MUSICAL EDUCATION IN MODERN CONDITIONS: TRADITIONS, PROBLEMS, PERSPECTIVES // Pedagogical Review. 2020. Issue 2 (30). P. 60-65

The problem of the preservation and development of the traditions of the system of mass musical education, created under the direction of D. B. Kabalevsky, is outlined. Its advantages are formulated and the need to support music and music-teacher education is updated in order to preserve the best traditions of the past and introduce innovative technologies, including using digital tools to stimulate the formation of the musical culture of modern students by means of interactive music making. Multidisciplinary is highlighted as the basic characteristic of the profession of a teacher-musician in Russian comprehensive school. Beside pedagogical training, a teacher-musician must play musical instrument, have expressive and clear choirconductor technique, be able to show vocal creations professionally in the sphere of school repertoire. Teacher-musician must have a profound background in the sphere of history and theory of music. Such a set of competencies of a music teacher is not formed by any country in the world. This versatility, on the one hand, creates difficulties in preparing a future teacher-musician, on the other hand, it makes it possible to be in demand on the labor market as a music teacher in a comprehensive school and music school, as a music director in a preschool institution, as a leader of a choir, and as a musician in the orchestra.

Keywords: musical culture, musical-pedagogical education, interaction methods, digital devices

Pozdeeva Svetlana Ivanovna REVIEW ON THE BOOK BY ANDREAS SCHLEICHER “WORLD-CLASS EDUCATION. HOW TO BUILD A SCHOOL SYSTEM OF THE 21ST CENTURY?” (translation from English by I. S. Denisenko, I. Yu. Oblachko; Foreword by S. S. Kravtsova. Moscow, Natsional’noye Obrazovaniye Publ., 2019. 336 p. (Anthology of Education)). // Pedagogical Review. 2021. Issue 2 (36). P. 199-201

Zavjalova Olga Sergeyevna, Christou Mariya LINGUODIDAC DESCRIPTION OF AUTHORIZATION MEANS AS PART OF LINGUISTIC COMPETENCE (PROBLEM STATEMENT) // Pedagogical Review. 2021. Issue 2 (36). P. 135-143

The paper considers the grammatical means used by speakers to indicate the source of information when organizing an utterance, the purpose of which is to transfer information received in communicative acts preceding a specific act of communication. It is shown that these grammatical means belonging to different language system divisions are not fully characterized in the methodological literature and, first of all, in the normative documents regulating the teaching of Russian to foreigners. Filling the gap existing in the applied description of the language system (its fragment) supposes it to be built on the language research by theoretical linguistics. To determine the place of grammatical means of indicating the source of information in the language system, the authors turn to the communicative grammar of G. A. Zolotova, to the concepts of “authorization” and “authorization means” proposed within this linguistic model. When considering the system of authorization means in the Russian language from the standpoint of theoretical linguistics, the objectives of their study and description in the linguodidactic aspect are formulated and scientifically substantiated. Linguodidactic conception of authorization means (not yet described satisfactorily in the methodological literature) based on the language system provides the basis for the most efficient presentation of this material to a foreign audience and for the learners’ success in acquiring this part of Russian grammar.

Keywords: indication of the information source, authorization, modus frame, modus predicate, modus subject, teaching abstracting and reviewing

Lomovskaya Sofia Anatolyevna, Potey Ludmila Vitalievna THE PROBLEM OF INFORMATION TECHNOLOGIES INFLUENCE ON THE TYPES OF THE YOUTH’S LEISURE // Pedagogical Review. 2021. Issue 6 (40). P. 64-75

Despite the fact that in the last decade the percentage of young people among the population in Russia has noticeably decreased, this social group and its leisure activities are of particular interest for research aimed at identifying the hobbies and interests of modern young people and their connection with addictive behavior. The article examines the content of the concept of “leisure activities” in the youth environment. The presence of contradictions in the use of the synonymous concepts of “leisure” and “free time” is noted. Characterized the fundamental differences between the concepts of “leisure”, “hobby” and “interests”. The authors also touch on the issue of the relationship between modern hobbies and interests of young people with the development of cyber-addictive behavior. Presented the results of a study conducted among schoolchildren in Tomsk on identifying the interests of modern youth and the presence/absence or predisposition of the teenage group to Internet addiction in connection with their leisure activities. Revealed that almost half of the respondents do not have a specific hobby. When analyzing the data obtained during the study, revealed that, with a higher probability, the emergence of cyber addiction is characteristic of those who have no hobbies at all, as well as those whose leisure activities are passive. Also revealed that schoolchildren in the city of Tomsk are addicted to social networks and computer games, with more than half of the respondents revealed a predisposition to Internet-addicted behavior, and one fifth of the respondents have already formed cyber-addicted behavior.

