The modernization of the current education system, socio-economic shifts in society and increasing migration call for changes in teacher education as today's teachers need to be mobile, adaptable and capable of anticipating and neutralizing negative factors that arise from various risk factors in the field of education. In view of this we argue that noxological preparation is an important component in teacher education. In this study our main objective is (1) to identify the problematic areas in the psycho-pedagogical and methodological components of teacher education in a multicultural setting and (2) to test the effectiveness of simulation technologies in preparing teachers to deal with risks. Our main research methods were pedagogical modeling and the project-based approach which enabled us to create a model of working students in problem-focused groups with the use of simulation technologies and to create an assessment complex which helps evaluate the preparedness of future teachers to work under risks in a multicultural environment. Moreover, we have developed an assessment complex tool which enables to assess if teachers are prepared to work in the context of increased migration. This tool helps establish the ethnic identity types of future teachers as well as evaluate their coping strategies. We have evaluated the increasing potential of simulation technologies and how they can be used for effective multicultural teacher education; we have established the criteria for teacher competences and preparedness to deal with risks; we have identified the conditions of the effective use of simulation technologies in the informational space of a university. In order to develop the noxological competence of future teachers we have developed an educational model which aims to develop the preparedness of teachers to deal with risks with the use of simulation technologies. The materials of this study represent practical value for the specialists working in the field of teacher education in a multicultural environment.
The speed with which interactive platforms are being modernized is increasing every year. The number of their users and consequently, the demand in such platforms are also rising. Quarantine restrictions and regulations related to COVID-19 revealed the problems of organizing both communication and leisure activities online. Since the advent of instant messengers in the 1990s, people have learned to communicate in a hybrid mode and to find friends over the Internet. Online communication, however, has always been occasional and could easily be switched to offline interaction. In view of the imposed restrictions during the pandemic, people were forced to stay isolated. The impact of the restrictions on organized leisure activities for children was also damaging. Online leisure activities were presented at best by online team games. Such online games, however, cannot replace the educational goals and learning outcomes of offline activities. From spring to summer 2020, all Russian schoolchildren and students studied online on various educational platforms. While several models of distance learning and teaching were implemented in the field of education (via Zoom, Microsoft Teams and other platforms), leisure activities were not adapted to an online format. At the same time, organized leisure activities are recognized as the main means for the socialization of children. It is noteworthy that the primary school age group became the most vulnerable. Our research aim was to analyze modern interactive platforms, identify their potential in organizing leisure activities, and determine the conditions for using the platform "Round" for leisure activities of primary school children. As a result of the study, the possibilities of introducing the platform "Round" for organizing leisure activities for children with different developmental levels and/or with difficult socio-economic conditions, who do not have the opportunity to receive additional education services, were identified.
The problem presented in this paper is highly relevant in view of the fact that educational settings have a complex multifaceted nature which manifests itself through the system of professional and interpersonal relations among the subjects of educational processes. The contents of such relations determine the quality and nature of risks that teachers and their students face. The concept of risk is examined in this paper along with the issues concerning the identification and classification of educational risks; the description of the developed diagnostic complex aimed at identifying risk zones in educational environment is presented. The main methods employed in our research were as follows: comparative analysis, diagnostic surveys (surveys, tests and discussions), and the method of pedagogical design. Part-time students and teachers of the Republic of Tatarstan took part in this study. These materials can be used by teachers and instructors of higher education institutions involved in the process of preparing future teachers.
Social media and messengers have become an integral part of young people's lives. A person often falls under the influence of social media. A shared post has a considerable impact on its creator's personality and relationship with others. Also, it can become the source of risk (hype, bullying). Open and accessible Internet services make young people and children vulnerable to information crimes. In view of this, social media presents an important field for risk-based research in education. The most outstanding and atrocious example of what cybercriminals are capable of is the suicide game 'Blue Whale'. The research objective is to analyze the operating principles and mechanisms for the dissemination of destructive communities on social media websites drawing on the example of the community 'Blue Whale', popular in Russia and Poland in 2014-2017. Destructive communities on social media websites and personal accounts were analyzed with regard to data security. Media publications related to the activities of the 'Blue Whale' community from 2014 to 2017 were also studied. A key component in the analysis is the study of public opinion and the response of the education system to the activities of the 'Blue Whale' community. In one respect, the topic of 'Blue Whale' was viewed as a taboo. For a long time, society and the education system did not see the game as a threat. Thus, it quickly spread globally and led to tragic consequences. At the same time, social media websites were positioned as a networking place void of risks. This resulted in easily accessible information and low personal data protection level.
