In 1999, the Republic of Belarus began to educate children with severe multiple disorders (SMD). For this purpose, new special educational institutions – correction and development training centres (CDTC) – were opened across the country. Curricula for preschoolers with SMD appeared only in 2011, and curricula approved by the Ministry of Education of the Republic of Belarus appeared in 2014. Before 2011, teachers were more engaged in the care and supervision of preschoolers with SMD than in the actual educational process. Currently, changes are taking place in preschool education. The education of children with SMD should be built on a competency basis where the formation of their life competencies should play the leading role. The need to assess the quality of such education has emerged, and, consequently, the issue of professional training of specialists of CDTC in this direction. The aim of the article is to determine the possibilities of the system of professional development of teachers of specialized institutions on the issues of quality assessment of education of pupils with severe multiple disorders at the present stage in the Republic of Belarus. The basic methods in the study of this problem were questioning and content analysis. The experimental base of the study is represented by 63 state educational institutions “Centre for Corrective and Developmental Education” (Brest, Vitebsk, Gomel, Grodno, Mogilev, Minsk regions and the city of Minsk, Republic of Belarus), as well as 8 institutions providing professional development of CDTC personnel (Brest, Vitebsk, Gomel, Grodno, Minsk regions, the city of Minsk, Republic of Belarus). The study involved 345 respondents: 334 teachers of CDTC and 11 employees of professional development institutions. The study was conducted in 2020. The article presents the author’s view on assessing the quality of education of preschool children with SMD, highlights the results of the empirical study, and substantiates the possibility of changing the training of teachers of CDTC in the context of professional development institutions. The obtained data allow us to see a holistic picture of the modern system of professional development for special teachers on the problems of assessing the quality of education of preschool children with SMD, which further allows to adjust the training programs of professional development in specialized institutions (Academy of Postgraduate Education, Institutes of Education Development), to include the most popular topics in their content.
Journal Articles
Digital Devices in Early Childhood Play: Digital Technology in the First Two Years of Slovene Toddlers’ Lives
This article offers a first insight into the digital environment of Slovenian toddlers. We report on the use of digital technology and toys allowed by parents in their children’s home environment. The study is based on the results of an online questionnaire completed by parents of 26 Slovenian children up to 2 years of age (M = 17.8 months; SD = 5.6). On average, 9% of all children’s toys are digital toys and they spend 10% of their play time playing with digital toys. Among the most commonly, but still only occasionally, used digital toys or technology are smartphones and tablets. Compared to other types of digital technology, parents believed that screen-based digital toys in particular supported their child’s skills development. Ultimately, parents do not strongly associate digital technologies with positive developmental and educational effects, but rather they believe that digital technology provides entertainment, enables information-seeking and keeps children busy. Nevertheless they allow, or will allow, the child to use digital technology mainly because they believe it enables learning. Further research, if needed, will be carried out to look closely at the children’s use of digital technology and its effects on young children’s development.
Professional Development of Teachers and Future Teachers: Factors and Challenges
The article discusses the features of professional development and self-development of teachers and students of pedagogical educational institutions in Russia, India, Brazil.
Russian researchers analyze the influence of activity of future teachers in digital environment on their professional development and self-development, as well as the relationship of professional development with students’ self-determination, namely, goal setting. Empirically, the relationship between the digital activity of students of the pedagogical magistracy and the desire for professional self-development was revealed, which, in turn, depends on the severity of the goals and their orientation on obtaining a teaching profession.
The study of Indian scientists is aimed at studying the quality of life of teachers on the effectiveness of professional development. It was found that the majority of Indian teachers has a low level of professional development. Factors that negatively affect the level of professional development were identified, namely: low financial status, unfavorable family environment, physical and psychological well-being, job security. Researchers also consider reasons for professional development, including lack of time, lack of accountability for professional development activities etc.
The Brazilian study examines the features of social perceptions of teachers about teacher education and their professional development. The authors depicted social perceptions of teachers about teacher education based on four categories: planning, didactic procedures; assessment and teacher-student relationship.
