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.
Journal Issue Number : 1
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(1) March 2022
Contents
Nick Rushby
Editorial: Recent references 6
Elina B. Khobotova, Maryna I. Ihnatenko, Inna V. Hraivoronska, Iuliia S. Kaliuzhna
A Competency-based Approach to Environmental Education: Learning About “Radioecology” 10
Galina I. Simonova, Anastasia O. Luchinina
Study of Educational Needs of Applicants with Disabilities 28
Musa Nushi, Amirpooya Dayani
Instagram-Assisted Learning of Collocations and Colligations: The Case of EFL Learners 44
Shahyad Mohammadnia Afruzi, Mehdi Vaez-Dalili, Bahram Hadian
Investigating the Effects of Written Corrective Feedback and Revision on EFL Learners’ Production of Grammatical Structures 62
Branka Radulović, Maja Stojanović, Milanka Džinović, Oliver Zajkov
Students’ Opinion of Gifted Education and Teaching Profession 80
Michela Freddano, Valeria Pandolfini
Teacher Training on Data Literacy for School Evaluation and Improvement: A Teacher Professional Development Experience in Italy 89
Nežka Sajinčič, Anna Sandak, Andreja Istenič
How do Slovenian Educators feel about Gamification? Interested to Know More 99
Alexey M. Polyakov
The Use of Symbols by Elementary Schoolchildren and Adolescents with Learning Disabilities as Tools of Awareness of Subjective Reality 110
Oksana O. Gorshkova
Implementation of Modular Engineering Programs in Collaboration with Employers 120
Nadezhda V. Sivrikova, Elena V. Moiseeva, Nadezhda A. Sokolova,
Tatyana G. Ptashko, Elena G. Chernikova, Natalya P. Artemeva
Analysis of Nominal Pedagogical Experimental Data Using the Example of the Development of Conflict Competence 136
Alexander A. Litvinyuk, Svetlana A. Ledneva, Ekaterina V. Kuzub
Target Characteristics of Creative Young Professionals in the Field of Science and Higher Education 153
Elena V. Borzova, Maria A. Shemanaeva
Multifunctionality as a Feature of Modern Education: Evidence from University Language Education 164
Anna V. Bakina, Snezhana M. Sityaeva, Olga A. Orlova, Valeria I. Ambrosova, Elena N. Katkova, Alexander A. Shumeyko, Andrey A. Bazilevsky
Students’ Subjective Well-Being as a Criterion for Evaluating the Effectiveness of Children’s Centers: Evidence from All-Russian Children’s Center “Ocean” 179
Anastasia Pesha
The Development of Digital Competencies and Digital Literacy in the 21st Century: A Survey of Studies 201
Mariya A. Stupnitskaya, Svetlana I. Alekseeva, Anna N. Nalobina
A Toolkit to Assess the Level of Universal Competencies (Soft Skills) of Pedagogical University Students 221
Veronika B. Veretennikova, Olga F. Shikhova, Yuri A. Shikhov, Agzam A. Valeev
Diagnostics of Student Teachers’ Pedagogical Thinking Based on a Competence Approach 233
Editorial: Recent references
In addition to editing Education & Self Development I am on the reviewer panel for
other journals in the field. I never begrudge the work involved in reviewing: it gives me
insights into what other researchers are thinking, long before their work reaches the stage
of being published. It also gives me a way of moderating the reviewing activities of E&SD
so that we are matching the standards of other journals.
This piece was prompted by a discussion between the authors and reviewers of an
article submitted to one of these journals. It concerned the recency of the references and
I recalled that on several occasions over the past few months, submissions to E&SD had
been criticised because many of the references were ‘old’ – that is, published more than
ten years ago. It is a simple matter to read through the list of references and count the
number that are more than, say, ten years old, but that does not necessarily mean that
they do not have value. In contrast to high energy particle physics, our field of education
and psychology moves relatively slowly.
