The Attention Function Dynamics in Ontogenesis of Primary School Pupils in Russia’s Northeast

Bartosh, O.P.; Bartosh, Tatiana P.; Mychko, M.V.

doi:10.33396/1728-0869-2018-6-32-38

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…Domestic research also notes an increase in these problems: to achieve an average salary, teachers have to additionally engage in tutoring, conduct additional hours that negatively affects both the quality of the work and the teachers' health [15]. They have to cope with a large amount of paperwork, often to the detriment of personal affairs and recreation that results in accumulation of "despair and resentment, irritation with professional activity factors, anxiety and self-disappointment" [16].…”

Section: Discussionmentioning

confidence: 99%

The subjective view of teachers: the connection between emotional burnout and the quality of the educational process

et al. 2021

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In Russia, the work of teachers at all levels of the education system is currently subject to increased and often contradictory and frequently changing requirements. Analysis of the literature on the research problem allowed revealing a contradiction between declaring the importance of a teacher’s professional activity, on the one hand, and on the other hand, increasing responsibilities, reporting, psychoemotional tension of pedagogical work, and insufficient interest in the subjective assessment of the current situation by very teachers. The purpose of the present study was to identify the degree of emotional burnout among teachers and the subjective perception by teachers of the relationship between emotional burnout and the quality of the educational process. The study used survey methods, testing using a specially developed form and a Questionnaire to identify the level of professional burnout and deformation, the so-called Maslach Burnout Inventory (MBI) in the modification of O. Polyakova. The conducted study has shown that the problem of emotional (professional) burnout of teachers exists in educational organizations at all levels. However, the focus of this study has been shifted from the fact of teachers’ emotional burnout to the subjective perception by teachers of their emotional burnout as a predictor of the educational process quality. The study has allowed revealing the severity of emotional (professional) burnout components, such as emotional exhaustion and reduction of personal achievements. Psychoemotional tension, stress, feelings of depression and fatigue, which can be considered as manifestations of professional burnout, are associated by the interviewed teachers with irregular working hours, a significant range of noncore activities, and a high level of responsibility, which, in turn, worsen the quality of the educational and upbringing process.

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Section: Discussionmentioning

confidence: 99%

The subjective view of teachers: the connection between emotional burnout and the quality of the educational process

et al. 2021

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“…A teacher dealing with modern students faces a catastrophically decreasing concentration of attention [1], and in higher education this is no longer due to physiological characteristics, but rather to the habit of being distracted by external stimulation.…”

Section: Methods and Methodologymentioning

confidence: 99%

Clip Thinking and Its Influence the Teaching Methodology

Drozdova

Shuyskaya

2021

KSS

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The research is devoted to the issues of the so-called clip thinking impact on teaching methods in modern higher education. The survey was conducted among teachers of the Institute of Foreign Languages of the People Friendship University of Russia, Moscow. Teachers, teaching both full-time and evening students (n = 24) were interviewed. Clip thinking is one of the results of widespread digitalization and is expressed in the inability to focus on the same subject for more than a minute or two. This feature is inextricably linked with the multi-tasking of a modern person who constantly checks for new messages on social networks, is distracted by online messenges, news and other information that appears in his / her smartphone or computer, while maintaining focus on the main issue (work, study) in the “background”. Clip thinking features are taken into account by television, cinema and animation: if in films and television programs created before the ubiquitous distribution of the Internet, the same scene could last 5–10 minutes, then in modern films switching between scenes is much more frequent, and when editing TV programs one the frame does not hold on the screen for longer than 10–20 seconds. Teaching in the conditions of clip thinking should and can, on the one hand, adapt to the audience’s characteristics, and on the other hand, try to develop the student and instill in him / her the ability to focus for a longer period of time. In the context of teaching a foreign language, which implies an emphasis on practical work, it is quite simple to maintain a balance: since a different type of speech activity is used in the work of a foreign language teacher, various types of texts and visual material can be offered for students to work, it’s enough to provide the teacher with relatively quick switching between these activities. Keywords: teaching, teaching methods, digitalization, clip thinking, discrete teaching

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The Attention Function Dynamics in Ontogenesis of Primary School Pupils in Russia’s Northeast

Cited by 2 publications

References 3 publications

The subjective view of teachers: the connection between emotional burnout and the quality of the educational process

The subjective view of teachers: the connection between emotional burnout and the quality of the educational process

Clip Thinking and Its Influence the Teaching Methodology

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