Keywords: leisure activities, hobbies, interests, youth, free time, passive and active leisure, cyberadication

Neradovskaya Olga Ramazanovna, Reviakina Valentina Ivanovna POTENTIAL INTEGRATION OF FORMAL AND NON- FORMAL EDUCATION OF POSTGRADUATE STUDENTS OF PEDAGOGICAL UNIVERSITY: MANAGERIAL ASPECT // Pedagogical Review. 2022. Issue 5 (45). P. 98-110

The article analyzes the actual problems of current state of the training of teaching staff of higher scientific qualification in graduate school. The real organizational, managerial, substantive and motivational possibilities of more effective functioning of the postgraduate pedagogical profile are revealed. The issues of determining and using the integration potential of formal and non-formal education from the perspective of managing the development of pedagogical postgraduate studies are considered. The situation of resource shortage for formal education of graduate students at the pedagogical university is actualized. Among the missing resources for training highly qualified scientific personnel are noted: the weakening of research activities of universities, a decrease in the number of applicants to graduate school, the disunity of university system for training research personnel and awarding academic degrees. The characteristic features of the integration potential of the designated types of education are revealed and substantiated through the analysis of the activity of the scientific school of a teacher-researcher as an actual practice of non- formal education of graduate students, effectively complementing the formal system of training of highly qualified personnel. As the methodological basis of the research, such methods as phenomenological research, included observation, methods of humanitarian research were used, namely: the study of the experience of integration of two types of education, the identification of empirical signs of integration, their generalization, justification of the potential of such integration. The possible ways of improving the training of researchers for universities and research structures are proposed on the example of the presented experience of Tomsk State Pedagogical University.

Keywords: management of education development, scientific school, graduate students, the potential of integration of formal and non-formal education

Azybayev Muhit Azatovich, Veryayev Anatoliy Alekseyevich, Ushakov Aleksey Aleksandrovich SYNCHRONOUS AND ASYNCHRONOUS FORMS OF ACCOMPANIMENT OF REMOTE PROJECTS AND COURSES // Pedagogical Review. 2021. Issue 6 (40). P. 103-113

The article offers an analysis of the phenomena of distance and e-learning, presents the stages of the formation of the technology of the distance-organized educational process. The level of formation of ICT competencies of teachers, students of pedagogical universities, students of general educational organizations is analyzed. The issues of operational “online” and delayed “offline” support of teachers’ activities related to the implementation and participation in ICT projects within the framework of their own professional activities are considered. The work is based on real experience in implementing projects on the territory of the Altai Territory (2012–2018), including the experience of supporting projects and courses on the formation of ICT competencies, including models for organizing operational counseling for teachers using chat bots, specialized groups in social networks, sites with forums, etc. The issues of online support of the offline organized educational process of students are considered, which corresponds to the implementation and support of any subject course of study. This material is based on teaching experience during the quarantine period associated with the coronavirus epidemic. The article introduces the concepts of vertically and horizontally organized distributed support, discusses various ways and methods of implementing this support. The author’s technology of organizing distance courses for advanced training of teachers on the topic of ICT implementation in the educational process is described. It is indicated that when organizing support for remote and intramural-distance projects and courses, the most optimal is the use of a combination of synchronous and asynchronous communication.

Keywords: pedagogical support, pedagogical guidance, remote teaching technologies, online and offline communication

Pashukova Anastasia Dmitrievna INDIVIDUAL EDUCATIONAL TRAJECTORY OF AN EMPLOYEE OF A SPECIALIZED CORRECTIONAL INSTITUTION AS A CONDITION OF ITS PROFESSIONAL DEVELOPMENT // Pedagogical Review. 2022. Issue 1 (41). P. 77-83

The article considers the issue of the individual educational trajectory of employees of specialized correctional institutions as one of the conditions for their professional development. Currently, there are new technologies, tools, as well as ways for self-development and self-education of the individual. These include: “individual educational trajectory”. The concept of “educational trajectory” and “individual educational trajectory” is analyzed. It is noted that the professional activity of employees with convicts-former employees of courts and law enforcement agencies has a number of specific features. Consequently, an employee of a correctional institution for the maintenance of this category of convicts is placed in the conditions of the need for constant systematic work on himself, on improving his professionalism, in order to satisfy the state and public demand. The structure of the individual educational trajectory of employees working in correctional institutions for the detention of convicts – former employees of courts and law enforcement agencies is a relationship of components: target, content, technological, diagnostic, organizational and pedagogical. It is emphasized that the effectiveness of the implementation of an individual approach, the creation of individual educational trajectories for improving the professionalism of employees is determined in the process of joint interaction between educational and practical departments. The implementation of an individual educational trajectory will help to improve the effectiveness of professional activities of employees in working with convicts – former employees of courts and law enforcement agencies. In this case, the educational trajectory of an employee of a specialized correctional institution will act as one of the important conditions for improving the professionalism of employees of the penal enforcement system working with convicts-former employees of courts and law enforcement agencies.

Keywords: educational trajectory, individual educational trajectory, employees of specialized institutions, convicts-former employees of courts and law enforcement agencies

Reeva Olga Yurievna PARENTS’ EMOTIONAL ATTITUDE TO CHILDREN OF SENIOR PRESCHOOL AGE // Pedagogical Review. 2022. Issue 2 (42). P. 156-165

Aspects of the influence of indicators of emotional manifestations of child-parent relationships and types of parental influence in families raising older preschoolers are discussed. The types of parental relationship and the features of emotional manifestations of parents in building child-parent interaction are considered. The analysis of the interrelationships of the types of parental relationship with the indicators of the emotional component of the parent-child relationship, including cognitive and behavioral components, is given. The analysis of the results included: the study of parental attitude as a social component; features of cognitive and behavioral components of the emotional side of child-parent interaction; correlation analysis using the r-Spearman correlation coefficient to identify the relationship of indicators of parental attitude with indicators of the emotional side of child-parent interaction. We concluded that socially approved manifestations of parenthood increase states of excitement and anxiety for children, lead to excessive control and symbiotic relationships. A set of characteristics describing the emotional manifestations of parents, contributing to the transformation of symbiotic relationships and authoritarian control of older preschool children into harmonious partnerships that contribute to the formation of an independent personality, is identified and considered. It is shown that an optimal level of parental empathy in relationships with older preschool children favorable for their psychic development exists.