The article also provides recommendations for the successful application of pedagogical practice and the creation of an environment for the teachers’ professional development, taking into account the results of all three blocks by countries participating in this study.
Intersections between Education and Social Work in Working with Children at Risk: The Perspective of Pedagogical Specialists
The article presents results from an empirical research study with 208 pedagogic specialists. Its main objective was to find teachers’ views about their cooperation with specialists from social work system regarding working with children at risk in Bulgaria, as well as to find the extend of such cooperation and its future perspectives.
Children at risk learn, educate, and socialize in different types of educational institutions and they also receive support and protectio0n from different organizations for social protection at their residence territory. That is why the development of effective cooperation between those two systems is especially important.
Empirical research was done with a survey questionnaire designed for the research itself. The questionnaire includes questions in three main areas: teachers’ evaluation about the challenges they face when working with children at risk; characteristics of their interaction with social protection system; changes which need to be made at both systems so work with children at risk to be more effective.
Research results show that teachers are mainly dissatisfied with their interaction with social work system due to lack of information, additional workload, and lack of effective support for those working at school level.
More and more teachers state that children at risk create new challenges in their work and teachers face unusual requirements when they interact with social workers. In addition, teachers are not familiar with institutions for social work and social services, and they contact them only in severe cases of family dysfunction and aggression, while expecting social workers to practically solve the problem of the child. They want to transfer all this type of work to social services and outside of educational institutions. Teachers also state that there is a lot of documentation which complicates the interaction between the two systems (educational and social work). They think that there is a need of change in social workers’ work, while work of teachers should not be changed.
Interrelation of Predictors of Irrational Behavior, Individual-Typological and Personal Characteristics
A number of studies in cognitive psychology indicate that human behavior is largely governed by irrational factors (heuristics, cognitive biases, attitudes). These factors influence vital decisions, which can subsequently affect a person’s life and behavior in a broad temporal perspective. There is a lack of research on identifying the individual-typological and personal characteristics that make the irrational behavior more likely to occur. Our research is aimed at revealing the interrelation of predictors of irrational behavior (superstitiousness, “prelogical” defense, unconstructive, categorical, personally superstitious and esoteric thinking, naive optimism), individual-typological and personality characteristics of respondents. We used I. R. Abitov’s questionnaire, J. Tobacyk’s Paranormal Belief Scale adapted by D. S. Grigoriev, I. Y. Stoyanova’s Beliefs and Superstitions Questionnaire, and S. Epstein’s Constructive Thinking Inventory (adapted by S. N. Enikolopov and S. V. Lebedev) to reveal the expression of irrational behavior predictors. The individual-typological characteristics were identified using the Temperament Accentuation Test and the Individual-Typological Questionnaire, while the personal characteristics were identified using the G. V. Zalewski Psychological Rigidity Questionnaire and the C. Scheyer and M. Carver Test for Optimism. It was found that a decrease in the constructive thinking is associated with the expression of such characteristics as shyness, aggression, neuroticism (anxiety), sensitivity to external influences, various manifestations of rigidity, emotional instability and pessimism. It was also found that the expression of these characteristics, as well as pessimism and aversion to changes in self-esteem and personal position, is associated with a tendency to show categorical (“black and white”) thinking. Naive optimism is more often shown by respondents with such characteristics as hyperthymia and increased social activity. The relationship of personality-superstitious thinking with pessimism, fear of new situations, shyness, neuroticism (anxiety), and a tendency to exaggerate one’s difficulties were found. The novelty of our study lies in the discovery of complexes of characteristics that can increase the likelihood of irrational behavior. Reviewing the literature on the topic of the research, we did not find any works made in the mainstream of such an approach. The complexes of individual-typological and personal characteristics revealed in the given research can be considered as “targets” of psychological correction and prevention to decrease the risk of socially dangerous behavior.
