The COVID-19 epidemic, which turned into a pandemic, has led to the introduction of lockdown in many countries as a measure to prevent the spread of the virus. Significant changes have occurred in the lives of Russian students. The research objective is to study students’ strategies of adaptation to the self-isolation caused by the need to prevent the spread of COVID-19. To achieve this purpose, an online survey of students was conducted, followed by a correlation analysis of the data. The survey involved 269 students aged 17-21. In self-isolating conditions, students prefer to use strategies aimed at self-change. Two groups of strategies are distinguished in the structure of students’ adaptive behavior, between which there are positive correlations of average strength. The first group includes students’ preferable behavior strategies (accommodating, self-change, and self-immersion). The second group consists of strategies that are not popular among students (environment changing, waiting, avoidance, and passive self-representation). Male students are more active in solving problems than female students. The research results expand the existing understanding of students’ reactions to changes related to self-isolation. They can be useful to teachers, psychologists involved in assessing the social consequences of the COVID-19 pandemic on students.
In the conditions of unstable modern community development we should secure our future. Thus, the issue of social responsibility among both individuals (citizens, representatives of different professions), and collective subjects (corporations, governments, states) becomes more and more relevant. In this article, taking into account the experience of Russian and foreign scientists, the methodology of the activity approach, social and active education and theories of positive action of the youth, we may reveal the potential of the social test method in the development of social responsibility among secondary school students. The peculiar feature of this method being applied consists in ensuring the students’ voluntary participation in socially important activities. Moreover, these activities include the following discussion and feedback concerning their social responsibility (its value bases, the ways of demonstration and implementation, the effect on the participants and people around them) together with the consistently increasing authorship and social interaction experience in the course of analyzed activity.
Introduction. Modern conditions of development of society are characterized by a high degree of uncertainty, growth of tension. It is important to form the willingness of future teachers to resolute conflicts, ensuring their self-efficacy with dynamic changes in the social and educational systems. To do this, the professional conflict management for training future teachers should have modern scientific and methodological support, be aligned with the challenges of the future (i.e. proactively), and not be an exclusively reactive response to situational tasks. The purpose of this publication is to construct a proactive model of scientific and methodological support for the conflict management for training future teachers based on analysis of modern domestic and international researches studies and current trends that determine the strategic guidelines for conflict management training future teachers. Methodology. During this research the dual opposition method, structural-functional analysis, and modeling were used. A review was carried out of articles published in international citation databases Scopus and Web of Science, as well as RSCI for 2015-2020. Results and scientific novelty. The results of this research and it's analysis show the existence of prerequisites for the development of a proactive model of scientific and methodological support for the conflictological training future teachers. The author's model of scientific and methodological support for the conflictological training of future teachers as a system for justifying and developing educational programs, content and methodological support was suggesting for better preparing future teachers for effective work on forecasting, diagnosis, prevention and managing proposed conflicts. The model includes a prognostic apparatus, axiological, methodological, substantive-procedural, productive components, which are able to have an invariant and variable component. Practical significance. The results of the review of scientific literature and the design model may be used to update the training of future teachers, when developing programs and courses in conflict science in the field of professional, additional and non-formal education.
Introduction. The relevance of the declared topic was dictated by the increased conflict between the members of education and the increasing demands placed on the professional activities of the modern teachers to resolve conflicts in the conditions of general education school. In the course of professional training of future teachers in universities, the formation of conflict competence is not paid due attention, so there is a need to determine the role, content and learning technologies for conflict management training of future teachers.The aim of the present publication is to evaluate the effectiveness of conflict management training technology for future teachers.Methodology and research methods. The authors carried out a pedagogical experiment using pre- and post-testing method of the level of formation of the components of conflict readiness of students of a pedagogical university – participants of experimental and control groups. The sample of the experiment was based on 120 of 2nd-4thyear students of the Faculty of History of the South Ural State Humanitarian Pedagogical University of Chelyabinsk. The following methods were used to collect the empirical data: the Thomas test; an achievement test to assess conflict knowledge; practical tasks (cases); methodology “My Conflict Position” (by V. V. Schernyazova). Mathematical processing of the research results was performed through the Pearson’s chi-squared test.Results. The differences in the formation of cognitive, technological and personal components in students of the control and experimental group have been established. The dependence of the formation of components of conflict readiness of students for the introduction of a specially developed programme has been determined. After pedagogical impact, the number of students with high cognitive component levels rose from 0 to 39,3%. Most students (97,6%) learned algorithms to solve typical interpersonal conflicts and began to choose more constructive strategies to solve them. In the experimental group after the experiment, the personal component of conflict readiness was higher than in the control group.Scientific novelty. The system is proposed to provide effective conflict management training for future teachers, which consists of three components: immersion in the information field of conflict; intensification of conflict resolution activities; mastering of constructive practices of conflict management.Practical significance. The research results are of particular interest for the development of educational programmes in the system of professional education.
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