Keywords: child-parent relationship, emotional manifestations of parents, components of parental attitude, senior preschool age

Petrova Elena Yuryevna, Ershova Tatyana Vladimirovna PERSONALIZED APPROACH TO THE TRAINING OF FUTURE GEOGRAPHY TEACHERS // Pedagogical Review. 2022. Issue 3 (43). P. 123-132

The issue of creating a personalized approach to the training of future geography teachers is considered in the article. A comparative description of the concept of «education personalization» in the context of pedagogy, psychology, and sociology is given. The normative legal documents, which define the special status of a teacher in society and professional requirements for his personality, have been studied. It is concluded that the personalization of education allows, on the one hand, to develop the individual characteristics of students, on the other hand, to include in the process of socialization. When preparing students for the future profession of a geography teacher, it is necessary to organize a personalized approach, which is expressed in close interaction between the teacher and the student and providing conditions for self-education of both parties. The purpose of the article is to describe a model of a personalized educational environment and experience in implementing a personalized approach in the training of geography teachers. The main results of the personalized approach are four workshops developed by the authors of the article in offline format for young geography teachers of Tomsk. Important teaching tools of personalized education are the websites of teachers on the topic «Formation of a teacher’s personal educational environment» and the website of the training focuses «Professionally about the methodology of teaching geography». This model includes personal means of communication, means of teaching and self-education, the use of digital educational platforms and professional websites, improving the professional skills of teachers and students. The results are expressed in the justification of the need to introduce this model into the educational practice of pedagogical universities.

Keywords: personalization, personalized approach, professional skills, model of personalized educational environment

Sinichkina Nataliya Evgenyevna, Kubarev Vyacheslav Sergeyevich COPING STRATEGIES PREFERRED BY RUSSIAN SCHOOL TEACHERS IN ONLINE LEARNING // Pedagogical Review. 2022. Issue 4 (44). P. 197-211

The study of Coping strategies preferred by Russian school teachers in online learning during the first half of the pandemic 2020 is based on the responses of 554 teachers participating in the all-Russian anonymous survey. The transition to online learning is qualified as a complex stressor of integrated nature that includes technological and human factors. The survey identified six groups of frustration factors in online learning: decreased motivation and academic performance of school students (decreased learning efficiency), communication difficulties between a teacher and a student / parent (communicative frustration), digital illiteracy, lack of equipment for online education and technical failures, increased volume and time of work as well as health and private life problems. The survey also revealed five types of coping strategies used by educators to overcome these frustration factors: time management and building boundaries, mastering online competencies and platforms (mastering new technologies and forms of activities), fixating on frustration and negative experiences associated with it, application of anti-stress practices, seeking for social support and understanding (empathy as a means of stress release). The study shows statistically significant dependence of the chosen coping strategy on the subjective significance of certain aspects of professional and pedagogical activities, describes adaptive and maladaptive coping strategies to deal with the stressor of online learning transition; highlights the main difficulties in the transition to online learning, presents teachers’ evaluation of the difficulties set before them by the transition to online learning and of their professional burnout.

Keywords: teachers, pandemic, transition to online learning, stressor, coping strategies, frustration factors of online learning

Pozdeeva Svetlana Ivanovna, Chubykina Olga Anatolyevna METAMETHODICS AS THE BASIS FOR CONSTRUCTING LEARNING ACTIVITIES // Pedagogical Review. 2020. Issue 6 (34). P. 67-72

The problem of improving the quality of methodological and subject training of future teachers is raised. Subject and methodological deficits of graduates of pedagogical universities actualize attention to the issues of metamethodics, which is interpreted by the authors as a link between the laws of classical didactics and the principles of teaching methods for individual academic subjects. It is shown that even the classics of didactics spoke about the need to allocate a special area in pedagogy, which will generalize empirical methodological experience and thereby identify the most effective forms and methods of teaching. It is assumed that the methodology can link the teaching and learning paradigms, focus on the managerial aspect of pedagogical activity, and develop effective learning scenarios. Reflections on metamethodics allow the authors to identify a special professional competence of a modern teacher: metamethodics as a set of subject, methodological and activity aspects. Due to this, the methodology can become a new theoretical basis for building educational activities at different levels and in different types of education. In the future, it will be important to study metametodics as an interdisciplinary phenomenon and identify its educational resources for building educational activities taking into account current global trends in the development of education.