Determination of the Development of Social Behavior of Preschool Children with Autism Spectrum Disorder by the Type of Parental Attitude
The basis of successful socialization of children with ASD is a sufficient degree of mastery of social and domestic skills for optimal functioning in society. The process of such children acquiring social and everyday behavior skills is lengthy and gradual, and its effectiveness depends largely on the adults raising the child, and, above all, on the parents. In order to reduce possible negativism in relation to the learning situation, children with ASD need an explanation of the importance of the task and a requirement that will have a greater effect if they come from an adult who is close to the child. For the gradual mastering of elementary skills of social and domestic behavior, constant daily training is necessary, which can only be provided in a family environment. In terms of effectiveness, the best way to teach children with ASD social and domestic behavior is recognized as operant learning, the optimal conditions for the implementation of which are formed in a family setting.
Thus, the family and its corrective influence on the child with ASD becomes the focus of attention. The parental type of attitude is a necessary condition for the effective development of children with autism. If the relationship is properly built in the family, the child with ASD is given considerable time, which allows the parents to conduct corrective and developmental work in the conditions of family upbringing. In this case parents encourage any manifestations of the child’s initiative, activity and independence.
Therefore, the aim of the study is to analyze the influence of the type of parental relations on the general level of development of social and domestic behavior in general and its specific components skills, which will allow to form a system of further comprehensive work to build a developmental environment for children with this nosology.
The paper presents the results of our own experimental study containing a qualitative analysis of empirical data, from which it is clear that children with ASD, brought up in families with parental relations of the type “cooperation” demonstrate higher rates for all components of social and domestic behavior, at the same time type “acceptance” provides a significant level of social failure and infantilization of the child with the ability to interact with a close adult. The “symbiosis” type causes the risk of occurrence of persistent dependence of the child with ASD on parents, leading to social disadaptation. The most disorganizing type of parental attitude is “little loser” which provokes a child with ASD to be as dependent as possible on parental assistance in all the aspects of social and domestic life.
The results obtained can be used as a basis for targeted, comprehensive and systematic correctional and developmental work with families with children with ASD on the formation and development of social and domestic behavior.
Formation of Professionalism of Future Social Teachers in the System of Training in Russia and Kazakhstan (Comparative Aspect)
Social pedagogues are specialists representing the nurturant profession that requires high professionalism and is still in great demand. The modern society needs highly qualified social pedagogues to address the issues of younger generation’s socialization in today’s complex socio-economic and political context. Future social pedagogues improve their professional skills by mastering the profession through gaining the awareness of their professional level that motivates the career development. The excellence and necessary competences are incepted at the stage of professional education.
The authors of this article investigate the features of future social pedagogues’ professional formation in the training systems of Russian and Kazakhstan. Research methods are analysis, comparison, generalization, synthesis, historical and pedagogical reconstruction.
The article presents the results of a comparative analytical review of professional formation specifics in the national education systems of Russia and Kazakhstan. The comparison of professional formation specifics demonstrated the common problems of social pedagogues’ training determined by the shared historical past, the similarity of socio-economic factors in the development of the education systems. The identified differences imply the analysis of the ways to improve the training of future social pedagogues. The analysis shows that the professional success of social pedagogues is defined by focusing on social competences and social responsibility development as part of the training process. According to the authors, specialists’ training based on the methodological principles of axiological approach contributes to the formation of future social pedagogues’ conscious attitude both to their education and their professional development.
Motivation of Student Teachers’ Professional Career
The negative consequences of an incorrectly chosen profession affect both the person himself/herself and his/her social environment. The right choice of profession helps to reduce staff turnover and increase labor productivity. This truth is directly related to the teaching profession. The problem of motivating a professional teaching career, as well as the problem of motivating human behavior and developed. There are practically no special studies that would trace the relationship between the motives for choosing a pedagogical career and the motivation for pedagogical activity among students at the initial stage of teacher education.
