The present study investigated the effect of synchronous and asynchronous computer-mediated
peer feedback on IELTS candidates’ writing improvement and interactions. In so doing, 132 IELTS
candidates from an English language center in six writing classes were chosen based on the
convenience sampling procedure. They were split into three equal groups: two experimental groups
that were instructed through synchronous peer feedback and asynchronous computer-mediated
feedback and one control group. The data were collected using a sample English language proficiency
test and synchronous and asynchronous media writing scoring rubric. One-way ANOVA and
Chi-square test were applied for the statistical analysis of the data. It was revealed that L2 learners
benefited more from the computer-mediated peer feedback than conventional paper and pencil
peer feedback. Further, the participants in the asynchronous group noticeably exceeded the IELTS
candidates in the synchronous group. The results also showed that the most frequent feedback in
both experimental groups was directive feedback. However, there were some discrepancies in the
frequency of various directive subcategories. Suggestion was the most frequent directive subcategory
reported by the synchronous group and instruction feedback was the most repeated one in the
asynchronous group. On the basis of the findings of the study, instructors were advised to employ
asynchronous feedback whenever possible to maximize their learners’ writing accuracy.
Journal Articles
Post-graduate Training in the Competence Development of CLIL Teachers
Content and Language Integrated Learning (CLIL) approach has become one of the bilingual
education pillars worldwide. Its application often relies on quality instruction; therefore, careful
preparation of future CLIL educators will guarantee adequate CLIL implementation.
Despite the extensive research on the method used since the 1990s, little is known about the
competence-based training process of content and language teachers. Through a multi-dimensional
perspective of the current research, including qualitative and quantitative methods, the study
authors attempt to demonstrate that CLIL competences can be adequately developed. In our project,
we taught a postgraduate course on Delivering the curriculum through English to 26 educators
and analysed the development of their professional skills. Pilot study results show that competence
development is highly correlated with linguistic awareness, in-depth theoretical and applied
knowledge of the CLIL approach and mutual support within teaching community.
Regardless of the fundamental idea of formative exploration, our study presents some findings
deserving of thought by teacher trainers and policymakers currently applying CLIL methodology.
The Philosophical Literary Story as a Model of Critical Thinking
This article focuses on a detailed review of philosophical literary stories which represent specific area
of the Philosophy for children programme primarily aimed at independent thinking development
in education process. The benefits of the programme are characterised within the theoretical basis
on the level of critical, creative and caring thinking. The philosophical literary story is a part of
fiction. It covers philosophical categories, but it is characterised with simplicity in its theme, as
well as content and language part. The role of this type of text lies mainly in motivation toward
consequent philosophical discussion in a group called community of inquiry. Through the literary
text interpretation method, we demonstrate presence and interconnection among critical thinking
categories. At the same time, we discuss the subject type of texts as a specific model for critical
thinking level development.
Conditions for the “Easy” Entry of Novice Teachers into the Professional Activity
In recent of years, Kazakhstan has been taking systemic measures to improve the status of the teacher
and the attractiveness of the teaching profession, and to create certain conditions for retaining young
teachers in the profession. However, the taken actions do not tackle the problem of ‘youthification’
of Kazakhstani schools. The paper explores the conditions for “easy” entry of novice teachers into
the profession. The potential of non-formal education is described and justified.
The research aims to develop a model of “easy entry” into the teaching profession based on the
analysis of difficulties that novice teachers encounter. The obtained data enabled the author to
identify the difficulties faced by young teachers in their professional activity, as well as the reasons
for these challenges and possible ways of dealing with the problems. Based on the research findings,
the role and potential of non-formal education in the “easy” entry into the teaching professional
were explained. The significance of the study lies in changing the options in relation to the forms
for improving professional competencies, creating conditions for creative self-expression and self-realization as a factor of successful entry into the professional activity.
Mechanisms for Optimizing and Updating the Content and Methodological Training of Future Primary School Teachers
The article presents a structural practice-oriented model of preparing a future teacher for an active
professional activity, taking into account the educational standards of primary general education,
based on practical forms of educational activity, provided with a high level of theoretical knowledge
and possession of the methodology and technologies of self-knowledge. The model embodies the
original scientific and methodological support for the process of professional training of future
teachers at Kazan University, the system priority of which was the realization of the student’s
personal capabilities through interactive methods of his cognitive, communicative and axiological
activities. Scientific and methodological support is considered as an applied empirical mechanism
for optimizing and updating the content and methodological training of future teachers who are
capable of creative organization of the process of teaching younger students, of effective adjustment
and development of basic educational programs in elementary school.
