No abstract

The authors of the article consider transformational education as a formation of sustainable professional development. Its appearance is associated with attempts to resolve many crises states of society, which indicate the destructive phenomena of any society, regardless of its socio-economic formation and political model of social development. Many scientists recognize that a more sustainable model of human development can be achieved through education. However, the classical learning model, which has shown its effectiveness in the past centuries, is now experiencing powerful pressure from modern information technologies. This article introduces readers to its main and universal theoretical and research positions. Since the practice of implementing transformational learning can vary not only depending on the conceptual approaches, but also the basic cultural features of the country implementing it. The article describes the results of transformational professional development of teachers in Russia and Kazakhstan, proving its effectiveness.

The modern environment surrounding a young person is multidimensional and contains a significant number of attractive factors that make it difficult to focus on educational technologies. This negatively affects the effectiveness of training. Therefore, it is important to minimize such distracting phenomena in the learning process. The solution of these problems, according to the authors, lies in the development of immersive learning, which uses an artificial environment. This minimizes distracting phenomena, activates motivation through increased involvement in the learning process, and provides stimulating visualization. The article is devoted to the presentation of the results of the analysis of definitions, the role and connections of the components of immersive technological and vocational training, including the "immernet" as a natural environment for the development of immersive learning. It is shown that today the time factor is becoming relevant not only for specific individuals, but also for enterprises and for the state. The rapid pace of technological development leads to the fact that most formal training programs become obsolete almost immediately after its launch. The programs are poorly modifiable and the students studying on them do not acquire the skills of adaptability and mobility. This is due to the fact that software developers do not always take into account the interests of production or business, that is, they are not sensitive to the learning processes at the enterprise. In other words, the "traditional formal education system" does not meet the urgent needs of today's graduates. Most courses are organized not by tasks, but by topics. Therefore, many students are not able to solve rapidly changing production tasks. The content of the subjects around the topic gives an additional load, which in many cases is unjustified. In a 3D learning system, information in specific situational contexts is more important than outside of any problem or practice of action. As a result, many teachers began to identify a set of strict practical procedures in the content of formal training, allowing students to adapt to production processes at specific workplaces.

The article deals with the problem of analyzing trends in the formation of public consciousness and digital culture of students in the system of continuous teacher education. The conclusions are based on the fact that symbolic interactionism (information theory), socio-psychological centrality are based on the level of importance of certain ideas or self-conceit, the degree of interactivity in the implementation of acquired communicative and role models of student behavior. Moderate support for the theories of identity and symbolic interactionism was revealed, since the identity of the "other" was not much in the focus of research analysis. Identification aspects are related to the relationship between concepts, and interactive commitment is related to the psychological centrality of the student's personality, but not to the identification of the "other". Self-esteem is a Central element of the psychological centrality of the individual, if it is important for her. It is shown that identities can be stable and unstable, since they are associated with a person's social environment. Instability is associated with the student's desire to make social, religious, and cultural changes in their own lives, that is, with the desire to master and join new cultural values. The level of a person's self-esteem depends on the identification combination of socio-psychological (external and internal) aspects and conditions of their existence.

The authors of the article investigate the problem of the increasingly complex structure of knowledge and the education system, in which teachers have to present a large amount of knowledge in a short period of time, while most teachers understand that it is necessary to pay special attention to educational communications and interactions. This is especially true for dialogue when organizing training sessions in a digital environment. The dialogue, full of educational questions, organizes "heuristic" training of students on the individual logic of cognition. Consequently, teachers receive additional functional and emotional load of speech interaction. The results of the study showed that regardless of the style of communication (authoritarian or democratic), the teacher has to devote 4/5 or 2/3 of the academic time to speech communication, of which the lecture will take 1/3 or ¼ of the class time. Consequently, half of the lesson or a little less is spent on communication or other educational activities, corrected by the teacher. It is concluded that educational interaction is influenced by general institutional relations (usually historical and traditional for an educational institution), the level of language proficiency( vocabulary), the theoretical content of the subject or topic of the lesson, divided into microtexts; many teachers consider multi-semiotic resources as undesirable if they are not embedded in the structure of the topic of the lesson, since not all teachers have the latest scientific knowledge, which becomes a lot (this is more true for social and humanitarian knowledge in higher education); learning interactions (having an intersubjective orientation) have a dynamic character, in which students perceive the sequence of learning actions as a learning tool. Research reveals the multifaceted nature of learning interactions, in which there are not only logical, but also emotional judgments. Therefore, the teacher's correction should have intersubjective properties, since the educational dialogue is the creative discourse of students.