The purpose of the study: to identify the career orientations preferences of first-year student teachers from various types of universities implementing teacher education programs: the capital’s pedagogical university, federal university, classical university, regional multidisciplinary university in the national region, regional pedagogical university and regional university of humanities and technology.
E. Shein’s method of studying professional career motivation (adapted by V.E. Vinokurova and V.A. Chiker) was chosen as the research method. First year students of six Russian universities enrolled in the Pedagogical Education program participated in the study.
The study presents the student teachers’ career orientations on the following scales: professional competence, management, autonomy, job stability, residence stability, service, challenge, lifestyle integration, entrepreneurship. Dispositions, value orientations and social attitudes of students that influence career orientations are also presented.
The Development of Integrative Qualities of Primary School Teachers in the Context of Distance Learning
The paper focuses on the need to facilitate the rapid development of integrative qualities of primary school teachers who work remotely. The authors examine the mechanism of methodological support for the development of integrative qualities of primary school teachers in the context of distance and blended learning.
The review of scientific literature, detailed information on integrative qualities of the teacher, and the formation process design created the opportunity for successful development of integrative characteristics of teachers using a well-tired mechanism to support their professional training in the distance and blended learning modes.
The development of integrative qualities, ensuring the successful implementation of modern educational principles, becomes an essential task of education and a key component of pedagogical skills. Professional activities of teachers require them to react quickly to situations and implement their actions in a timely manner. Every day, teachers are involved in a variety of activities determined by their integrative qualities. Teaching is governed by the uncertainty and dynamics of the learning process, which cannot be fixed. The educational process, as a living organism, can be constantly transformed. Thereby, it maintains its viability.
The study aims to identify and theoretically justify the mechanism of methodological support for the development of integrative qualities of primary school teachers working in the distance and blended learning modes.
To address the research questions, we opted to apply questionnaires, semi-structured interviews, comparative analysis, and pedagogical modeling.
The paper presents the results of surveys and interviews with primary school teachers of rural settlements, urban-type villages and cities in the Republic of Tatarstan.
Based on the analysis of obtained data, the authors identified the following components of the studied mechanism: organizational (structural); content-related; information and educational; analytical (reflexive). The researchers outlined the functions of the proposed mechanism and its requirements for success. The study also revealed some interesting facts and observations from the experience of primary school teachers involved in the distance learning environment.
Digital Educational Environment and Online Learning Format Through the Lens of Students: Pros and Cons
The modern transformation of all spheres of life is associated with rapid technological and digital development. The educational sphere, focusing on external demands, systematically introduces technological and digital solutions into the processes of pedagogical systems functioning, focusing on the expansion of the educational space, on increasing the availability of educational services. In order to create a comfortable and effective digital environment in universities, it is important to take into account not only the level of development of digital competencies of students and teachers, but also their basic needs and requirements in this area. We set a goal to identify the most successful digital solutions used at this stage in university education from the students’ perspective and to consider the factors inhibiting these processes. To solve the problems, we used methods of theoretical analysis and empirical processing of research data. The main method was a survey of students using the questionnaires “Digital learning environment and online learning format” and “Quality of digital educational resources and organizational aspects of e-learning” developed by the authors. More than a thousand students from Russian universities took part in the survey. The results of the survey showed what means of communication in online learning are considered by students to be the most effective, what means of increasing productivity and what means of organization and support in online learning are most useful to them. The platforms and learning systems were considered in detail to understand the important characteristics of these services for students. The analysis highlighted the main areas in the digital transformation of the educational environment, which should be targeted for their development and improvement.