The information-logistical approach has become the leading one in the study of the problem,
which is important in conditions when the content of education is shifting from memorization to
the search, selection and comprehension of information, and teacher training is carried out in an
environment that provides an integrated perception of experience, allowing him to be included in
the advanced design of the content of education.
The article describes a system of interrelated practice-oriented activities, determined by the dynamics
of content modules, the conditions for their implementation and evaluation criteria, aimed at
developing the professional competencies of future teachers, improving their qualifications and
professional skills in obtaining personal, meta-subject and subject results. The original scientific and
methodological support for the process of professional training of future teachers offers interactive
methods that represent innovative and unique tools for designing the learning process and predicting
its effectiveness, allowing you to most accurately determine the advantages and problems of the real
educational process of teacher training when testing new technologies and teaching methods. The
implementation of the proposed scientific and methodological support expands and actualizes the
resource content of the educational process through empirical research based on the study, analysis
and generalization of real innovative pedagogical experience.
The Role Structure of the Professional Activity of a Higher School Teacher in the Context of Digitalization of the Educational Environment
In the context of changing the paradigm of vocational training, teachers of higher education are
faced with new requirements related to changes in the content of the pedagogical process and new
functions that teachers need to master in the context of the introduction of systemic and integrated
learning technologies. The elements of the educational environment form a whole range of new
forms of activities that a modern teacher must implement in the educational process. The current
conditions determine the emergence of contradictions, the resolution of which requires the study of
a new role structure of professional pedagogical activity.
The purpose of the publication is to present the results of a study of the role structure of pedagogical
activity in higher education, to identify areas of gaps in the expectations and assessments of the
existing role structure of teachers on the part of students and in the assessments of the teachers
themselves. The sample of respondents-teachers consisted of more than 70 people, as well as more
than 200 people – students of various areas of training at universities in Novosibirsk.
The methodological basis of the study is the principles of the subject-subject approach in pedagogy,
a number of developments of domestic researchers dedicated to the formation and development
of open education in the Russian Federation, as well as the evolution of the teacher’s role set in
connection with changes in the pedagogical paradigm of higher education). In the process of
collecting empirical material, the author’s standardized questionnaire was used to identify the
types of roles of a modern teacher. As a result of the study, the predominant types of roles in the
professional activities of teachers of higher education were identified, a comparison was made in
the areas of training, gaps were identified in relation to the existing role structure in the views of
teachers and students, as well as between the expectations that students have and those roles that
today demonstrated by teachers in the learning process.
The novelty of the study lies in the empirical substantiation of the role model of a higher education
teacher, determining the most relevant roles and identifying those problem areas that require
systematic and targeted work on self-development and professional development of higher
education teachers.
Technology for Assessing the Level of Competence Formation of a Graduate of Technical University
The main idea behind this research is to create and use a system for managing the quality
of university education based on criterion scoring and monitoring of professional student
development, the comparison of information received with the graduate requirements specified in
the Federal State Educational Standard for Higher Education (FSES HE) in engineering and the
adjustment of didactic conditions for professional and personal student development based on
these indicators. The availability of such information provides the possibility to compare the actual
student development with FSES HE requirements for a particular field of education. It also gives the
opportunity to modify the educational process and identify “gaps” in contents, technologies and
other characteristics of educational process and make the appropriate changes.
The technology that is used to evaluate the maturity level of a future engineer’s competence does not
represent the evaluation of education quality as such. However, it creates a continuously updating
database for implementing such evaluation. It is used to determine the effectiveness of contents,
methods, means and forms of educational activities, etc. The suggested technology can be applied
as a specific tool for “deciphering the gaps” identified in students or, in other words, for discovering
failures in educational process management. By assessing the gaps in students’ knowledge, skills and
thoughts it is possible to discover the “failures” in educational process and the aspects that have gaps
and “defects”.
Features of Self-regulated Learning of Male and Female Students
he effectiveness of activity depends on the ability to achieve the set goals, to realize personal
potential, and to maintain a high level of motivation. The research relevance is determined by the
differential psychological features of self-regulated learning, in particular the gender characteristics
of this process. The paper aims to identify the gender characteristics of self-regulated learning
among the students of mathematical specialties. We have put forward a hypothesis that male and
female students differ in the degree of self-regulating behavior.