Keywords: methodology, didactics, teaching, learning, educational activities, the competence of the teacher

KOSIKOVA SVETLANA VALERIEVNA MODEL OF IMPLEMENTATION OF ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF CONTINUOUS DEVELOPMENT OF LEARNING INDEPENDENCE OF STUDENTS // Pedagogical Review. 2021. Issue 4 (38). P. 25-32

The author actualizes the problem of ensuring the continuity of educational activity in the pedagogical system of general education with a target focus on the educational independence of students. In the context of the discreteness of the Russian educational system, the stage of the student’s transition from primary school to basic school is defined by the author as a strategically important period in solving the indicated problem, which consists in creating a complex of organizational and pedagogical conditions at the transitional stage of general education, considered as a combination of external and internal circumstances of educational activity, aimed at the continuous development of educational independence of students. The scientific novelty of the research carried out by the author lies in the development of a model for the implementation of organizational and pedagogical conditions for the continuous development of educational independence of students, including conceptual, content-activity and effective modules. A feature of the author’s model is the integration of functional blocks that interact with each other through the developed mechanisms and implementation tools and show what organizational and pedagogical conditions must be met in order for the tasks to be solved and the functions described by the blocks to be realized. The purpose of the article is to describe a model for the implementation of organizational and pedagogical conditions for the continuous development of students’ independence in educational activities at the stage of transition from primary school to basic school. As a result of the experimental verification of the model, it was proved that the complex of organizational and pedagogical conditions (managerial, methodological, design, technological) identified by the author ensures the continuity of the student’s educational independence during his transition from the primary to the basic level of general education. The study was carried out by the method of natural experiment within the framework of experimental work, the results of which are confirmed by statistical data. The article is intended for researchers, specialists in the field of pedagogy, practicing teachers, students of pedagogical universities.

Keywords: educational independence, organizational and pedagogical conditions (managerial, methodological, design, technological), model

Buravleva Natalya Anatolyevna, Karakulova Olga Viktorovna, Atamanova Inna Viktorovna, Bogomaz Sergey Aleksandrovich PSYCHOLOGICAL RESOURCES OF PERSONAL READINESS FOR STUDENTS’ ACTIVITIES IN A SITUATION OF CHANGE // Pedagogical Review. 2022. Issue 2 (42). P. 146-155

The current situation is characterized by changes in various spheres of human life, leading to a significant restructuring of his activities, condition. People react differently to changes. They plunge some into a state of stress, confusion about the future, while others are mobilized, put in front of the need for change. The different position and behavior of a person in a situation of change are largely determined by the resources that a person possesses. In this situation, the problem of studying the self-regulation of the individual, his active life position in the changing conditions of study, work and everyday life becomes relevant. The subject of discussion is increasingly the question of what can serve as psychological resources for a person in a situation of transitivity. This question is especially relevant in relation to students, their personal readiness for activity. Students of Tomsk universities took part in the presented study (N=263). It used regression and cluster analysis. The results of the study showed that emotional intelligence, motivation, values of preservation, values of openness, goal-setting and reflection should be considered as psychological resources of personal readiness for students’ activities. The results of the study have theoretical and practical significance. They actualize the issue of taking into account the competencies of future specialists who will have to work in new conditions. The results of the study indicate that the professional training of specialists should include not only the acquisition of fundamental knowledge and professional skills, but also the development of personality in the educational process.

Keywords: personal readiness for activity, psychological resources, students, motivation, value orientations, emotional intelligence, goal setting, reflection

Medvedeva Lyudmila Dmitriyevna COMPLEMENTARITY AS A FACTOR OF INTEGRATION IN AN EDUCATIONAL CLUSTER (ON THE EXAMPLE OF ECONOMIC EDUCATION) // Pedagogical Review. 2021. Issue 3 (37). P. 49-54

The national development strategy sets an important task for vocational education – to prepare personnel for the renewal of the economy and ensuring its competitiveness in the world market. The experience of professional education shows that the educational process, consistently carried out in the academic environment, and then in the field of professional activity in the conditions of high dynamics of information processes, leads to a rapid obsolescence of knowledge. The competence orientation defined by the new educational standard has a truncated character when it comes to innovative products, the creation of which requires the involvement of the subject in the innovation process. The model of an educational cluster based on the integration of heterogeneous social spheres – education and professional activity, in the integrity of which the training of specialists is carried out, is updated. The article examines the basis of the integration form of an educational cluster – the complementarity of the subjects of heterogeneous social spheres, who, as members of the cluster, can attract additional resources to their professional activities. The conclusions can be used in making decisions of regional entities about joining the educational cluster to create the advantages of their own business.

Keywords: educational cluster, innovation, integration, complementarity, region, economy, the principle of complementarity, resource, education management

Miroshnichenko Aleksej Anatolyevich, Ivanova Natalya Petrovna, Protopopova Galina Leonidovna FORMATION OF PROFESSIONAL COMPETENCIES OF STUDENTS, PARTICIPANTS OF THE “FAMILY TUTOR” PROJECT // Pedagogical Review. 2021. Issue 3 (37). P. 107-115

