All participants in educational relations are worried about the problem how to improve the quality of education, with everyone representing it through the prism of their value system. In this connection there is a need to structure these representations. It is necessary to begin with bringing into a unified system the representations of education direct customers – students. The aim of our article is to analyze how pedagogical university students perceive the quality of their education. On the basis of the survey involving 117 respondents from Elabuga Institute of Kazan Federal University (Elabuga, Republic of Tatarstan) and the Northeast Federal University named after M.K. Ammosov (Yakutsk, Republic of Sakha (Yakutia)) we analyzed such criteria as quality of teaching, quality of learning, formation of universal competencies, personal qualities necessary for modern teachers and the creation of appropriate conditions by a university (digitalization of the educational environment, academic mobility) for students’ self-development. The t-Student criterion was used to determine the differences between the respondents’ competencies, knowledge, abilities, skills and qualities that they had possessed before entering the university and those that were formed during the university study. The obtained data indicate a high assessment of the quality of education by the students. The results also showed the educational process strong and weak points that students of the two federal universities face. Thus, focusing on one of the customers’ (students’) views will allow teachers to manage the educational process effectively and improve its quality.
The article raises the problem of the schoolchild’s professional self-determination under the conditions of profile training. The authors identify the purposes, principles and stages of tutor’s support of the schoolchild’s research activity. The experience of the Republican Lyceum - Boarding School of the Sakha Republic (Yakutia) is described. A model of a student-tutor is offered. The suggested approach is considered as an efficient means to solve the problem: research activity supported by a student-tutor facilitates career choice, promotes the development of the schoolchild’s research competences.
The modern educational environment of Russian universities serves as a multicultural and as a space for interpersonal, intergroup communication, the formation of connections between various inter-ethnic groups. It is this environment that actualizes the ability to dialogue of cultures, to develop a personal culture, enrich the inner world, expand value orientations. The aim of the research is the study of the process of formation of ethnocultural self-determination of students in the multicultural educational environment of the university. The article substantiates the importance of the ethnoregional component in the educational process of the university, taking into account the requirements and challenges of social development of the Russian Federation. The article considers theoretical approaches to the concept of "ethno-cultural self-determination", as a system of knowledge of a person's national-cultural and socio-historical values, reflecting the character and psychological characteristics, originality and culture of the people, as well as the knowledge and ethno-cultural achievements of other peoples, skills and skills of using them in the process. life activity. It should be noted that the problem of studying the psychological and pedagogical, cultural and ethnographic studies of the last decade allows us to substantiate the heightened interest of scientists and specialists in the organization of ethnocultural education and the formation of ethnocultural self-determination of students. The results of the rapid survey of 301 students of the FSUEI of HE "Northeastern Federal University named after M.K. Ammosov" (NEFU, Yakutsk), among them 260 students of 1-4 courses in the direction of bachelor's program and 41 undergraduates of the first-year students in the study of ethnic identity and the formation of ethnocultural self-determination, etc. Students note the importance of the media universities aimed at the formation of their civic and ethnic identity. The experience of the best practices of domestic universities on the formation of ethnocultural selfdetermination and design of ethnic education, as the introduction of the disciplines of ethnocultural profile and direction in the educational process; the creation of scientific societies and organizations of students, such as: "International Summer Ethnocultural School" (Tomsk); "School of Ethnocultural Policy" (Izhevsk); "International School" (Kazan); organizing and attracting students to national ensembles and folklore groups; holding holidays of the peoples of the North (Yakutsk), etc. It has been established that it is precisely educational organizations that remain the main mass institutions of society that are able to carry out education in the spirit of mutual understanding, ethnic tolerance and ethno-selfdetermination in the context of a multicultural space.
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