Significance of the study. The modern global digital world often represents a threat to human security which is directly associated with psychological comfort. In this context, the research aimed at assessing psychological comfort of the educational environment in rural schools seems to be particularly relevant. The objective of the study is to study the state of psychological comfort of education in a rural school. Methods. The methods of theoretical content analysis, comparative analysis, methods of mathematical processing were used (calculations by formulas for the indicator of attitude to the educational environment, the index of satisfaction with the characteristics of the environment, the index of security in accordance with the method of I.A. Baeva), Google-forms. The Google survey involved 3223 respondents from 10 regions of the Russian Federation; meta-analysis of 217366 empirical facts was performed. Research results. The main characteristic was the integral coefficient of the psychological comfort of education in rural school, which, according to the modernized methodology of I.A. Bayeva, is determined on the basis of three indicators. The integral coefficient of the psychological comfort of education in rural school was determined, which consisted of three indicators. The integral indicator of attitude to the educational environment is recorded as a percentage and is characterized by medium and high levels of satisfaction with the environment on the part of teachers, students and their parents (from 61% to 80%). The index of satisfaction with significant characteristics of the educational environment (an ordinal scale from 1 to 5 is used) shows that in 9 out of 10 regions a higher level of satisfaction was recorded for teachers and parents (high integral indicator – 3-3.9) compared with students (average integral indicator – 2-2.9). The index of psychological safety of the educational environment of school shows a higher degree of protection of parents (high integral indicator – 3-3.9) compared with children and teachers (integral indicator is below average – 1-1.9). Research significance. The results obtained can be useful for heads of educational institutions, teachers and parents interested in creating and maintaining a psychologically comfortable environment in rural school.
Social and pedagogical training of students in modern conditions, in addition to solving professional problems in the context of continuing pedagogical education, is also of value and meaning for the development of society as a whole. Such effects are achieved due to the development of skills in constructive interaction and the use of cultural practices during pre-professional pedagogical training (PPT). Numerous psychological and pedagogical studies today are devoted to the study of various aspects of PPT — targeted, meaningful, effective, etc. At the same time, the subject of scientific discussions are approaches to highlighting training models and determining their essence. The purpose of the article is to synthesize the ideas available in the theory and practice of education about models of preprofessional pedagogical training of students, to describe the general model, as well as to accumulate ideas about possible approaches to classifying models of organizing the process under study. The orientation of students to the pedagogical profession can be carried out in various formats: the activities of psychological and pedagogical classes; support of individual educational projects of students; the work of associations of additional education for children, implemented, inter alia, on the basis of pedagogical universities and colleges; use of Internet resources and sites for virtual interaction during PPT. The article includes a meaningful description of the indicated models and their specifics in the context of the peculiarities of interaction between subjects of educational relations and pedagogical support of the process. Being aware of the variety of approaches to pre-professional training, the authors distinguish the following types of organization models: psychological and pedagogical classes, associations of additional education for children, virtual creative associations, individual educational projects.
The research is relevant due to the fact that interaction of subjects is one of the most important conditions and mechanisms to improve the quality of pre-professional pedagogical training of schoolchildren. The aim of the study is twofold: to identify and characterize the opportunities for adults and children to interact that are not used in educational organizations; to determine the developmental directions and means of interaction between subjects. Hypothesis: teachers do not fully use the resource of subject interaction which is an important condition for improving the quality of pre-professional pedagogical training in psychological and pedagogical classes. Participants: a study was organized with the participation of teachers, children and parents from 7 regions of Russia (Kostroma region, Yaroslavl region, Arkhangelsk region, Republic of Karelia, Komi Republic, the city of Smolensk, the city of Petropavlovsk-Kamchatsky). The opinion of about 1000 respondents was studied to assess the level of interaction of subjects participating in pre-professional pedagogical training. Methods (tools): questionnaires were compiled based on the characteristics of the five components of interaction (mutual understanding, mutual recognition, relationships, mutual actions, mutual influence) developed by N. N. Obozov. The data of the research conducted earlier with the author’s participation were also taken into account. Results: the research established that in general, the indicators of interaction between teachers and schoolchildren of psychological and pedagogical classes are slightly higher than in other classes, which is due to the general teachers and students’ target settings. At the same time, in general, having established positive relationships, teachers adopt the position that slows down the formation of subjectivity in students. Conclusion: while organizing pre-professional pedagogical training, the resource of interaction between children and parents, teachers and parents, collaboration of schoolchildren of different ages, children and adult communities is not used enough. The findings should be taken into account to improve the effectiveness of psychological and pedagogical classes.
This article describes the experience of the conference «Development of rural educational organizations in the context of the National project «Education». The conference was organized by: Yaroslavl state pedagogical university named after K. D. Ushinsky, State educational institution of the Yaroslavl region «Institute of education development», Research center of the Russian Academy of education on the basis of YSPU, Yaroslavl regional public organization «Leaders of rural schools». The content of reports by well-known scientists of the country is briefly outlined, which identified the current problems of education and training of rural schoolchildren, due to the characteristics of the modern generation of children, the specifics of educational conditions in rural areas, and the resources of rural society. The speakers offered modern pedagogical ideas and tools for the successful implementation of the national project «Education» in rural schools. A number of presentations are devoted to the problems of professional development of teachers, scientific and methodological support of teacher training for rural areas. A review of the presentations of scientists and teacher-practitioners in seven sections is made: «Rural school-space for modernizing the content of education»; «Modern educational technologies»; «Rural school – space for equal opportunities for every child»; «Rural school – space for partnership and cooperation»; «Rural school – space for modern digital technologies»; «Professional development of rural teachers»; «Rural school – territory of public initiatives». Interesting experience of educational organizations is presented at master classes held on the basis of schools and kindergartens. The results of the scientific and practical conference, which was held for the first time in remote mode, were analyzed, the advantages of holding the conference in this format, as well as problems and difficulties, mainly of a technical nature, were identified. In conclusion, it is emphasized that the conference is an effective form of interaction between teachers from different organizations and regions, a means of stimulating their professional development and innovation in rural educational organizations.
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