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.
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