The paper considers the problem of adolescent and young students’ personalities’ development in the conditions of face-to-face and distance school learning. The scientific novelty of the study is the proposed classification of pedagogical technologies according to the degree of their novelty: modernized technology, combinational technology, progressive technology, pedagogical technology of the combinational type, the essence of which is shown in its title. A specific model of pedagogical technology of the combinational type “Teaching in cooperation, in a team using flipped classroom” was developed. The developed technology was implemented during the classes of the humanities and natural-mathematical cycles. Nine hundred and eight adolescent and young students (divided into experimental and control groups) and 32 teachers participated in the experimental work. To analyze the differences between the experimental and control groups in terms of the student’s personality manifestation, several criteria and indicators were considered. For mathematical and statistical processing of the obtained results, the multifunctional statistical Fisher’s F-test was used. Analysis of the implementation of the developed technology in the conditions of face-to-face and distance learning showed a positive dynamics of experience formation of the student’s personality manifestation. This allowed the authors to consider the developed pedagogical means effective.
The article analyzes the experience of distance learning in conditions of self-isolation, obtained in the spring of 2020 in higher education institutions. A survey of students in the first days of transition to online training and after three months of working in this mode revealed the most common difficulties manifested in the subjective assessments of cadets and teachers of higher education organizations. Four groups of difficulties are identified that, according to students, reduce not only the productivity of work in the process of forced distance learning, but also the satisfaction of this form of training: difficulties associated with a decrease in motivation, creativity, and the value of professional training; difficulties in understanding and completing tasks; user difficulties when working with a computer; technical difficulties associated with unsatisfactory computer or Internet performance. Quantitative characteristics of each group of difficulties are given, their probable causes and ways to support students are discussed. Some data from the survey of students and teachers after three months of training in self-isolation are presented. A number of data on the psychological causes of subjective difficulties of students is provided.
The article presents the results of the empirical research, the study of the influence of individual psychological characteristics of the penal staff on the developing of professional attitudes in the process of training at the FPS training centers. The research distinguishes among three groups of penal employees according to individual psychological characteristics. The article shows statistically significant differences in individual psychological characteristics that affect the developing of professional attitudes in the process of training at the FPS training centers. The research results show that the most efficient professional attitudes are most often developed among employees characterized by the following individual psychological characteristics: stress resistance, threats resistance, resoluteness, ability to control their emotions and behavior, ability to cope with a large amount of work and so on. The article also presents the results of the additional study proving that there are no significant differences in the distinguished groups in terms of such indicators as demographic data, socio-psychological climate, service relationships, needs obtained while fulfilling official duties, degree of the regulatory framework development, management style, etc. The empirical study reveals that such personality traits as negligence, excessive trustfulness, inability to control one’s emotions and impulsive drives can exert negative impact on the performance of official tasks by the penal staff. The research results presented in the article can be used in the educational process at the FPS training centers and in the work of the penitentiary psychologist.
The article is devoted to the study of the individual legal awareness as profoundly subjective personal substructure, falling within the scope intrapsychic as well as interpsychic relations of human «I». Competency-based approach of modern system of higher professional departmental education considers individual legal awareness as a special socio-psychological category of subjects of educational space. Research interest in this phenomenon justified by the fact that future professional activities of employees of law enforcement officers are associated with high stressogenicity with interaction with the criminal strata of the population, with the ability to assess the legitimacy of events of an extreme nature. Substantive side of educational activity is revealed not only (and not so much) in determining requirements for personality of the graduate in the context of law knowledge but also in the formation of the subjective position of the legal cultural bearer, which is esseenticilly a synthesis of personality reflection of the student’s personality in the need, value and regulatory spheres. The article analyzes the relevance of the issue of individual legal consciousness in the psychological aspect – its embeddedness in the intrapsychic structure of the personality. The analysis allows us to carry out a psychological measurement using the original author’s technique «Individual Legal Awareness Structure» and the subsequent correction of this phenomenon. Based on the results of an empirical study, the authors constructed a psychodynamic intrapsychic classification of individual legal consciousness, which includes two types – feminine and masculine. The conclusion is made about the psychological significance of the intrapsychic and psychodynamic connection of legal awareness and self-relationship in a single personality substructure.
The article analyzes the possibilities of an individually oriented approach to the interaction of educational institutions with students' families according to the author's typology of the subjective position. The article presents the subjective position components and their main characteristics. Possible types of activity and functions of families in the educational space are revealed. The stages and levels of socio-pedagogical interaction of the family and other subjects of educational relations are described: with teachers, other families, social partners. These factors are identified for successful implementation of this approach in developing the subjective position of the family in education. Among such factors are: external request for joint intra-family interaction, interaction between families with different types of subjective positions; family and teaching staff partnership; creating a space for subjective activity of the family. Keywordsinteraction of family and educational institution; individually oriented approach; subjective position of a family; components of the subjective position of a family; levels of socio-pedagogical interaction. I.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.