Personal Determinants of Selfie Addiction in High-School Students
Modern young people live in the dynamically changing world, in conditions of constant changes in the sphere of public life and, especially in personal terms and the sharp change of habitual stereotypes. The specificity of age aspects and psychological characteristics in adolescence contributes to the expansion of the number of addicts. It is the desire to assert oneself, to know oneself more, the formation of worldview and moral convictions that sometimes contribute to the loss of a sense of security, the emergence of fear of reality, and the distortion of ideas about the image of the “selfness”. Selfie craze among young people has become a “global catastrophe”. Today it is hard to find young people who would not take pictures of themselves and would not post photos on various social networks, chats. And it is crucial for a young person to receive feedback from their friends who have seen the post. In this regard, the issues of studying the psychological characteristics of persons suffering from various forms of addictive disorders are gaining relevance in science, since the presence of addiction is due to the personality characteristics and the accompanying negative emotions (irresponsibility, uncertainty, anxiety), its environment and interaction with people. At the same time, there are almost no scientific papers on the study of personality characteristics prone to selfie addiction; most of the works are only of indirect, fragmentary nature.
The authors of the current paper analyzed various approaches, etiology, mechanisms, symptoms of development and risk factors for the formation of selfie addiction in high school students, and presented the results of a study of the personal determinants of high-school boys’ and girls’ selfie addiction.
The purpose of the research is to study the personal characteristics of children’s prone to selfie addiction.
Research methods: theoretical methods, including theoretical analysis of psychological and pedagogical literature, comparison and generalization of experience; empirical methods (experiment, testing, questioning and diagnostic methods, observation); data processing methods (quantitative and qualitative analysis).
The diagnostic tools were chosen taking into account the components of the structure of the anti-addictive attitude to the emergence of selfie addiction, which determine the personal determinants of the manifestation of selfie addiction.
The study involved 172 students (aged 16-18) of secondary schools of the Republic of Tatarstan (Russia), of which 93 were girls and 79 were boys. As a result of the study, it was revealed that 37.2% of respondents have signs of selfie addiction, while girls are most prone to addictive behavior. Gender differences in potential addicts in the manifestation of a tendency to selfie addiction were found in the assessment of the meaningfulness of life, satisfaction with their personal characteristics, self-esteem, and the level of knowledge about self-dependence.
The results of the study, the author’s methods for identifying the level of formation of selfie addiction and the selection of diagnostic tools for studying the anti-addictive attitude to the emergence of selfie addiction can be successfully used in the practice of correctional and preventive work of teachers and psychologists of educational and social institutions.
Telehealth Communication Strategies of Medical Students in the Context of the COVID-19 Pandemic
Telehealth in the context of the spread of COVID-19 requires doctors to use a new set of communicative skills in medical practice: good diction, the ability to conduct interviews with a patient, active listening skills, summing up, empathy, acting techniques.
The aim of the study is to theoretically substantiate and experimentally test the effectiveness of telehealth communication strategies of medical students in the context of the COVID-19 pandemic. The leading methods of the study: Test “Assessment of communicative skills” by Karelin (2011); Yusupov’s Ability to Empathy Test (Ilyin, 2011); Online simulators “Development of Communication Competencies of a Doctor” (Kamalova & Gaifullina, 2022).
We have proven that a patient-centered approach is an effective communication strategy. We developed a special course “Communicative competence of future doctors” for medical students majoring in “Medical business”. Online simulators have been developed to assess the medical students’ use of a patient-centered approach to communication with patients, posted on the Online Test Pad platform. The results of the study can be used in the professional training of medical students majoring in “Medical care”.
The Study of Socio-Psychological Factors Contributing to and Hindering the Retention of Teachers in the Profession
The profession of a teacher in modern conditions in our country is associated with a number of both positive aspects and professional difficulties. Among the most pressing problems, leading teachers point out: the constant transformation of the education system and the administrative requirements changing in this regard; the contradiction between the preservation of established pedagogical traditions and the need for constant introduction of innovations into pedagogical practice; the overload of reporting documentation, the need for constant personal growth and self-realization in the profession in combination with the threat of emotional burnout and professional deformation, the simultaneous focus of the teacher’s activities on the provision of psychological and pedagogical influence on students and on reflection of their professional activities, weak socio-legal protection of the teacher from the arbitrariness of the administration of the educational institution and aggressive actions on the part of students and their parents. To date, the fact of existence and the high degree of severity of the personnel problem are officially recognized, the shortage of teachers, their high degree of overload, including bureaucratic work, the combination of diverse subjects in teaching is openly stated. Based on the above, the purpose of the study is: to analyze the reasons for the departure of teachers from the profession, in order to determine the socio-psychological factors contributing to the retention of teachers in the profession.