A Competency-based Approach to Environmental Education: Learning About “Radioecology”
The research objective was to develop a new approach and methodology for the discipline
of “Radioecology.” This ensures that the education is practice-orientated, with the possibility
of distance and independent learning, skills improvement, and the development of interdisciplinary
relationships. The research methods used a theoretical and methodological analysis of scientific and
educational literature, logical and semantic modeling of the learning content, design, theoretical
analysis and synthesis. The research achieved a new curriculum for “Radioecology,” the creation and
implementation of a theoretical course and the development of the practical part of the discipline.
This was differentiated by difficulty levels and aimed at solving specific situational problems. The
work proposed the creative component of the practical part in the form of individual tasks requiring
the learner to resolve a specific production problem situation. It also created a laboratory workshop
with the development of modern scientific methods a textbook on radioecology and an electronic
version of the methodological support of the discipline, facilitating independent training and
making distance learning possible.
Study of Educational Needs of Applicants with Disabilities
Background. The presence of health limitations and disabilities of students affects the structure and
content of their educational needs. In some cases, these students may require special counseling in
career guidance, assistance in social and psychological support in the process of acquiring education.
Aims. The purpose of this study was to analyze the educational needs of applicants with disabilities
and develop recommendations to expand the accessibility of higher education for this category of
youth. The research was carried out as part of the State task of the Ministry of education and science
of the Russian Federation.
Methods and procedures. The researchers monitored the educational needs of applicants with
disabilities using the survey method in the form of an online questionnaire.
Outcomes and results. The article presents the results of monitoring the educational needs of 170
Russian school graduates with disabilities and health limitations who studied in 16 comprehensive
educational institutions, where students of the 11th grades were trained and who expressed a desire
to participate in the monitoring. The research was carried in the assigned territory out as part of
the State task, which includes 7 constituent entities of the Russian Federation: the Republic of
Bashkortostan, Mari El, Tatarstan, the Udmurt and Chuvash Republics, the Orenburg and Kirov
regions.
Conclusions and implications. Based on the analysis of the monitoring results, recommendations
for regional and municipal authorities and educational organizations subordinate to them were
developed. The recommendations are aimed at positioning ways to increase the accessibility and
quality of higher education for persons with disabilities, their further employment and career
growth.
Instagram-Assisted Learning of Collocations and Colligations: The Case of EFL Learners
Instagram, as a popular social networking platform, allows users to share photos and videos with
other users. This research investigated the effect of Instagram-assisted instruction on the learning
of collocations and colligations1 by Iranian EFL learners. Fifteen participants who were selected
based on a language proficiency test took part in this research. The participants were first pre-tested
on their collocational and colligational knowledge. The collocational and colligational items that
were answered incorrectly by 50 percent or higher were selected for treatment. Afterwards, the
researchers prepared nine videos, containing 41 collocational and colligational items, and posted
them on Instagram during a five- week instruction period. The participants were asked to watch
the videos, and carry out the related exercises in the caption section of the post, through the usage
of the comments sections on Instagram. After posting all the videos, the pre-test was run again as
a post-test. The results indicated a significant difference between the mean scores of the pre- and
post-test, highlighting the fact that the treatment had been effective. In addition, semi-structured
interviews were conducted with 10 participants in order to find out their attitudes towards
language learning via Instagram. The learners indicated a positive attitude towards using Instagram
for their language learning purposes. In conclusion, the research showed that Instagram-assisted
instruction, when properly implemented and designed, can be beneficial to the development of
second language learning.
Investigating the Effects of Written Corrective Feedback and Revision on EFL Learners’ Production of Grammatical Structures
The study was an attempt to examine the effects of three types of written corrective feedback
namely direct, indirect, and metalinguistic, and the related responses (with and without revision)
on the production of grammatical structures by Iranian intermediate EFL learners. 180 language
learners were chosen out of a population pool of 260 participants and assigned to six groups of
30 learners based on their performance on Oxford Quick Placement Test (QPT): DCF with and
without revision, ICF with and without revision, MCF with and without revision. Provided with
different types of feedback, the students in any of six experimental groups were given instruction
on present and past perfect tenses. A pre-test -post-test design was applied to conduct the study.
