’s pathway, chosen by experienced educators seeking a shift from schools to training institutions. The concept of ‘identity shock’ during this transition is explored, along with the heightened intellectual engagement that emerges as teacher educator’s grapple with new challenges and opportunities. The theme of ‘belonging’ uncovers teacher educators’ affiliations with various communities, each shaping their professional identity. The paper highlights the role of collective affinities in shaping teacher educators’ teaching methods, research endeavours, and leadership approaches.
Coaching in the Leadership for Development-Oriented Work in Educational Organization in a Crisis Situation
The crisis situation, the pandemic, with the closure of the educational space, has stimulated the integration of the virtual environment and digital technology into the educational space and has brought new leadership challenges. We investigated the experience of employees in the educational space (schools with adapted programmes, primary schools and secondary schools) during the pandemic. We found that employees experienced the negative aspect of facing the pandemic requirements for a virtual work environment. They were faced with the challenge of seeking help during the work process. They also had problems with remote work effectiveness, motivation and satisfaction. We were interested in the school leaders’ response to work, the role of the leadership in the process of employee adaptation, and how to identify, understand and use the development tool of coaching when working in a virtual environment. A development tool is an aid to the work process, which enhances work performance. The study confirmed that a development-oriented work process depends on a higher utility value of coaching, from a positive employee response to the use of digital technologies in the work process and leaders’ support in this. To the extent that employees were more open to using the Internet in the work process, they also reacted more positively to the new working conditions which required shifting online during the pandemic. A more positive response was also present in those where the leader’s support was higher. We also detected a more positive response to the work process among employees who expressed an opinion about the higher useful value of coaching during the work process. We found that employees’ response to online technologies was quite positive. Employees’ response to the virtual work process was positive. Employees were open to the use of online technologies if the role of the employer was supportive. This leads to a better development-oriented work process.
The Documentation for the School System Evaluation and the Teachers Professional Development: A University-school Collaborative Research in Italy
The continuous professional development of the teacher (CPD) has long been considered a
prerequisite for the career and also for economic progress. CPD must be compared to standards
which also make it possible to construct validation systems for the teachers’ skills in progress.
The issue of teaching professionalism emerges also in the Italian legislative debate. We outline the
research “The continuous professional development of the teacher: from the Improvement Plan to the
appraisal”, conducted with a group of 33 schools in Southern Italy, the University of Bari and Unione
Cattolica Italiana Insegnanti Medi (UCIIM, teachers’ association). The research project investigated
the documentation of practices (connected with school’s self-evaluation, teacher evaluation and
appraisal procedures) to improve the quality of teaching and to develop teacher professionalism.
Three phases of research training occurred: a) The first phase involved a specific document analysis
of “Rav” and “PdM” (acronyms for Self-Assessment Report – Rapporto di Auto-Valutazione – and
Improvement Plan – Piano di Miglioramento). These documents were presented to the teaching
staff and served as the primary materials for self-evaluation and decision-making. b) In the second
phase, referred to as “professional development,” the skills audit and standards were introduced and
collaboratively developed with the teachers. These documents formed the foundation of a teacher’s
professional development program. c) The third phase was dedicated to “merit appraisal.” It focused
on selecting and analyzing the best appraisal sheets, which were considered the primary documents
for assessing merit and promoting teachers. The school staff involved over 300 people, including
teachers and principals. The results of the study underlined: the impact of the documentary practices
introduced by school evaluation system on professional development; the importance of university-school collaboration supporting school-based assessment and teachers’ professional development,
shifting from a top-down orientation to more teacher self-regulating initiatives; the methodological-educational choice of principals as teachers’ tutors.
Competence of the Modern Educator: In Search of Finding Values (Brazilian case)
The idea of competence is widely discussed in education, accompanied by fierce controversy, when it is strictly associated with work training and, therefore, is criticized. This process of seeking solutions to problems reveals someone’s competence. In light of this, the competence of modern educators should deserve to be treated with more attention than a research topic. It is crucial because teacher competence is fundamental to developing student competence which should be the school’s priority function. Having as a premise the controversies that involve the concept of competence, the relevance of developing competence in a humanistic perception, and also the centrality of the Attitude dimension (values) in education, we set out to reflect on how teacher competence influences the development of the student’s competence. The methodology involved was bibliographic research. The results indicate that the association of the competence concept with the corporate world and the lack of a clear and shared definition of competence need to be overcome to favor that it could be developed.