The Teacher is a Guide or Barrier to Mathematics: Case Studies in Russia, Kyrgyzstan and Kazakhstan
Mathematics is an important subject to study. But the presence of mathematical and gender stereotypes affects the self-perception of mathematical abilities for boys and girls. In the future it may be associated with the choice of educational and career trajectories. In turn, the teacher acts as a guide in the formation of these ideas and motivation for the subject. Among the factors of the impact of the teacher on these formations, one can distinguish: the teacher’s pleasure from teaching mathematics, their beliefs and ideas about mathematics, including teachers’ self-confidence in order to teach mathematics, etc. At the same time, the role of the teacher may vary depending on the structure of the educational process. This article discusses how important is the teacher in the educational environment when choosing an educational trajectory, as it develops interest to the subject and motivation for further learning on the example of three countries: Russia, Kyrgyzstan and Kazakhstan. The research methodology is a case-study research strategy: research I – the study of the attitude and motivation of schoolchildren to study mathematics, the role of the teacher in its study; research II – evaluation of the effectiveness of separate education based on the opinion of teachers. Our research showed that the main motivational factors are the content of education, which forms a set of knowledge about different types of careers, and the individual characteristics of teachers who introduce students to different subject areas. And segregated education can become an alternative strategy for achieving gender equality.
Comprehensive Support System for Children with Autism Spectrum Disorders: Regional Experience
The article deals with the problem of organizing and implementing a system of comprehensive support for children with autism spectrum disorders in the Russian Federation. The purpose of the work is to identify features, trends, directions, risks and benefits of implementing successful regional practices of comprehensive support for children with ASD. The authors analyzed modern domestic and foreign studies, monitoring results, concluded that the effectiveness of the implemented regional models “university (institute) – organizations” dealing with the issues of supporting children with autism spectrum disorders, methods and forms. Difficulties and risks are identified, recommendations are given for the implementation of strategies for their further implementation.
The Development of Cognitive Regulation in Connection with the Communicative Competence of Monolingual and Balanced Bilingual Children
Preschool age is the most favorable period for mastering languages due to a number of psychological factors. This is the age of potential children’s opportunities, the period of intensive development of language abilities. Therefore, an indispensable pedagogical condition for the development of early bilingualism is the creation of a favorable educational environment for children. The aim of the study is to study the development of cognitive regulation in connection with the communicative competence of balanced bilinguals (Tatar / Russian) and monolinguals (Russian), whose socialization is carried out in different developing subject-spatial environments.
The research methodology is based on sociocultural concepts of “environmental” influences on the mental development (Vygotsky, 1999; Bronfenbrenner, 1999). The empirical study involved 60 children aged 5 to 7 years, among them 30 balanced bilinguals socializing in a bilingual (Tatar/Russian) environment, and 30 monolinguals in a Russian-speaking linguistic environment.
To diagnose the development of children’s cognitive regulation, children’s subtests of the NEPSY-II neuropsychological battery were used: “Repetition of sentences”, “Memory for construction”, “Inhibition”, “Sorting cards according to a changeable attribute”; communicative competence in communication – the methods of “Pictures” by E.O. Smirnova and E.A. Kalyagina, “Peculiarities of interpersonal relations for children” by G.R. Khuzeeva; level of general intelligence – a children’s version of the Raven Test methodology. Statistical processing of the obtained data was carried out using the non-parametric U-Mann-Whitney test, Spearman correlation analysis.