Participants in each group were required to take Dicto-Comp as a pre-test. After being offered
with the relevant treatments, a parallel post-test was run. The results showed that students in all
experimental groups outperformed their knowledge of present/past perfect tenses from the pre-test
to the post-test. Students in the ‘DCF with revision’ outperformed all other groups, and the groups
required to make revisions (i.e., DCF / ICF / MCF with revision) outperformed the corresponding
groups with no revision, and the only groups whose scores (between pre-test and post-test) showed
more variation were MCF with and without revision. The results provide valuable insights into the
effectiveness of teacher feedback on L2 writing ability at large and learning these two tenses at least
for the participants of the present study. Furthermore, these results suggested that providing written
corrective feedback can be beneficial as an enhancing element in the curriculum development for
improving EFL learners’ writing ability.
Students’ Opinion of Gifted Education and Teaching Profession
Gifted education is specific and requires extensive investment from teachers to respond to their
students’ cognitive and social needs. Due to the link between beliefs and behaviors, teachers’ views
on this issue are often monitored to ensure that gifted students receive educational opportunities
appropriate to their learning needs. This paper presents student teachers’ attitudes to gifted education
and their perception of the teaching profession. It was considered essential to look at how future
teachers relate to the teaching profession to prevent possible problems and better respond to gifted
students’ needs. Eighty-three students of the Teacher Education Faculty, University of Belgrade,
participated in the research. A customized Gagné and Nadeau questionnaire Attitudes towards the
gifted and their education and a customized questionnaire Teacher job satisfaction were used. The
results showed that students have favorable opinion of gifted education in Serbia. Thus, positive
thinking and the theoretical concepts related to gifted education they studied will be appropriately
incorporated into their teaching practice. It also shows that these students are sensitive to other
groups of students with disabilities. A significant belief was that ‘Children with disabilities have
the greatest need for special educational programs.’ The research showed that students are satisfied
with the social position and opportunities for advancement that the teaching profession offers them,
while they are somewhat more dissatisfied with society’s economic position. The positive results are
encouraging because they indicate the existence and maintenance of a positive trend toward Serbia’s
gifted education.
Teacher Training on Data Literacy for School Evaluation and Improvement: A Teacher Professional Development Experience in Italy
This paper presents a teacher training experience involving 674 Italian teachers working in primary
and secondary schools in Liguria Region, in the North of Italy. The course aims to train teachers in
analysis, interpretation and use of data emerging from the census-standardized tests by the Italian
National Institute for the Evaluation of the Education System (INVALSI) for the assessment of
students’ learning in Reading, Mathematics and English language at different school levels. The
paper contributes to the debate on teachers’ data literacy by describing the experience and discussing
preliminary results from two online surveys of teachers attending the training course (completed
respectively, by 452 teachers, totaling 67.1% of the overall population attending the course, and
by 413 out of 515). The first survey was administered at the beginning of the experience, exploring
teachers’ previous professional development experiences of evaluation topics, their expectations in
relation to the course and self-efficacy of evaluative and educational strategies. The second survey
was administered as a satisfaction questionnaire at the end of the training course to teachers who
attended the online laboratories. Differences among primary and secondary school teachers are
discussed, together with teachers’ level of satisfaction for the training course. The paper stresses the
importance to train teachers in data literacy, as a challenge for training teachers in the 21st century,
and it encourages teacher professional development initiatives promoted by public authorities at
local levels in order to better meet the specific local needs.