Bilingual Education in Tatarstan
The relevance of the problem of bilingual education in Tatarstan is explained by the lack of anthropological methods, techniques, means of mastering a second language in the practice of teaching, the lack of analysis of anthropological reasons for the negative development of bilingualism towards a mixed type.
The paper sets out to substantiate the anthropological conditions for the development of bilingual education aimed at fluency in two state languages.
The methods of anthropological analysis and anthropological teaching of a second language became main research methods. These methods included personal, empathic, reflexive, unconscious, the method of the communicative core, synergistic, nature-like, attractive, text-centric, etc. With the help of these methods, the main types of linguistic personality were established – coordinative, subordinative, mixed; the reasons for the dominance of the mixed and subordinative ones were determined; anthropological attitudes are substantiated, the implementation of which makes it possible to ensure the development of a linguistic personality from a mixed type to a subordinate one and from a subordinate one to a coordinative one.
As a result of the study, it was proved that the formation of a linguistic personality of a coordinative type should be associated with transposition (that is, with reliance on the patterns of the native language), with the prevention and overcoming of linguistic interference, with the implementation of anthropological attitudes in the trajectory of movement from mixed bilingualism to subordinative and from subordinative to coordinative.
The novelty of the study lies in the implementation of anthropological attitudes in the process of developing the language personality of students, in obtaining data on the dominant types of language personality and the dynamics of their development in Tatarstan.
The practical significance of the study lies in the fact that the material accumulated in the process of pedagogical experiments can be transformed into didactic and widely used in the practice of bilingual education.
Parental Strategies and Agency of Children Engaged in Extracurricular Activities during the Pandemic
The study explores the relationship between the strategies of parental involvement in education and the ability of schoolchildren to proactive behavior (agency), which allows them to adapt more successfully to changing external conditions. The data was obtained through the Internet survey of students engaged in extracurricular activities about the transition to remote formats of education during the pandemic and lockdown. The latent profile analysis was applied to better understand the differences between respondents in terms of changes in interaction with parents. The results showed that the joint activity of children and parents may be associated with the shaping of the so-called ‘cooperative agency’, whereas the strategy (related to giving more freedom to children, along with the facilitation support) is associated with other behavioral characteristics, which might be called ‘autonomous agency.’ We also found that the lack of interaction with parents, as well as strict control by parents, do not contribute to successful adaptation to the crisis conditions, which might be due to the lack of support of a child’s proactive behavior. It is also shown that the practice of discussing with parents the prospects of participation in educational and research projects is crucial both for shaping proactive behavior and also for expanding the perceived opportunities in crisis periods.
The Role of Self-Efficacy and Psychological Well-Being in Students’ Choice of Self-Improvement Strategies
The urgency of the problem justifies the significance of the study of psychological patterns and self-improvement mechanisms as a form of students’ self-development. The research aims to find out the role of self-efficacy and psychological well-being in students’ choice of self-improvement strategies: acquisition, transformation, disposal or restriction. The diagnostic tools include the author’s Self-improvement Quadrangle technique, the questionnaire by M. Scheer, J. Maddux adopted by Boyarintseva. defining general and social self-efficacy, Riff’s Psychological Well-Being Scale adopted Shevelenkova and Fesenko. Mathematical processing of the results was carried out using the criterion φ* of the Fisher angular transformation and the Pearson dichotomous correlation coefficient. The research involved 277 students from universities of the Russian Federation and the Republic of Kazakhstan, the average age of 19.5 (SD = 1.5). The results reveal that students with a predominance of high self-efficacy prefer three strategies: acquisition, disposal and transformation. Students with low self-efficacy in subject activity more often use the acquisition strategy and do not use the transformation strategy. Such structural components of psychological well-being as autonomy, environmental management, life’s goal and personal growth play an essential role in choosing a particular self-improvement strategy. The results show the individual trajectory of students’ self-development and help to carry out more purposefully the process of supporting the personality’s self-development. The obtained data can be used by teacher educators in a training process for students majoring in teacher education and psychology, by tutors and university’s psychological services.