Conclusions and recommendations. It has been established that balanced bilinguals in older preschool age, compared with monolinguals, have advantages in cognitive regulation, in particular, in updating non-verbal information in the linguistic context of the target language (visual working memory), blocking and suppressing irrelevant verbal and non-verbal information (inhibitory control). Bilingual preschoolers are more active in communication, but less prone to leadership and dominance in a peer group, while monolingual children readily take on a leading role in a group with a desire for a high social position in a peer group. Differences in the convergence of indicators in groups of preschoolers were revealed, in particular, in the group of monolingual children, indicators of cognitive regulation are significantly associated with indicators of communicative competence, while in the group of balanced bilinguals they are with indicators of general intelligence as the ability to use mental operations in solving cognitive problems. We assume that the content of the educational program for the older group of monolinguals in the preschool educational institution is focused primarily on social and communicative development, while for bilinguals it is focused on cognitive and speech development.
E&SD 17(2) June 2022
Contents
Dinara Bisimbaeva
Editorial: Choosing a title for a scholarly paper 6
Nitin Joseph, Sharada Rai, Vijay Pratap Singh, Shreekanth D Karnad, Kishan Kadur
Effectiveness of an Online Viva Voce Workshop in Improving the Knowledge of Faculties of Various Health Science Courses in Mangalore, India 9
Sibel Çelik, Tülün Malkoç, Hakan Bağci
Investigation of Conservatory Students’ Perceptions of Value in Terms of Different Variables 26
Romero Parra Rosario Mireya, Llontop Castillo María del Carmen, Mas Vives Oscar Eduardo
Creativity Development with Cerebral Gymnastics from the Perspective of the Pro.Seso Creativo 3.0 Method 39
Vsevolod V. Andreev, Boris M. Gildenberg, Vladimir I. Gorbunov, Olga K. Evdokimova, Iraida G. Trofimova
The Principles of the Implementation of Gaming Technologies in a Blended Learning Environment in a Technical University 51
Eva Stranovska, Zdenka Gadusova
Developing Reading Comprehension in L2 with respect to Text Genre and Form 63
Miroslav Šebo, Alena Hašková
Impact of Two Coronavirus Waves on Higher Education: Comparative Study 75
Moloud Mohammadi, Arefe Amini Faskhodi
Modeling the Dynamics of Knowledge Management in Educational Institutes: A System Dynamics Approach 86
Oksana V. Polyakova, Lamia Kamel, Dilyana D. Sungatullina, Yuliya N.Gorelova
EMI for Universities: How to Benefit from Embodying It into Educational Process 105
Olga Yu. Svetlakova
Development of Inclusive Culture among Teachers in Educational and Sanatorium Type of Institutions 115
Zhamilya T. Makhambetova, Akmaral S. Magauova
Pre-Service Social Educators’ Professional Competences: An Inclusive Education Context 129
Aiman Berikkhanova, Zhanar Ibraimova, Magripa Ibrayeva
Collaborative Learning Environment in the Professional Training of Future Teachers 144
Anatoliy B. Kondratenko, Irina N. Simaeva, Boris A. Kondratenko
Emotional Intelligence as a Predictor of Professional Activity of Future Naval Officers 157
Anatoly Kasprzhak, Anna Kobtseva, Marina Tsatrian
Instructional Leadership Models in Modern Schools 172
Marina A. Tikhomirova, Nina V. Bordovskaia, Elena A. Koshkina
Psychological Well-Being of Teachers 188
Ilya А. Korshunov, Natalia N. Shirkova
Vocational Education with Social Distancing: Data from Online Platforms 203
Vladimir N. Panferov, Anastasia V. Miklyaeva, Svetlana A. Bezgodova
Classification of Sciences and Systematization of Knowledge for the General and Professional Integrative Education Content Design 219
Snezhanka D. Georgieva, Irina V. Khairova
Text as a Goal and Outcome in the Teaching of Native Languages at the Primary General Education Stage (Comparative Analysis of Russia and Bulgaria) 231
Yury V. Sinyagin
Characteristics of Social Sector Managers with Different Attitudes towards the Pandemic and Its Consequences 246
Anna A. Almazova, Alevtina V. Krotkova
Designing New Educational Programs in Special Education 256
Nadezhda A. Ivanishcheva, Lyubov G. Pak, Lyubov A. Kochemasova
A New Approach to Pedagogical Local History in the Professional Development of the Teacher of the Future: From Comprehension to Translation 270
Editorial: Choosing a title for a scholarly paper
This editorial was written following the discussion initiated at the conference for
scientific editors and publishers. The delegates raised a number of relevant and thoughtprovoking
issues. Among them was the quality of reviews, the author-editorship
interaction, ethical issues and many more. But the presentation on how to choose a title
for a scientific paper kindled my interest. The speaker showed examples of headings in
the manuscripts from the chemistry field. As the comments were quite universal, I would
like to share them with readers and potential authors of Education and Self-Development
Journal.
