Introduction. The search for new tools, methods of research and forecasting of teachers’ professional challenges is conditioned by the development of the Russian education system and the tasks to develop teachers’ competencies. This article presents a research solution for predicting the professional challenges faced by teachers in the regional education system using foresight methods.Aim. The current research aims to predict the challenges of teachers’ professional activity, considering the uncertainty of the formation of their foresight competencies.Methodology and research methods. The foresight methodology was chosen as a methodological basis for predicting teachers’ professional challenges. The first experience of technological foresight presented by B. R. Martin, developed in different countries, spheres and industry systems (M. Hilbert, Y. Kishita, I. Miles, J. Othmer, C. Reimers-Hild, A. Magruk, etc.), has found its application in education (A. Havas, V. Munigala, J. Rong, Sánchez-Torres J. M., Sjodin, A. Yaver, etc.) and modern studies of professional competencies (M. Rieckmann, L. M. Andriukhina, E. F. Zeer, A. Kononyuk, L. E. Kurneshova, V. P. Smorchkova, etc.). This research is the first implementation of foresight methodology to study the education system of the Krasnoyarsk Territory. The prototype for the development of tools was the experience and materials of foresight research in Finland. In the course of the study, 241 individual interviews were conducted with the representatives of various stakeholders in the development of education – students of the pedagogical university, teachers and parents. The most active part and the largest share were teachers (77%), students – future teachers (15%) and parents (8%).Results. As a result of the study, it was found that the main challenge in the future will be the lack of competencies and skills of teachers to apply the necessary techniques and technologies. From the teachers’ point of view, the main challenge in the future will be the lack of time for the necessary changes. From the point of view of future teachers, the main challenges of teachers will be the lack of desire and motivation on the part of students and teachers, lack of finance provision, equipment, resources. From the point of view of parents, the main difficulty in the future will remain excessive bureaucratisation of the learning process. In their opinion, the lack of desire and motivation on the part of students and teachers, as well as the lack of competency of teachers to apply the necessary techniques and technologies, are the main challenges of teachers.Scientific novelty. The research is aimed at solving the issues of choosing and adapting foresight methods in conditions of uncertainty of foresight competencies of its participants. The study promotes the possibility of expanding the range of stakeholders and considers the limitations of the spread of foresight technologies in Russia. The research demonstrated the possibility of predicting the assessment of teachers’ professional challenges, which contributes to the foresight study of competencies.Practical significance. The received forecast about the professional challenges faced by teachers will provide the support to adjust the existing system of professional development of teaching staff and to lay the foundation for regional monitoring.
Проблема и цель. В статье исследуется проблема качества кадрового состава преподавателей педагогических университетов. Цель статьиопределить социально-демографические и профессиональные характеристики преподавательского состава современного регионального университета. Методология. Исследование опирается на концептуальные работы по изучению миссий современного университета, изменений структуры академической профессии под влиянием массовизации высшего образования, концепций модернизации педагогического образования в РФ. В качестве методов исследования авторами избраны теоретический анализ и экстраполяция, а также социологические методы (опрос преподавателей, студентов, директоров школ, молодых учителей, руководителей территориальных управлений образования) и их интерпретация. Исследование проводилось в региональном педагогическом вузе-Красноярском государственном педагогическом университете им. В. П. Астафьева. Результаты. Авторы обобщили данные современных исследователей проблем качества высшего образования и выявили систему негативных факторов, влияющих на качество преподавательских кадров в вузах: общие негативные тенденции старения преподавательских кадров, снижение качества преподавания за счет преобладания собственно преподавательского типа деятельности по сравнению с научно-исследовательской работой, связанных с перегрузкой и новыми квазирыночными механизмами управления. Авторами доказано попадание регионального педагогического университета в общемировую тенденцию старения педагогических кадров, показано отсутствие связи между возрастом Григорьева Евгения Гербовнакандидат экономических наук, доцент кафедры управления человеческими ресурсами, Сибирский федеральный университет; научный сотрудник Центра комплексных социологических исследований, Красноярский государственный педагогический университет им. В. П. Астафьева.