Educational Potential of Preschool Children with ASD
The article substantiates that in order to build an effective variant of an individual development route for a child with autism spectrum disorders, it is necessary to know the level of formation of his/her educational potential. The profile of the formation of the educational potential of preschool children with ASD, according to the authors, contains 11 indicators. The specifics of developing a route map for preschoolers with ASD are conducted taking into account the identified parameters of educational potential. The purpose of the article is to study the formation of the educational potential of preschoolers with ASD to develop a variant of an individual development route. The proposed methods are designed for preschoolers with autism spectrum disorders and adapted by a group of authors from the Federal Resource Center for the Organization of Comprehensive Support for Children with ASD. The minimum level of development of basic communication and speech skills was revealed; at a low level of development – parameters of the game, the cognitive sphere: difficulties in processing information, violation of the formation of the child’s worldview. Such parameters of educational potential as ‘social behavior’, ‘perception’, ‘artistic and aesthetic development’, ‘fine motor skills’, ‘self-service’ and ‘maladaptive behavior’ are almost at the same level of being unformed. The most developed (at the level of partial formation) is an indicator for the development of ‘large motor skills.’ The findings highlighted the importance of developing individual routes for the development of educational potential in preschoolers with ASD to optimize the process of adaptation to society, effective learning, and self-realization as a socialized subject of society. Taking into account the dominance of the parameters of the child’s potential in the development, it is necessary to select technologies for support and training.
Identifying the Level of Medical Students’ Emotional Intelligence to Determine the Need for Improvement of the Educational Process
The study is aimed at assessing the level of EI of medical students. We used the literature analysis’ method, the Lusin’s questionnaire, mathematical processing of research results, comparative analysis, synthesis and generalization. The study involved 324 students of SSMU named after V.I. Razumovsky: 242 women and 82 men. The average age of participants was 20 years.
We found that the respondents generally have an average level of emotional intelligence development, which is sufficient to perform professional tasks. However, there is a disproportion in the scores on the emotion management scale, dominated by very low and low scores. With such indicators for students, the risk of emotional burnout increases. It was also revealed that students with higher grades had poorer control over expression. In addition, it was found that men have a better-developed skill of understanding and managing their own emotions, as well as control of expression, which we associate with the different hormonal background and existing gender attitudes in society about the rules for raising children.
The novelty of this study lies in the selection and description of the optimal ways to improve the medical educational process, which are based on the discovered level of EI development among students. The obtained results can be used to adapt the existing medical education system to the tasks of forming medical workers with developed emotional intelligence.
Development of Multicultural Education in Tatarstan and Kazakhstan
The research relevance can be explained by the fact that ethnic pedagogy with its rich traditions and experience in educating young people should serve as a tool in the context of globalization. Pedagogical science will be effective in addressing the values that lie in oral creativity and within customs and traditions of peoples. The study aims to reveal the mechanisms and tools of ethnic pedagogy in a multicultural educational environment. The leading research method is modeling. This method enables us to consider the development of multicultural education as a process of purposeful and conscious mastery of a certain type of multiethnic culture, the formation of which occurs through interethnic integration, social adaptation of the individual in a multinational society, through the knowledge of the cultural layer of the language reflecting the values. The author’s developed model shows the process of formation and improvement of multicultural education in the elements of ethnic pedagogy and methodological provisions of the pedagogical process. The significance of the study lies in the combination of solutions to educational tasks for preservation of human cultural identity, development of tolerant behavior and respect for cultural differences of interethnic integration, development of common and unique traditions, lifestyle, values of nearby peoples.
Formation of the Identity of University Students Prone to Deviant Behavior
The global transformation of society, which consists in changing existing patterns of behavior, traditional norms and values, causes uncertainty. Today young people face difficulties of self-determination, which causes internal tension and leads to social maladaptation and ultimately to violation of identity. Numerous studies indicate an increase in deviant behavior among young people caused by violation of socio-psychological adaptation, a change in the value-semantic sphere of personality.
The article presents the results of a study of 221 respondents enrolled in higher education programs. Some respondents had signs of deviant behavior.
To conduct a psychodiagnostics study, the OKO digital platform was used (https://oko.kpfu.ru). Statistical methods (Student’s t-test, correlation analysis) were used to analyze and interpret the data. The findings made it possible to determine the degree of identity formation of persons prone to deviant behavior, as well as to identify psychological features that contribute to the formation of personality identity.
