Risk Based Ecological Economics to Engineering Students

Prokofieva, Elena N.; Erdyneyeva, Klavdiya G.; Galushkin, Alexander A.; Prokopyev, Alexey I.; Prasolov, Valeriy; Ашмарина, Светлана Игоревна; Ilkevich, Boris V.; Kubiatko, Milan

doi:10.12973/ejmste/80903

Cited by 11 publications

(10 citation statements)

References 18 publications

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“…The study was carried out in three stages. At the first stage, we designed the model of 'at-risk teacher education' and devised its content (Prokofieva et al, 2018;Khairullina et al, 2020). At the second stage, the model was tested.…”

Section: Methodsmentioning

confidence: 99%

The human behavioral and practical model of ‘at-risk teacher training’ at Kazan Federal University: Sports and educational environment

Kayumova

Zakirova

2021

Journal of Human Sport and Exercise - 2021 - Winter Conferences of Sports Science

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Purpose of the Study: Risks have become an integral part of the modern world. Elevated risk levels resulted from an accelerated pace that modern society has developed at, extreme degree of digitalization and informatization of human life. The system of education is therefore challenged by additional tasks to educate future generations for situations of risk. In view of this, this research aims to find and justify a suitable measure to evaluate the effectiveness of the 'at-risk teacher training' model. The purpose of this empiric study is to examine whether the 'at-risk teacher training' model is efficient. Methodology: Beta-testing of the model of 'at-risk teacher training' has been run in the Institute of psychology and education at Kazan Federal University since 2013. The research tool used is the questionnaire on coping strategies developed by Heim. Main Findings: According to Russian researchers studying risks, a teacher's willingness to work in risk situations is defined as the noxological competence. Noxological competence includes situational, motivational, cognitive, active, analytical, and reflexive components. Thus, the performance evaluation of the 'at-risk teacher training' model equals assessment of the noxological competence development of teachers. However, there is no single measure that can assess all components of the noxological competencies. According to this view, the authors designed the model of 'at-risk teacher training' building on the importance of action competencies in situations of risk which are essential for a professional teaching career in the modern world. Applications of this study: The research helped to identify student teachers' motivation for communication, behaviour patterns in conflict situations, ability to understand non-verbal communication cues and gestures, which are referred to as essential professional teaching competencies needed to resolve and manage conflict situations. Novelty/Originality of this study: The authors suggested a possible suitable measure to evaluate the effectiveness of the 'at-risk teacher training' model.

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Section: Methodsmentioning

confidence: 99%

The human behavioral and practical model of ‘at-risk teacher training’ at Kazan Federal University: Sports and educational environment

Kayumova

Zakirova

2021

Journal of Human Sport and Exercise - 2021 - Winter Conferences of Sports Science

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“…There are two dimensions for future teachers' epistemological beliefs analysis: how teachers either conceptualize their work and which concepts based on their personal experience or on the theoretical knowledge form their perception of the profession (Çam, 2015;Sadi & Dagyar, 2015;Gvarliani, Vidishcheva, & Rassolov, 2015;Viholainen, Asikainen, & Hirvonen, 2014;Kvon et al, 2018;Prokofieva et al, 2018;Avdeev et al, 2019;Orekhovskaya et al, 2019;Piralova et al, 2020;Reddy, 2020). C. M. Clark and P.L.…”

Section: Review Of Literaturementioning

confidence: 99%

How school influences future sports teachers’ conceptions on teacher profession: An invisible message

Alishev¹,

Dammerer²,

Polyakova³

2021

Journal of Human Sport and Exercise - 2021 - Winter Conferences of Sports Science

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Purpose of the study: The object of this paper is to study the preconceptions first year initial teacher training program students have about their future profession. Based on the literature review, the article assumes that these reconstructions seriously affect the further nature of teacher professional activity. Methodology: To understand how these preconceptions are formed and how they are transformed in the process of obtaining professional pedagogical education, the authors conducted 34 in-depth interviews with pre-service first-year teachers. Based on semantic analysis of interview transcripts results, the main semantic blocks of preconceptions and their basic characteristics were determined. Results: The categories obtained during interviews were matched to certain modules of the teachers training program to make sure pedagogical theories experiences are applied properly, tackling individual cognitive patterns and school experience to avoid theoretical material misperception. Applications of this study: In the study, the authors proposed purposeful transformation of these preconceptions during the initial teacher training program implementation. Novelty/Originality of this study: The authors introduce the "invisible message" category as a body of values and attitudes that characterizes what it means to be a teacher. This invisible message is implicitly transmitted while future teachers were taught at school and it serves as a basis for preconceptions formation.

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“…Recently, the theory and practice of psychological and pedagogical research have accumulated an extensive array of information that reveals the scientific foundations and specificity of adolescents' self-concept formation (Prokofieva et al, 2018;Khairullina et al, 2020).…”

Section: The Degree Of Problem Formednessmentioning

confidence: 99%

How to help foster teens form a positive self-concept in sports and exercise activities

Drozdikova-Zaripova¹,

Biktagirova²,

Latypov³

2021

Journal of Human Sport and Exercise - 2021 - Winter Conferences of Sports Science

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Purpose of the study: The purpose of the study is to develop and experimentally verify the psychological and pedagogical conditions for the formation of a positive self-concept for adolescents from a foster family as the foundation for their effective social adaptation and harmonious personal development. Methodology: Pedagogical experiment (stating, forming and control stages of the experiment) was chosen as the leading method of the study. It allowed to implement a set of developed psychological and pedagogical measures. The study featured 26 adolescents and 18 parents. Results: As part of the efforts invested, there was experimentally verified the effectiveness of the developed psychological and pedagogical conditions for the formation of a positive self-concept of adolescents from a foster family. There were also defined statistically significant positive changes in the indicators of self-concept components (cognitive, emotional-evaluative, and behavioural). Teenagers began to set more realistic goals, to adequately relate to their personal qualities, to their status among peers and in the family. There has been a positive tendency to accepting oneself as a holistic and consistent self-image, aligned with the ideal-self modality. Applications of this study: The results of the study can become an additional source for specifying modern theories of the formation of a positive self-concept, the developed programs can be used in the practice of social educators, educatorspsychologists working with foster children. Novelty/Originality of this study: The development of a methodological basis and effective psychological and pedagogical measures to form a positive self-concept for adolescents brought up in foster families is the scientific novelty of the study.

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Risk Based Ecological Economics to Engineering Students

Cited by 11 publications

References 18 publications

The human behavioral and practical model of ‘at-risk teacher training’ at Kazan Federal University: Sports and educational environment

The human behavioral and practical model of ‘at-risk teacher training’ at Kazan Federal University: Sports and educational environment

How school influences future sports teachers’ conceptions on teacher profession: An invisible message

How to help foster teens form a positive self-concept in sports and exercise activities

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