Introduction. The article provides an overview and examines the problem of reliability and validity of models and tools for assessing teacher shortages. The purpose of the article is to determine the capabilities of mathematical modeling tools for the system of assessing teacher shortages. Materials and Methods. The research is based on measuring students’ intentions to enter the teaching profession using mathematical modeling tools. The main methodological principle of the research is a systematic approach. Based on the data obtained from a survey of 1,797 undergraduate and postgraduate students at Krasnoyarsk State Pedagogical University named after V. P. Astafiev, the method of multiple regression analysis is used. Results. The main results are that the authors investigated the capabilities of using mathematical modeling tools to assess teacher shortages (multiple regression analysis). It was found that the decision of teacher education students to enter the teaching profession does not depend on their socio-demographic characteristics (gender, year of study, place of residence, field of study, etc.) and is directly related to the characteristics of students’ attitudes to the University, their chosen profession, and professional development. There is a direct dependence of plans to start a teaching career on the self-assessment of their choice of the university. The probability of choosing a teaching career is determined by the ideas of professional development and is directly related to ‘improving skills in the subject area’; ‘mastering meta-competencies: analyzing and reflecting on their activities, evaluating and presenting results, etc.’, ‘mastering new techniques’, ‘transferring knowledge and skills to others, sharing experience’. The authors identified the capacity of using multiple regression analysis for assessing teacher shortages. The authors found that in solving this type of problems, it is reasonable to use empirical mathematical models, which include multiple regression analysis. Conclusions. The article concludes that the mathematical model of multiple regression analysis is a tool for comprehensive assessment. The authors note that multiple regression analysis, as a method of mathematical modeling, allows evaluating the activity in the unity of all characteristics and can be used in the assessment of teacher shortages. The data obtained serve as basic indicators and are used to establish links and relationships between choosing a teacher education degree programme and the intention to pursue a teaching career. Keywords Assessment systems; Assessment tools; Mathematical modeling; Teachers shortages; Students' intentions
Introduction. The article addresses the problem of assessing teachers’ professional deficiencies. The purpose of the research is to identify the essential factors determining the connection between teachers’ professional deficiencies and learning outcomes of schoolchildren. Materials and Methods. In order to study the relationship between teachers’ professional deficiencies and schoolchildren’s learning outcomes, the authors have developed a model of teachers’ professional deficiencies and followed a comprehensive research approach. The sample consisted of 3375 teachers who were interviewed. The authors analyzed the results of National Examinations (the Unified State Exams) of higher educational institutions applicants from 50 municipalities of the region. The method of factor analysis revealed a stable system of latent properties of teachers’ professional deficiencies affecting learning outcomes. The materials and methods that formed the basis of this study were obtained with the support of Krasnoyarsk Regional Fund for the Support of Research and Scientific-Technical Activities within the framework of the project “Comprehensive study of professional shortcomings and difficulties of teachers of the Krasnoyarsk Territory”. Results. The research findings consist in the developed system of factors obtained by indirect measurements. The content structure and characteristics of teachers’ professional deficiencies determining teaching effectiveness are revealed. It has been established that the selected groups of factors have a specific representation in each subject area. The results of teaching students in various subjects depend on the specifics of teachers’ professional deficiencies. The identified set of factors in the subject areas of “Mathematics”, “Literature”, “History”, “English” has a complex structure of the selected properties and is more diverse than in “Russian”, “Social Studies” and “Biology”. It is established that the theoretical model of teachers’ professional deficits has its own subject expression. Conclusions. Conclusions are drawn about the stability of the identified system of latent properties of teachers’ professional deficiencies, on which the results of schoolchildren's education depend. The authors emphasize that the established connection between teachers’ professional deficiencies and the results of schoolchildren's education contributes to the development of professional development programs and can become the main work of professional development centers for educators.