Seventy-nine students majoring in mathematics (38 male and 41 female students) took part in the
research. The different questionnaires were used to obtain the data.
The findings revealed that the female students with a high level of self-regulation demonstrate the
abilities specific to self-regulation, i.e. flexibility, programming, evaluation of results, planning
and modeling. The young men with a high level of self-regulation demonstrate such abilities as
evaluation of results, modeling, and planning. The participants differed significantly on the scale
of self-esteem motivation. The girls scored higher than boys. The students of both genders had
average scores for the indicators of individual components of self-attitude, as well as the “behavior”
indicator. The reliability of differences in the diagnosed indicators was not detected.
It is shown that the core components of self-regulated learning for girls include: planning, modeling,
a general level of self-regulation, and self-confidence. For boys, planning, modeling, flexibility,
a general level of self-regulation, self-confidence, self-worth, self-attachment and behavior. The
obtained results will help to differentiate the training of male and female students majoring in
mathematics, taking into account the components of self-regulated learning.
Assessment of the Quality of Norm-Setting in the Educational System in a Modern School
The results of the educational process often cause criticism from the state, parental and pedagogical
communities and society as a whole. This is due to the fact that norms created at the institutional
level of the education system do not always allow achieving goals at the procedural level.
It is the school teacher, as a key subject of educational activity, who is able to give the most reasonable
answer to the question if the existing norms really help to achieve educational goals. In this regard,
the purpose of the study is to assess the quality of norms and norm-setting in the field of education
and to determine the possibilities and prospects for the deliberate participation of the pedagogical
community in it.
An expert survey of practicing teachers (N = 87) was conducted with the help of Google Forms
service. Respondents evaluated the norms of the Constitution of the Russian Federation; federal
laws; codes of pedagogical ethics, etc.
The experts’ assessment of the norms showed that normative regulation of the sphere of education
set the important priorities in upbringing. However, there are problems associated with the
implementation of these priorities due to excessive bureaucratization; limitation of the creative
potential of teachers; unwillingness to constructively interact with other subjects of norm-setting,
etc. The majority of teachers cannot influence the creation, change or abolition of norms that
regulate the educational process at school (with the exception of the local norms). But they are ready
to actively participate in the public discussion of the norms regulating upbringing.
The research results can be used to further study of the education system through the prism of
norm-setting activity, and can also be useful for the formation and implementation of mechanisms
for the participation of the pedagogical community in determining the value-normative priorities
of upbringing.
Professional Competencies of Specialists in Economic Security Degree Programme
The problem of the formation of professional competencies of specialists in economic security is
caused not only by new technologies, but also by the transformation of existing spheres of professional
activity. Russian universities provide training economists in the field of Economic Security in the
lack of a corresponding professional standards set officially approved by the Ministry of Labor of the
Russian Federation. Thus it updates the search for evidence-based practices that allow formation of
majors’ professional competencies based on corresponding job functions, occupational profile and
adequately responding to the labor market demand. To solve it, a theoretical justification is given
and an algorithm for the formation of professional competencies.
The aim of the study – is to justify the link between theory and practice for implementing
a competency-based approach to training economic security professionals by developing an
algorithm formation of professional competencies in unity with the sequence of determining
indicators of their achievement based on the consistency of the provisions with the requirements
of the labor market.
The methodology and methods of the study are based on the application of the following general
scientific and special research technique: gathering of empirical data, comparison, abstraction,
specification, analogy.
Research results provides a short summary of recommendations for ensuring the effectiveness
of the indicators of professional competencies formation during university tenure based on the
experiential learning and theory opportunities for students in the field of economic security to apply
the needed knowledge and skills set they gain.
A model has been developed for the formation of professional competencies of an economic security
specialist, which provides universities with tools to determine the necessary knowledge, skills and
abilities in the field of professional activity, which can be diagnosed using appropriate indicators.
Research the Future Teachers’ Digital Competence in the Context of Personality Pedagogy
The relevance of the study is explained by the digital transformation of society and the digitalization
of education, its opportunities and risks. The key idea of the research is to reveal the phenomenon
of students’ digital competence in the context of personality pedagogy. Namely, through the skills
and competencies in the areas of individuality that arise when students apply digital technologies
in their training. Data collection was carried out using self-assessment. Students assessed skills and
competencies in the areas of individuality. The factor analysis showed that the digital competence
of students is associated with the subject-practical sphere, existential sphere and the sphere of self-regulation
Speech Portrait of Children of the Indigenous People of the North in the Process of Teaching Mathematics
The article presents a scientific description of the collective speech portrait of primary school
students in the process of teaching mathematics in rural educational institutions located in the
places of the indigenous people of the North, Siberia and the Far East of the Russian Federation.