Effectiveness of an Online Viva Voce Workshop in Improving the Knowledge of Faculties of Various Health Science Courses in Mangalore, India
Introduction: Viva voce or oral examination is widely used to assess the cognitive domain along with
attitude and communication skills of students. However, the role of traditional viva voce examinations
has always been challenged for high stakes exams due to its poor reliability of assessment. Therefore,
it is imperative to train faculty members in the correct procedures and assessment practices in viva
voce examinations. Given the challenges faced due to the ongoing COVID-19 pandemic, an online
faculty training program was conducted and evaluated.
Objective: To assess the effectiveness of an online faculty development programme in improving the
knowledge of the good practices for the conduct of viva voce among faculty members.
Methods: This intervention-based study was carried out among 32 faculty members who were
participants of an online workshop on viva voce. It was held at a private medical college in
November 2020. Relevant knowledge of the participants before and after the workshop was assessed
using multiple choice questions designed in Google Doc. Paired and Unpaired t-tests were used to
test associations.
Results: The majority of the participants were faculties of clinical science subjects [17(53.1%)].
Their median years of teaching experience was 12.5(4, 25.7). Half of the participants attended this
workshop to learn the recommended procedure for conducting a viva voce. The mean pre-test score
among participants was 6.3±2.2, and the mean post-test score was 8.8±2.7 (t=4.381, p<0.001). Most
participants gave a positive feedback about the workshop.
Conclusion: Based on the performance scores and the positive feedback given by the participants,
this online workshop was found to improve their knowledge regarding good practice for conducting
a viva voce. The training of teachers in the proper conduct of viva voce is essential at every teaching
institution and can be effectively delivered using online platforms, as confirmed by this study.
Investigation of Conservatory Students’ Perceptions of Value in Terms of Different Variables
There are various factors that affect people’s perceptions, attitudes, and behaviours. One of these
factors is the values that individuals have. Human values are widely being used as a notion in
many disciplines. The aim of this study was to investigate the human values of conservatory
students. The research group consisted of 204 conservatory students at the Dicle University State
Conservatory and Gaziantep University Turkish Music Conservatory enrolled in the 2019-2020
academic year. In this study, the data of the research were used with a personal information
form and the “The Human Values Scale” developed by Dilmaç, Arıcak & Cesur (2014). The data
obtained were analysed with the SPSS 22 program. Descriptive analysis, Independent Group ttest,
One-Way Analysis of Variance (ANOVA), Pearson Correlation Coefficient were used in
quantitative data analysis. The findings showed that with respect to gender, a significant difference
was not found in conservatory students’ human values by t-test result. According to the findings,
conservatory students’ most important values are human dignity, social, freedom and futuwwat
& courage. On the other hand, conservatory students’ the least important values are materialistic.
Similarly, according to the variables of age and departments, significant differences were not found
in conservatory students’ human values as shown by ANOVA test. Relationships among the subdimensions
of the values scale has been determined statistically significant and strong except from
between the human dignity and romantic values sub-dimension and between the materialistic
values and futuwwat & courage sub-dimensions. It has been observed that participating students’
human values are above the average. This information reveals that conservatory students’ human
values are at superior level.