The growing demands on the modern teacher dictate that at the stage of professional training, students have the opportunity to immerse themselves in the pedagogical reality and form the necessary professional competencies in it. Such immersion will not only improve the quality of teacher training, but also make changes in the “traditional” university education, provide the necessary practice-oriented professional education. The purpose of the article is to identify changes in the formation of professional competencies of students participating in the project “Family Tutor”. Changes were identified during the survey, self-assessment and interviewing of students. The material of the study was the data of the project “Family Tutor”, supported by the Timchenko Foundation and implemented during 2019–2021 on the basis of the Glazov State Pedagogical Institute named after V. G. Korolenko. In the course of the study, using a self-assessment sheet and a questionnaire, an increase in the level of formation of professional competencies of students-tutors was revealed. To determine the growth factors, the students were interviewed. It showed that the growth of professional competencies is mainly determined by: regular communication with the child and with parents, project participants; participation in diagnostic activities to identify personal problems of the child; implementation of a comprehensive analysis of factors, including those related to psychological health, leading to the appearance of risks, in the relationship of the teacher, child, family, etc. Based on the identified factors, adjustments were made to the “traditional” educational process. The study showed that the participation of students in the project contributes to the formation of professional competencies, allows students-tutors to gain professional experience directly in real conditions and, accordingly, to increase the practice-oriented education.

Keywords: professional competencies, students-tutors, dysfunctional family

Malakhov Vladislav Valeryevich, Smyslyaeva Larisa Germanovna BIG DATA TECHNOLOGIES AS A MEANS OF IMPROVING THE EFFECTIVENESS OF TRAINING SESSIONS IN SVE // Pedagogical Review. 2022. Issue 4 (44). P. 72-80

The results of a comparative analysis of the concepts of “human potential” and “human capital” in the context of considering the relevance and specifics of the use of Big Data technologies in education are presented. The materials of the article are prepared based on the use of methods of theoretical analysis, Big Data, observation, analysis of products of activity, testing of students to identify their abilities, comparison and analogy. The possibilities of big data as a means of increasing the effectiveness of educational practices are updated. The expediency of using Big Data in the educational process of secondary vocational education focused on the development of human potential is argued. The description of the features of the organization and the results of experimental work carried out on the basis of the Tomsk State Pedagogical College on the approbation of the author’s vision of the possibility of using Big Data technologies in the practice of educational work is given. The increase in the effectiveness of the training session of a professional educational organization when using Big Data in the context of providing conditions for the self-realization of each student is proved. The guidelines for the development of the experience of using Big Data technologies to enrich educational contexts of an anthropocentric orientation are set.

Keywords: human potential, human capital, secondary vocational education, artificial intelligence, big data, machine learning, Big Data

Karpushina Larisa Pavlovna, Sokolova Yuliya Nikolaevna, Baranova Svetlana Vladimirovna FORMATION OF EXPERIENCE OF SOCIAL AND CREATIVE ACTIVITIES OF STUDENTS IN ADDITIONAL EDUCATION // Pedagogical Review. 2021. Issue 6 (40). P. 76-83

The importance of social education of the younger generation is actualized. The necessity of involving children and adolescents in social and creative activities, mastering the experience of constructive interaction with the surrounding reality is substantiated. The value of additional education in the implementation of social education of students is shown. Its value status is noted, seen in the unique social practice of building up the motivational potential of the child’s personality to cognition and creativity, the formation of the experience of social and creative activity. The goal is to identify the optimal ways of forming the experience of social and creative activity of students in additional education (on the example of the experience of MBUDO “Children’s School of Arts no. 2 named after V. P. Trifonov” in Vologda). The methods of the theoretical level are used, among which the priority is the analysis of scientific literature on the problem under study, generalization, systematization. The research materials are the results of the implementation of a comprehensive education program “Republic of a young volunteer” on the basis of MBUDO “Children’s School of Arts no. 2 named after V. P. Trifonov” in Vologda. It was revealed that the formation of the experience of social and creative activities of students of additional education should be carried out in the course of organizing communication, interaction with people, socially transforming activities. It is important to involve the younger generation in children’s public organizations, volunteer activities, creating conditions for the practical implementation of social initiatives, including children, teachers and parents, as well as a wide range of the public in real social practice. Collective and creative affairs, social actions, socially significant projects provide ample opportunities for children to play various social roles, thereby actively participating in social life and the process of its transformation.

Keywords: social education of students, experience, social and creative activity, experience of social and creative activity, additional education

Tupichkina Elena Aleksandrovna, Andriyenko Nadezhda Konstantinovna, Semenaka Svetlana Ivanovna TRADITIONAL AND INNOVATIVE VALUES IN THE INFORMATION SOCIETY: THE PROBLEM OF INTERFERENCE // Pedagogical Review. 2022. Issue 5 (45). P. 20-29

The article actualizes the problem of ongoing changes in the value orientations of young people in the modern information society, which sets the task of studying this process. The text defines the understanding of the essence of the category “value”, reveals philosophical, sociological, psychological and pedagogical approaches to its definition. Special attention is paid to the description of traditional values, which acquire special significance in a situation of impermanence, uncertainty characteristic of modern society and the entire world space, since it is traditional culture that largely supports stability and order as the basis for the functioning of any society. The article provides a typology of traditional values and reveals approaches to their content. The article describes the innovative social values that have emerged in connection with the processes of digitalization taking place in society, which include information, knowledge, intellectual capital, virtual reality. The features of interference (interaction) of traditional and innovative values are revealed. The possibilities of using Internet technologies in order to establish a dialogical interaction of values are analyzed, at the same time attention is drawn to the need for real communication of subjects of life activity aimed at understanding the ongoing transformational processes in the field of value orientations. The task of the need to find a mechanism for the dialogical coexistence of two value systems, an adequate choice of the appropriation of innovative values by a person, taking into account the preservation of relevant traditions and spirituality, is posed. The solution of this problem is connected, on the one hand, with the comprehension of traditional values, and, on the other hand, the development of critical thinking in the younger generation, which provides the ability to analyze incoming value-relevant information, realize, give it an adequate assessment, make informed decisions, on the basis of which to form a morally justified attitude to certain values, relevant to modern society and meeting the principles of universal morality and on their basis to build their behavior.