The article shows that among the factors of the effectiveness of pedagogical work, the personal characteristics of the teacher are important. This is due to the fact that personal qualities, such as sociability, organization, emotionality, perseverance, discipline and others, encourage the teacher to work on himself, to self-improvement. In addition, the effectiveness of the educational process depends on personal characteristics, whether the teacher will be able to find an approach to students, build trusting relationships, motivate them to acquire knowledge, create a favorable psychological climate in the classroom. A study was conducted to study the influence of characterological features on the effectiveness of the professional activity of teachers of correctional schools. In the course of diagnostics of personal qualities of teachers and comparison with the level of efficiency of professional activity, the presence of the character traits declared by us, such as organization, emotional stability, attachment and extroversion in teachers with medium and high levels of efficiency and the absence or weak expression of these character traits of teachers with a low level of efficiency of activity, was revealed. A complete analysis of the previously identified groups of effectiveness of professional activity of teachers shows that the declared qualities of character are particularly pronounced in representatives with a high level of efficiency of professional activity in 100%, and are also traced in more than half of the teachers from the group with an average level of efficiency of professional activity of 85%. In connection with the data obtained, we can talk about the influence of such character traits as: extroversion (sociability), organization, attachment, emotional stability on the effectiveness of professional activity.
The subject of the work is the development and implementation of a program for the regulation of negative psychological states of karate athletes from 8 to 14 years old. The purpose of this study is to develop an effective program aimed at correcting the negative psychological states of karate athletes from 8 to 14 years old during preparation for competitive activities. In our work, we analyze the methods of psychological regulation of karate athletes from 8 to 14 years old during the preparation for competitive activity. In the teaching of the karate section, there are a number of problems associated with a decrease in the cognitive activity of students, with a decrease in the level of health culture, which is due to a number of factors: improper nutrition of athletes, bad habits (alcohol, smoking), a small amount of sports in life (the development of physical inactivity), workload in training, etc. These factors force teachers to look for new ways in teaching and educating students. In this work, the psychological states of karate athletes from 8 to 14 years old for competitions were studied. We have developed a program for regulating the psychological states of karate athletes from 8 to 14 years of age in the pre-competition period of training by organizing work with model situations in which athletes can detect psychological difficulties associated with motivation to achieve success, anxiety and stress, as well as together with the coach to find ways to resolve them, during which there will be an increase in motivation to achieve success and stress resistance and reducing the level of anxiety. In the course of the study, after testing the program, changes in the level of anxiety (its decrease) and motivation (its increase) occurred in 83.3% of respondents.
Adolescence is an age when very often, against the background of psychological and physiological changes associated with growing up, conflict situations arise not only with peers, but with parents and teachers. Constructive conflict resolution is an important step towards building harmonious relationships with others in the future, and one of the conditions for effective functioning in society, finding one's place in it. To solve these issues at the first stage, targeted psychological studies of the value orientations of young people and their connection with the choice of behavioral strategies in conflict situations among schoolchildren are necessary. The relationship of value orientations and strategies of behavior in conflict by senior schoolchildren is considered. The purpose of the study is to determine the relationship between the value orientations of senior schoolchildren and the main strategies of their behavior in a conflict situation. We conducted a study to determine the relationship between the value orientations of high school students and the main strategies of their behavior in a conflict situation. With the help of Pearson's chi-square, it was revealed that schoolchildren who choose concession and compromise as the leading strategies of behavior in conflict situations put such a value as "health" in the first place. The relationship of value orientations with other behavioral strategies has not been identified. At the same time, schoolchildren do not choose cooperation as a leading and priority strategy. In order to purposefully influence the formation of value orientations and behavioral strategies of schoolchildren, we have developed a music lesson, the content of which includes the formation of the components we need. The purpose of the lesson is to give students an idea of values such as friendship, public recognition, love, happiness of others, good manners, responsibility and sensitivity; the formation of the ability to work in a team and to give students an idea of such a strategy of behavior in conflict as cooperation.
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