Cognitive Regulation of Junior Bilingual Schoolchildren in the Process of Learning a Third Language
The work raises problems about the possibility of extrapolating the effects of bilingualism to trilingualism at primary school age, about the increase/decrease in cognitive regulation in bilingual children in the process/result of their acquisition of other languages. The purpose of the pilot study is to identify opportunities in cognitive regulation among primary bilingual schoolchildren in the educational situation of learning a third language. The study involved second grade schoolchildren (N=60) aged from 8 to 9.8 years (M=8.8, SD=0.36), among them with unbalanced bilingualism (N=30, 15 boys, 15 girls ) from the national Udmurt gymnasium; monolinguals with their native Russian language (N=30, 13 boys, 17 girls) from a secondary school in Izhevsk, Udmurt Republic.
To measure the components of cognitive regulation, the following were used: test battery NEPSY-II (children’s version in printed form): “Repetition of sentences”, “Memory for construction”, “Inhibition”; computer test samples of the software of the psychologist’s toolkit “Practice – MSU”: Stroop Test, Shulte Tables, Memory for geometric shapes, Go-NoGo. The main statistical method for analyzing empirical research data is structural modeling (structural equation modeling).
The results of the pilot study show a possible syncretic (mixed) effect of bilingualism in the process of mastering a third language by primary schoolchildren with the need to control it in the educational situation. We assume that bilingualism in the educational situation of learning a third language, as a predictor of cognitive changes, provides advantages in the self-organization of subsystems of regulatory processes at the cognitive level and, at the same time, creates difficulties due to the high regulatory load.
Regional Specifics of Psychological Well-Being among Graduate Students of the Faculty of Psychology
The relevance of studying the specifics of the psychological well-being among psychology students is due to the need to prevent their professional burnout and improve the image of the psychology profession. The purpose of the study was to identify differences in the general level and specific indicators of psychological well-being and happiness of final-year students of the psychology department of the capital and regional universities. Ryff’s theory of psychological well-being, the provisions of cognitive, positive and personality-oriented approaches were used; in addition to Ryff’s multidimensional model of psychological well-being, the M.W. Fordyce scale of happiness and the S. Lyubomirsky & N. Lepper scale of subjective happiness were used. The sample consisted of 200 full-time graduate students from the Faculty of Psychology at two regional universities and a Moscow university. It was shown that the groups differ significantly in eight parameters of psychological well-being and happiness: life goals; self-acceptance; competence; general level of psychological well-being; degree of happiness; time “on the rise”; time of feeling unhappy; level of subjective happiness. The paper concludes that psychology students from a capital university are significantly happier than their peers from regional universities. Methods of autopsychocorrection of negative cognitions are proposed to improve psychological well-being of students. The practical significance lies in the possibilities of using the obtained results to improve course programs as part of the curriculum of the main professional educational program (Psychology), training courses and educational work with students.
E&SD 18(2) June 2023
Contents
Dinara Bisimbaeva
Editorial: The Manuscript Submission Process in Editorial Park 6
Priyatno Ardi, Titik Lina Widyaningsih, Utami Widiati
Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program 10
Ana Carolina Porto, Ricardo Slavov, Maria Alzira Pimenta
Teacher Professional Development and Media Education in a Virtual Learning Environment 27
Anastasia Belolutskaya, Svetlana Vachkova, Evgeny Patarakin
The Connection of the Digital Learning Component with the Development of Preschool and School-age Children: A Review of Research and International Educational Practices 37
Alexander Veraksa, Darina Nechaeva, Anastasia Yakushina
The Influence of Music Classes on the Regulatory Functions and Language Abilities of Children Aged 5-12: The Review of Research Studies 56
Lyubov Vozelova, Evgeniya Morgun
Nomad Education in the Yamal-Nenets Autonomous Okrug: Problems and Potential 69
Anton Konovalov
Methodical Competence Deficits of Vocational Training Teachers 81
Diana Koroleva, Anastasia Andreeva, Tatiana Khavenson
Shock Innovation: Conceptualisation of Digital Transformation in Education during the Covid-19 Pandemic 100
Nataliya Lebedeva
Stereotypes as a Possible Predictor of Women’s Underrepresentation in STEM: STEM Stereotypes Questionnaire Development 118
Roman Nagovitsyn
Predicting Student Employment in Teacher Education Using Machine Learning Algorithms 133
Ekaterina Ponomarenko, Yulia Krasavina, Olga Zhuykova, Ilya Okhotnikov
E-learning Issues in Online Marathon Application for Teaching a Foreign Language to Hard of Hearing Students 149
Galina Simonova, Anastasia Luchinina, Nadezhda Kostyunina, Liliia Latypova
Students’ Creativity: Possibilities of a Mixed Consortium Model 164