How do Slovenian Educators feel about Gamification? Interested to Know More
Research examining teachers’ attitudes toward gamification is scarce, although attitudes play a critical
role in implementing a new pedagogical approach. The aim of this study was to understand whether
Slovenian educators are familiar with the concept of gamification, whether they have experience
using it, and what their attitudes are towards its use. A secondary goal was also to construct an
instrument that can capture the affective, behavioral, and cognitive components of teachers’
attitudes toward gamification. Based on survey results from 103 Slovenian educators, teachers did
not have a good understanding of gamification and had difficulty distinguishing it from game-based
learning, although more than 60% reported using the principles of gamification at least once in the
past year. However, teachers’ attitudes toward gamification are quite positive and they expressed an
interest in learning more about how to use it in their teaching. They would use it mainly to make
learning content more interesting and motivate their students but have concerns that it is difficult to
implement and that it would overwhelm them. The main findings of the study show that Slovenian
educators lack familiarity with gamification and competencies to effectively take advantage of its
benefits but are open and positive about adopting this innovative method to motivate their students.
The Use of Symbols by Elementary Schoolchildren and Adolescents with Learning Disabilities as Tools of Awareness of Subjective Reality
Schoolchildren with learning disabilities have difficulties in communication and interaction with
other people and this is related to their awareness of other’s subjective reality. A symbol is a “mental
tool” for awareness of subjective reality. The symbol is a cultural presentation of subjective reality,
mediating the relationship and interaction of two or more agents. The purpose of this study, based
on cultural-historical methodology, is to identify and experimentally verify the use of symbols
to understand this agent’s subjective reality by younger schoolchildren and adolescents with
learning disabilities. The experimental method is based on identifying the dominant attitudes to
the awareness of the agent’s subjective reality, as well as how it is interpreted and evaluated by the
child. The study involved 80 students of secondary schools: 40 with normal development and 40
with learning disabilities (9-12 and 14-16 years old). It showed difficulties in understanding agent’s
subjective reality and the predominance of a stable objective attitude to symbols and other people,
with significant differences in the Mann-Whitney U test for the experimental group of participants of
both ages. This feature is considered as an obstacle in the construction of interpersonal relationships
and cooperation by children and adolescents and can serve as a target for psychological assistance.
Implementation of Modular Engineering Programs in Collaboration with Employers
There is currently a problem in engineering universities with the quality of training of graduates.
This article discusses the formation of a system of partnership with basic enterprises, integrating
the implementation of the main professional educational programs in a practical-modular format.
Empirical methods were used to determine the level of graduate training in the engineering
university by evaluating the effectiveness of the implementation process of practical-modular
educational programs and identifying the dynamics with the participation of employers. The article
examines the need for practice-modular training (PMO), the preconditions for its implementation,
and highlights the problems solved through partnership between the university and enterprises,
taking into account the interests of all the actors involved. It sets out the stages and the technology
for implementing the programs, and specifically considers the case of training for the oil and gas
business. The possibilities of an electronic educational environment, students’ project activities, and
different types of practice in the implementation process of PMO are revealed. The effectiveness of
PMO is demonstrated by the results of the State final certification, an independent comprehensive
assessment of the training of graduates by employers. The article will be useful for teaching staff in
engineering universities, specialists in the field of pedagogy, theory and methods of professional
education, and the system of additional education.
Analysis of Nominal Pedagogical Experimental Data Using the Example of the Development of Conflict Competence
The paper examines the problem of using mathematical statistics methods in pedagogical research.
It identifies and describes the possibilities of using different methods of analysis of nominal data
in processing the results of pedagogical experiments. The authors analyzed the frequency of use of
statistical criteria in 100 publications in journals included in Web of Science and the Russian Index
of Scientific Citation. The criteria for selecting publications were (1) year of issue; (2) reviews of
manuscripts; (3) free access to the publication from the publisher; (4) availability of quantitative
data on test results before and after pedagogical impact; (5) conclusions about the effectiveness
of pedagogical impact. It was found that 45% of publications did not use mathematical statistics
methods to test scientific hypotheses. Of the mathematical statistics methods used by the authors,
the T-Test and Chi-square Test are more often used. For the study example of developing conflict
readiness in future teachers, it presents the possibilities of using: Chi-square Test, Fisher’s Exact Test
(Phi test), Cramer ‘s V Test and Somers’ d Test.