The material for the scientific description of the speech portrait in the context of bilingualism was
the results of studies conducted in 4 regions of Russia: the Republic of Sakha (Yakutia), the Republic
of Buryatia, the Yamalo-Nenets Autonomous Okrug, the Khanty-Mansiysk Autonomous Okrug –
Yugra. In total, the study covered 165 respondents (students, teachers and parents). During the
study, the scientific literature and statistical data on the studied regions were analyzed. There were
such research methods as observation, conversation, interviews, questionnaires, transcription of
audio recordings, quantitative and qualitative analysis of oral and written works. The theoretical and
methodological basis of the study was the work of scientists devoted to the problems of linguistic
personality, speech portrait, the formation and development of mathematical speech. When
creating a speech portrait, sociocultural, sociolinguistic, psychological-pedagogical, ethnolinguistic
factors influencing the development of oral and written mathematical speech were taken into
account. Audio recordings of oral speech and written test papers of students were also analyzed.
The collective speech portrait was described on the basis of an integrated approach involving
socio-psycholinguistic characteristics, descriptions of the levels of development of oral and written
mathematical speech, as well as features of speech culture in formal and informal communication.
The results of the study can provide methodological assistance in organizing educational activities
for the development of mathematical speech.
E&SD 17(4) December 2022
Contents
Roza A. Valeeva
Editorial: Modern Researches on Education (Review of Publications in Education and Self Development Journal) 6
Manpreet Kaur Bagga
The Psychological Safety of Indian School Teachers: Where the Mind is Without Fear 14
Milan Kubiatko, Kristyna Balatova, Erika Sustekova, Karel Nepras, Petr Kovarik
The Influence of Selected Variables on University Students’ Critical Thinking Level: Preliminary Results 22
Shrutidhara Mahanta, Ramesh Chander Sharma
Challenges, Prospects, and Strategies of Emergency Online Education at Secondary Level in the Assam State of India during COVID-19 Pandemic 34
Singh Anjali Devvrat, Harminder Kaur Gujral, Niharika Joshi Bhatt
Happiness: A New Perspective Contributing Towards Learning for Post-Pandemic Higher Educational Institutions 52
Enrique G. Gordillo
Parents’ Reasons to Enroll Their Daughters in an All-Girls School 67
Alena Hašková, Danka Lukáčová
The Curriculum Reform as a Means to Upgrade Technology Education at Lower Secondary Schools in Slovakia 83
Lyudmila V. Bayborodova, Ekaterina N. Shipkova, Olga N. Shalnova, Juliya A. Bushkova, Svetlana G. Skorobogatova
Pre-University Teacher Training for Secondary School Students in a Networked Environment 94
Alexander Veraksa, Margarita Gavrilova, Olga Dmitrieva, Yuri Semyonov
Measuring Motivation in Preschool Children: Validation of the Russian Version of the Child Behaviour Motivation Scale 111
Elena V. Rodionova, Tatiana V. Konyukhova, Natalia A. Lukianova, Ekaterina T. Konyukhova
Emotional Intelligence of Digital Generation Students: Experience of Engineering University 126
Galina P. Savinykh
Formative Assessment as a Component of Internal Education Quality Assessment Systems 139
Nadezhda Yu. Ozornina, Polina A. Efimova, Nicole V. Timoshenko, Alexandra A. Bochaver
Zoom, Skype or Photos of Paper Sheets: Adolescents about the Transition to Distance Learning During the Pandemic 150
Nikita A. Khokhlov, Maria V. Balashova
The Method of “Object Exclusion”: Age Standards and Diagnostic Value for Neuropsychological Assessment of Children aged 4-17 years 165
Antonina N. Tretyakova
Students and Aggression: Perception and Strategies of Behavior 187
Elena A. Lapp, Elena V. Shipilova
Problems and Opportunities for Training Specialists for Working with Children with Mental Retardation in the Higher Education System 199
Olga A. Agatova
Data Competence of Subjects of Pedagogical and Managerial Analytics for Evidence based Development of Education 218
Vera V. Gavriliuk
Educational and Professional Choice of Working Youth in Service Industries 240
Irina E. Abramova, Elena P. Shishmolina
Distance Teaching of Professional Intergroup Communication to Non-Linguistic Students 252
Nikolay N. Tsybov
Didactic Peculiarities of the Use of Learning Systems in Technical Universities 267
Elvira N. Gilemkhanova, Rezeda M. Khusainova, Irina I. Lushpaeva, Milyausha R. Khairutdinova
A Model of Subjective Well-Being of a Teacher in the Context of the Safety of Educational Environment 288
Ruslan N. Khakimzyanov, Dmitry A. Ryazanov
Social, Psychological and Organizational Factors Affecting the Psychological Safety of the Educational Environment 303
Editorial: Modern Researches on Education (Review of Publications in Education and Self Development Journal)