Child migrants are one of the risk factors of the modern education system in Russia. In addition to the potential problems associated with the cultural differences between the indigenous population and migrants, there is also the problem of "closed" migrants. Often migrants and their families, including second-and third-generation migrants, form isolated communities within which the adaptation and socialization of new migrants and the generation of youth takes place. On the one hand, these groups play the role of "soft adaptation", when migrants and their children are offered the tested models of behavior in the new conditions of life. On the other hand, not all the models proposed by the group can be acceptable by the traditions of the indigenous population, and sometimes they are opposed to the culture and traditions of the host country. Moreover, the views accepted in the group can cause morbid socialization of migrants. Under these conditions, the school has a task of preventing the negative impact of the isolated national groups on the younger generation. The purpose of the study is to analyze the account of migrant children in social networks in order to identify signs of socio-psychological and cultural adaptation, to determine the influence of national groups and communities in social networks on the formation of a person's personality. The paper covers the reactions of children to publications on the topic of interethnic communication. It also includes recommendations to teachers on the definition of exposure to the influence of groups and communities in the social networks of migrant children.
The relevance of the problem under study is explained, on the one hand, by the theoretical and practical need for reliable knowledge about human intelligence, cognitive operations and general thinking skills. In our opinion, individual differences in cognitive abilities of children with normal development and special needs require close attention. On the other hand, the issue on early diagnosis of children's intellectual capacity is quite important due to the demand made by modern schools, where a great emphasis is being placed on the differentiation of education. In this regard, the early detection and reliable diagnosis of the individual level of intellectual development and thinking skills are vital. The paper is aimed at describing Edinburgh Picture Test (EPT), which is designed to test children at the age ranging from 6 years and 6 months to 8 years and 3 months. This test allows assessing the general reasoning ability in the form of RQ (Reasoning Quotient). Moreover, the article describes the experience of applying EPT in Belarus, Russia and Poland. The research involved three stages: 1) theoretical analysis of existing methods for diagnosing and evaluating the level of general thinking skills in the RQ form; 2) adaptation of EPT for the diagnosis of 5-8 year olds; 3) approbation of EPT in the practice of Russian, Polish and Belorussian psychologists.
Purpose of the Study: Risks have become an integral part of the modern world. Elevated risk levels resulted from an accelerated pace that modern society has developed at, extreme degree of digitalization and informatization of human life. The system of education is therefore challenged by additional tasks to educate future generations for situations of risk. In view of this, this research aims to find and justify a suitable measure to evaluate the effectiveness of the 'at-risk teacher training' model. The purpose of this empiric study is to examine whether the 'at-risk teacher training' model is efficient. Methodology: Beta-testing of the model of 'at-risk teacher training' has been run in the Institute of psychology and education at Kazan Federal University since 2013. The research tool used is the questionnaire on coping strategies developed by Heim. Main Findings: According to Russian researchers studying risks, a teacher's willingness to work in risk situations is defined as the noxological competence. Noxological competence includes situational, motivational, cognitive, active, analytical, and reflexive components. Thus, the performance evaluation of the 'at-risk teacher training' model equals assessment of the noxological competence development of teachers. However, there is no single measure that can assess all components of the noxological competencies. According to this view, the authors designed the model of 'at-risk teacher training' building on the importance of action competencies in situations of risk which are essential for a professional teaching career in the modern world. Applications of this study: The research helped to identify student teachers' motivation for communication, behaviour patterns in conflict situations, ability to understand non-verbal communication cues and gestures, which are referred to as essential professional teaching competencies needed to resolve and manage conflict situations. Novelty/Originality of this study: The authors suggested a possible suitable measure to evaluate the effectiveness of the 'at-risk teacher training' model.
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.
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