Keywords: values, traditions, traditional values, innovative values, information society, information, virtual space, interference of values, the younger generation

Vasyura Svetlana Aleksandrovna, Nikitina Ol'ga Valer'evna EXPERIENCE OF A VITAL THREAT IN THE COVID-19 PANDEMIC AND ITS CORRELATION WITH THE PERSONALITY TRAITS OF STUDENTS // Pedagogical Review. 2022. Issue 5 (45). P. 169-179

In the context of the ongoing threat of coronavirus, it is important to study personality models that largely determine the ability to predict health-oriented behavior, as well as the risk of anxiety, anxiety, and experiencing danger. In the article, the experience of a vital threat is analyzed as an experience of danger in relation to the mental Self, body, world, surrounding people, significant as an individual value. The study is aimed at studying the experience of the vital threat under the COVID-19 pandemic and its relationship with the personal traits of students. The empirical study was used by the Experience Scale of “Danger-Safety”, R. B. Kettell’s 16-factor personality questionnaire (16 PF), the sample was students of the medical college of the Udmurt Republic (119 people). Mathematical methods processing methods were used: description statistics, correlation analysis, the SPSS 11.5 For Windows program. It was revealed that the experiences of the threat in the context of the COVID-19 pandemic in relation to the Self and non-Self are differentiated, namely: students have a more pronounced experience of insecurity in relation to the world and the people around them. The components of the experience of threat on the Scale of “Danger-security” are structurally related to the communicative, regulatory, emotional and intellectual properties of a personality. The greatest number of connections between the experience of danger-safety relief links is established with the communicative properties of the individual. The students revealed a high involvement of personality traits in the experience of danger-security in relation to the mental Self and in relation to the body. The results obtained can be applied by medical college administration, teachers, academic mentors of student groups. They can be used by practitioner-psychologists providing counselling for students of medical colleges to prevent students from negative experiences and stress in the COVID-19 pandemic and in psychological education and counseling.

Keywords: threat, danger-security, personality traits, experience, pandemic

Chernikova Tamara Vasil'evna, Sokalskiy Eduard Aleksandrovich, Boluchevskaya Valentina Viktorovna, Shutova Olga Igorevna ETHNOCULTURAL FEATURES OF ACADEMIC ADAPTATION OF STUDENTS OF THE NEAR AND FAR ABROAD // Pedagogical Review. 2021. Issue 6 (40). P. 178-189

The quantity of students from far and near abroad in Russian universities is increasing from year to year. This indicator shows not only the prestige of the Russian higher education system, but also the establishment of good-neighbourly, partnership relations. In this regard, the problem of successful adaptation of foreign students is considered from the point of view of strengthening the international status of the state as a whole. There are two aspects of adaptation, psychological (generalized) and socio-cultural (expressed), we studied 397 foreign students from universities in the south of Russia to investigate these aspects. We used express diagnostic tools designed on A. L. Sventsitsky “Self-assessment of psychological adaptability” and the scales “Social commitment to the country” and “Cultural commitment to the country” from S. V. Frolova’ questionnaire. Spearman’s rank correlation coefficient was used for statistical data processing. Psychological and socio-cultural adaptation to educational conditions of south Russia universities were considered in the relation “isolation – identification” (V. I. Slobodchikov) and found a high rank correlation. Psychological and socio-cultural adaptation were considered in the ratio “isolation – identification” (V. I. Slobodchikov) and found a correlation of р 0.01. According to the results, students from far abroad demonstrated low psychological adaptability with high claims to the success of socio-cultural adaptation. Assistance in achieving it from university teachers will be especially effective when they combine academic work with solving problems of educational, professional, as well as social and communicative character. Students from neighbouring countries demonstrated an interconnected set of requirements for successful socio-cultural adaptation, focusing on social ties and keeping a distance in the field of culture. In this regard, the work of teachers to ensure the positive dynamics of intercultural relations with the involvement of traditions of interethnic good-neighbourliness in the southern region of Russia is particularly significant. Consequently, the present research materials are in need of the system of advanced training of the teaching staff, taking into account the difference in the cultural distance of foreign students.

