Simulation Technologies in Preparing Teachers to Deal with Risks

Abstract

The modernization of the current education system, socio-economic shifts in society and increasing migration call for changes in teacher education as today's teachers need to be mobile, adaptable and capable of anticipating and neutralizing negative factors that arise from various risk factors in the field of education. In view of this we argue that noxological preparation is an important component in teacher education. In this study our main objective is (1) to identify the problematic areas in the psycho-pedagogical and methodological components of teacher education in a multicultural setting and (2) to test the effectiveness of simulation technologies in preparing teachers to deal with risks. Our main research methods were pedagogical modeling and the project-based approach which enabled us to create a model of working students in problem-focused groups with the use of simulation technologies and to create an assessment complex which helps evaluate the preparedness of future teachers to work under risks in a multicultural environment. Moreover, we have developed an assessment complex tool which enables to assess if teachers are prepared to work in the context of increased migration. This tool helps establish the ethnic identity types of future teachers as well as evaluate their coping strategies. We have evaluated the increasing potential of simulation technologies and how they can be used for effective multicultural teacher education; we have established the criteria for teacher competences and preparedness to deal with risks; we have identified the conditions of the effective use of simulation technologies in the informational space of a university. In order to develop the noxological competence of future teachers we have developed an educational model which aims to develop the preparedness of teachers to deal with risks with the use of simulation technologies. The materials of this study represent practical value for the specialists working in the field of teacher education in a multicultural environment.

Smart technology integration into EFL teaching at the non-linguistic higher school

“…The paradigm of the educational process in the information society has changed qualitatively, the proportion of the basic components:"teacher-studenttextbook", as well as the status, functions and competencies of the teacher and student (Khromov, Romanova, 2013: 113). Some scientist made attempts to integrate theory and practice incorporating teaching tips, ideas and classroom plans concerning technologies' implementation into teaching practices as well as providing activities for self learning and evaluation (Dudeney, Hockly, 2007;Khuziakhmetov, Gabdrakhmanova, 2016;Khuziakhmetov, Nasibullov, 2016;Masalimova et al, 2017;Kong, Kayumova, Zakirova, 2017;Li, Pyrkova , Ryabova, 2017).…”

Migration Safety in Education: Adaptation of Migrant Students to Conditions at Higher Educational Establishments

“…The researches of the aforementioned authors deal mainly with the pedagogical aspect of the problem and are aimed at acquiring knowledge and forming tolerant self-consciousness of migrant students and Russian students by means of humanitarian disciplines [1,7]. Specialists also study pedagogical conditions of social and cultural adaptation of migrant students in a higher educational establishment, the forming of tolerance to foreign students and their inclusion into the social and cultural environment are also among them [2,8,9,14,15,16,17,18]. Psychological researches studying ethnopsychological peculiarities of overcoming difficult real-life situations and explanations of problems of psychological health of a person of a traditional culture who moved from its environment to a poly-cultural environment are especially interesting [19].…”

Peculiarities of developing high school students’ lexical skills by means of the programmed learning technology

“…Crowder (1968) become actual. The use of a variety of information and communication tools in the programmed learning technology provides focusing on meta-subject results, involving integration of various subject areas with the computer science, which leads to IT development of students' consciousness (Kamalova, Zakirova, 2014;Zakirova, Koletvinova, 2014;Kong, Kayumova, Zakirova, 2017). The urgency of the work is also conditioned by the growing tension between the requirements of the Federal Law "On Education in the Russian Federation" and the FSES of the second generation to the use of information technologies and technical means while implementing educational programs and the content aspect of teaching and methodological kits that do not correspond adequately to this task.…”