Since the beginning of its publication by V.I. Andreev in 2006, the “Education and Self-Development” journal has been addressing the most pressing problems of pedagogy and psychology. The problem field of the journal is quite wide: it includes issues of pedagogy, andragogy and eutagogy; publishes articles on the conditions for ensuring access and equality of opportunities in education, paying serious attention to social inclusion. Didactics of general and higher education occupies a special place in the scope of the journal, including aspects of individual and group, open, distance and blended learning; development and application of systems, tools and technologies of training; content of education; monitoring, control and evaluation of the quality of education in schools, colleges, universities, professional institutions, covering all age groups of students. The issues of leadership and management in the field of continuing education, as well as vocational education, are no less relevant in the journal’s problems.
The Psychological Safety of Indian School Teachers: Where the Mind is Without Fear
A growing body of research has focused on understanding the nature of psychological safety (PS) and recognizing factors contributing to it. Psychological safety describes an individual’s perceptions of the consequences of taking interpersonal risks in a particular context. This study aimed to examine the following research questions: What is the level of PS among Indian school teachers? What are the factors affecting the PS of teachers? And what type of support is expected by teachers to enhance their PS? A mixed-method approach was used to find the answers to these research questions. Neuroception of psychological safety scale (NPSS) by Morton et al. (2021) was used to collect quantitative data from four different districts of Punjab state of India. The focus group technique was used to collect qualitative data. Participants for this study were selected using convenient and purposive sampling. Quantitative data for this study was drawn from 100 school teachers and for qualitative data, 10 participants with extremely low scores and 10 participants with extremely high scores on NPSS were selected for two focus groups to find out the factors contributing to PS of teachers. The results showed that Indian school teachers had an average level of PS. The findings also implied the importance of PS for teachers and revealed that organizational culture, leadership, and teamwork are important factors contributing to PS for teachers.
The Influence of Selected Variables on University Students’ Critical Thinking Level: Preliminary Results
Critical thinking is necessary not only to understand the academic content, but also to effectively carry out activities related to one’s own profession. The aim of the research was to identify the level of critical thinking in university students and to determine the influence of selected variables on the level of critical thinking. The variables were gender, age, use of the media, necessity of the media, up-to-date information, up-to-date professional information, and health information on the Internet. Fifty respondents studying at university participated in the research. Both bachelor’s and master’s students at the age of 21 to 36 were involved in the study. In order to achieve the set goal, an quantitative approach was adopted using a critical thinking test (Criticatl Thinking Test for university Students – CTTUS) as a research technique. Descriptive, inductive and multivariate statistics were applied for the data analysis. Age and gender emerged as important factors. Information literacy, which can significantly affect the level of critical thinking, can also be an important factor in the education of pupils and students. Finally, the study limitations are presented.
Challenges, Prospects, and Strategies of Emergency Online Education at Secondary Level in the Assam State of India during COVID-19 Pandemic
The COVID-19 pandemic has forced educational institutions globally to resort to the online mode of teaching and learning. In this paper, we examined how the emergency online education was carried out in the Assam state of India. An explanatory mixed methods study methodology was adopted. Perspectives of 92 students and 30 teachers from 30 secondary level institutions of Assam were examined. Students’ acceptability of the emergency online education as well as the effects on the mental and physical health of the students were studied. Moreover, the teachers’ perspectives on the emerging online threats were also examined. Data were collected using two separate questionnaires administered to the students and the teachers. It was followed with telephonic interviews with the teachers to gain in-depth knowledge on the studied issues. This study examines both the positive and negative effects of the adoption of online education. The results indicated that all the students could not avail the benefits of this mode. Social messaging apps and online tools like WhatsApp, schools’ own mobile apps, Google Classroom LMS and Google Meet, ZOOM, recorded videos and audio tutorials were used to provide online support to the students. Impact on the physical and mental health of the students was observed. The online teaching process led to the generation of a large repository of e-resources. The results also indicated the ignorance of teachers regarding the online threats which could severely affect their students. The study recommended awareness programmes and training sessions for teachers and students on educational technology tools, technologies and approaches for the post-COVID-19 period.