Keywords: academic adaptation, ethnocultural features, foreign students, psychological adaptability, socio-cultural adaptation

Chernysheva Tatyana Leonidovna THE INTERCULTURAL COMMUNICATION CLUB AS A MEANS OF IMPLEMENTING THE THIRD MISSION OF THE UNIVERSITY // Pedagogical Review. 2022. Issue 5 (45). P. 30-38

The problem of the need to intensify channels and forms of interaction with foreign students at Russian universities is indicated. Today the universities are designed not only to conduct research and teach, but also to influence the improvement of the cultural and socio-economic status of their region and the whole world. It is proved that the third mission of the university today implies the creation of the image of Russia as a partner aimed at dialogue in equal conditions, striving for the security of all participants in the world process, the condition of which is multipolarity. The conditions of the diversity of cultures that takes place at universities make possible to highlight the country’s position in front of representatives of other countries – foreign students. The role of intercultural competence as one of the most important skills of the XXI century is emphasized. In the face of growing uncertainty on the world stage, universities should take over the formation of intercultural competence. This is the mission of forming goodwill and tolerance towards representatives of different peoples, serving international understanding and cooperation. It is proved that one should not limit oneself to the process of adaptation to another culture based on the assimilation of new cultural norms and the formation of the ability to bring one’s behavioral reactions in line with them. It is necessary to form a new type of personality, mastering new cultural codes. Such a person feels comfortable in any crosscultural collective and knows ways to self-actualize himself in it. To do this, it is advisable for students to show examples of new ways of intensive interaction at the intersection of various cultural paradigms.

Keywords: third mission of the university, intercultural communication, cultural code, adaptation, cross-cultural communication club, cross-cultural training

Mornov Konstantin Alekseevich, Miroshnichenko Evgeniya Vital'evna, Shmonina Natalya Ivanovna THE USE OF THE PHENOMENON OF SYNESTHESIA IN THE DEVELOPMENT OF MNEMONIC TECHNIQUES BY STUDENTS // Pedagogical Review. 2021. Issue 5 (39). P. 222-231

The article examines the problem of developing and testing the complex of mnemonic techniques «Synesthete» within the framework of introducing the training course «Fundamentals of mnemonics» into the educational process of schools and universities. The problem of teaching mnemonic technicians is relevant for domestic and foreign psychological and pedagogical science and educational practice, since the reproduction of a large amount of educational (scientific) information requires the use of students’ memory resources, and against the background of the existing shortage of special methods and techniques of memorization, this process becomes ineffective. The theoretical basis of the research is work in the field of neuropsychology, psychophysiology, neuropedagogy, neurodidactics. Particular attention is paid to the study of the phenomenon of synesthesia. The results of the use of this complex is the development of students – the ability and willingness to activate visual, auditory and kinesthetic memory in the perception, preservation, processing and reproduction of educational information. High results are achieved by students who are creative and create their own systems for more rational work of memory, based on taking into account their own neuropsychological characteristics – the modality of internal experience. The «Synesthete» complex complements and promotes the development of the main methods of mnemonics, such as: the method of associative connections; the method of «Places» for writing texts; eidotechnics; the method of memorizing numerical information and mathematical (chemical, physical) formulas, historical dates; the method of memorizing foreign words.

Keywords: neuropsychology, neurodidactics, mnemonics, synesthesia, synesthetic abilities, modality of internal experience, students

Ul’yashin Nikolay Ivanovich, Il’yina Natalia Nikolaevna FEATURES OF THE ORGANIZATION OF THE WORLDSKILLS COMPETITION IN THE PREPARATION OF A TRANSPROFESSIONAL IN A VOCATIONAL PEDAGOGICAL UNIVERSITY (THE «SKILLS-CASE» METHOD) // Pedagogical Review. 2021. Issue 5 (39). P. 138-147

Theoretical and methodological approaches to the training of a transprofessional in the conditions of a professional pedagogical university on the basis of specially prepared sites of the department are presented. Analyzing the accumulated experience, the conclusion arises that it is necessary to study issues (concretization, clarification, updating) from the field of technologyoriented training due to the lack of a holistic view of the formation of the personality of a specialist capable of self-improvement and self-realization in the transdisciplinary areas of machine-building industries. Currently, in professional education, a system of training a specialist with a wide production profile is presented, but it does not sufficiently take into account the structural and content component of technology-oriented activities, the absence of which is compensated by the acquisition of experience already in the conditions of the enterprise (production). The specifics of preparing for the WorldSkills competition on the basis of a transdisciplinary approach are substantiated, the target setting and the result of each component of the activity of the structural and content model are specified. The component composition of the model includes examples of modular tasks developed using the «skills-case» method and are aimed at transprofessional training of contestants in the conditions of simulation sites of the department. The use of the «skills-case» method allows you to prepare a larger number of contestants of the championship at a qualitatively new level in the learning process, as well as in the conditions of practice not only in the chosen profession, but also in related transprofessional areas.