Happiness: A New Perspective Contributing Towards Learning for Post-Pandemic Higher Educational Institutions
Purpose. The word ‘pandemic’ reminds us of the disaster it has created in the world. The present paper aims to explore the gender-based difference in happiness levels among students of Indian higher education institutions (HEIs) during the pandemic. The study elaborates on the skill to remain happy by providing a happiness model useful in curriculum modification in HEIs for better learning of students. Design/ methodology. A self-constructed questionnaire was used to collect data from 642 respondents through purposive sampling. SPSS software was used for data analysis. Such statistical methods as independent t-test, multiple regression, and AMOS were employed for structural equation modelling. Findings. The statistical results showed no significant difference in the levels of happiness between the male and female students. Physical, psychological, social, and financial factors and semester stress were found to contribute to the happiness of students, and gender had a significant impact on physical, financial, and semester stress. Finally, a happiness model was developed. Originality. This research presents a model with five major contributing factors to happiness during the pandemic for students in Indian HEIs. The impact of gender on overall happiness and its contributing factors were also studied. Research limitation. The study should be expanded in terms of data collection, reaching more regions of India and outside to generalise the results.
Practical implication. The outcomes that emerged from the study can be incorporated into the curriculum to prioritise happiness and improve students’ learning. Social Implication. A modified curriculum will help students to remain happy which automatically increases learning.
Parents’ Reasons to Enroll Their Daughters in an All-Girls School
Research about school choice often leaves gender out of the equation. This omission becomes salient in a context in which a gender gap affects girls at school. Among the proposed interventions, single-sex schooling—its advocates say—emerges as a convenient proposal, as it is related to several advantages for girls, particularly disadvantaged ones. Some experts argue that enrolling their daughters in single-sex schools requires parents to make a pro-academic choice, which contributes to the creation of an environment that explains those advantages. This pro-academic choice assumes that parents know the advantages that single-sex schools offer to girls beforehand, and sustain several positive beliefs towards them. To explore this rationale, reasons for enrolling their kindergarten daughters in an all-girls school were collected among a group of parents (n = 18), and compared to parents’ (n = 17) of girls enrolled in a coeducational school. Both schools served a working-class population. Descriptive statistics and inferential analysis showed that for parents of single-sex schoolgirls, the most important reasons were pedagogical (curriculum, achievement, teachers) and pragmatic (near home, free). Only parents’ age was associated with preference for single-sex schooling. Nonetheless, the parents of the all-girls school hold positive beliefs regarding this type of education.
The Curriculum Reform as a Means to Upgrade Technology Education at Lower Secondary Schools in Slovakia
In Slovakia, various initiatives aimed at supporting technical or polytechnic education at lower secondary schools (ISCED 2) were carried out. Despite the efforts made, these initiatives did not have a positive effect on increasing the interest of pupils in studying at technical vocational schools (ISCED 3). The curriculum plays a significant role in this. The Ministry of Education, Science, Research and Sports of the Slovak Republic is currently preparing a curriculum reform plan for primary and secondary levels of education (ISCED 1-3). The paper presents the results of a survey focused on assessing the curricular content of the school subject technology from pupils’ point of view.
The research survey was carried out with a sample of 101 pupils. To collect research data, a questionnaire was used. The key items of the questionnaire were focused on finding out pupils’ favourite subjects, favourite topics or activities, the impact of teaching technology on pupils’ professional orientation, and their expectations in connection with technically-oriented subjects taught at secondary schools.
It has been found out that pupils’ attitudes to the school subject technology is significantly negative. However, this statement has to be considered not only in relation to the content of the subject but also in relation to the way in which the subject is taught at schools. The pupils express an interest in practical activities during which they can produce various objects or products. When the pupils were asked to evaluate the subject using a traditional classification scale 1 (excellent) – 5 (fail/insufficient), only four pupils rated technology with the grade 1, while up to 11 pupils evaluated the discipline by the grade 5. The final (average) grade of the subject was 3.