Keywords: transprofessional, «skills-case» method, structural and content model, WorldSkills competition, situational and production tasks

Rumbeshta Elena Anatolyevna, Chervonnyy Mikhail Aleksandrovich, Vlasova Anna Alekseyevna, Shvalyeva Tatyana Vladislavovna TEACHER, ORGANIZER OF THE MODERN SPECIALIST TRAINING SYSTEM IN THE FIELD OF SCIENCE, TECHNOLOGY AND EDUCATION // Pedagogical Review. 2021. Issue 3 (37). P. 9-18

This publication reflects the formation of a teacher, scientist and successful manager in the system of pedagogical education, Professor of Tomsk State Pedagogical University Vladimir Mikhailovich Zelichenko, who recently passed away. The author reveals its role in the development of additional physical and mathematical education of schoolchildren in Tomsk and its significant contribution to improving the level of training of modern teachers. It reflects his own growth as a physicist during his work at Tomsk State University and the Siberian Institute of Physics and Technology, organizational success in opening the second physics and mathematics school in Siberia, after Novosibirsk, for students, pedagogical views on teacher training and their implementation in practice at Tomsk State Pedagogical Institute, and then at the University. The main directions of scientific activity of V. M. Zelichenko are presented. He developed the theory of education, based on the evolutionary-synergetic paradigm, and applied issues of scientific and methodological support of physical and natural science education. In this direction, he developed new approaches to both the preparation of future teachers for teaching natural science disciplines, and to improving the qualifications of subject teachers. V. M. Zelichenko proved a number of minimal theorems as applied to excited states of atomic systems. He has constructed a unique technique for the minimax calculation of excited states. V. M. Zelichenko made a contribution to the study of the phenomena of photoionization of many-electron atoms. New approaches to the study of fullerenes are formulated.

Keywords: teaching physics at school, teaching physics at a university, training a physics teacher, a systematic approach to education

Tsyvunina Anastasija Dmitrievna MODEL OF THE ADOLESCENTS’ COMMUNICATIVE CULTURE DEVELOPMENT IN ADDITIONAL EDUCATION SYSTEM IN THE INFORMATIZATION AND DIGITALIZATION ERA // Pedagogical Review. 2021. Issue 5 (39). P. 87-92

The article is devoted to the problem of the development of the communicative culture of adolescents in the system of additional education in the era of informatization and digitalization. To solve this problem, the author proposes a model for the development of the communicative culture of adolescents, taking into account the peculiarities of the representatives of the digital generation and the specifics of the organization of the educational process in the institution of additional education in the conditions of its informatization and digitalization. The article considers the structural and functional model of the development of communicative culture in the system of additional education, represented by the target, conceptual, diagnostic-analytical, content-technological and performance-evaluation blocks. All components of the model are interconnected and serve to achieve the result – the transition to a higher level of development of the communicative culture of adolescents. And this, in turn, is one of the priority tasks of the education system in the direction of developing communication skills and socializing the personality of a teenager. The implementation of the model in institutions of additional education will increase the effectiveness of the communicative development of adolescents, form a culture of interpersonal communication, organize the interaction of the family, school and institutions of additional education. It is worth noting that when implementing this model in the long term, it is possible to increase the academic performance of adolescents in the humanities, the formation of a culture of communication among adolescents in social networks, and the reduction of destructive conflicts in the chi ld-adult community.

Keywords: additional education, communicative culture of teenagers, structural and functional model, informatization, digitalization

Shabalova Natal'ja Viktorovna, Alekseeva Olga Vyacheslavovna, Aleksandrova Natalya Viktorovna METHODOLOGICAL SUPPORT OF YOUNG SPECIALISTS IN FOREIGN COUNTRIES // Pedagogical Review. 2021. Issue 6 (40). P. 132-139

The article is devoted to the study of the experience of foreign countries in terms of organizing methodological support for young specialists in the educational sphere. Authors determined that the system of methodological support is a structural element of advanced training for teachers who begin their professional education and should take into account modern trends in the development of education, based on research on new pedagogical functions that arise in the context of informatization of education. The introduction of a new concept into the educational process entails a number of innovative transformations in the content of education, in rethinking new concepts, categories, values of thinking, changes in the role positions: mentor, teacher, tutor. A modern teacher is a specialist who carries out pedagogical activity taking into accounts the requirements of the time, constantly improving his professional competence, and his pedagogical activity is intellectual, creative activity aimed at teaching, upbringing and personal development. Every young teacher should be a professional in his activity, since the product of this activity should be a competitive graduate of an educational institution, endowed with key competencies. That is why young teachers, through an effective system of methodological support, must master a number of competencies produced by the experience of professionals with extensive experience in the practical application of knowledge and skills to ensure effective educational activities.

Keywords: methodological support, young specialist, teacher, professional development of a teacher

Kopytov Anatoliy Dmitriyevich, Cherepanova Tamara Borisovna FORMATION OF FUTURE TEACHERS’ READINESS FOR INNOVATIVE ACTIVITY // Pedagogical Review. 2022. Issue 1 (41). P. 44-50

The problem of formation of readiness of future teachers for innovative activity is considered on the example of the course «Innovative activity in the subject area «Russian language». Based on the totality of the described and analyzed author’s interpretations of the concept of «innovation in education», a research position has been formed regarding innovation as an important element of maintaining education in a state of dynamic development adequate to the requirements of modern society, as a phenomenon of collective or individual professional creative activity of a teacher. The methodological basis of the study was the analysis of scientific and program-methodical literature, a set of methods of systemic and personality-oriented approaches. The article describes the experience of forming the readiness of future teachers for innovative activity on the example of the course «Innovative activity in the subject area «Russian language»», within which systematic theoretical, methodological and practice-oriented training of students is carried out, leading types of educational activities are presented (specially organized work with scientific sources, with practical material, practical tasks of a development nature, project activities). According to the results of the study, it is concluded that the formation of a future teacher’s readiness for innovation contributes to the manifestation of a conceptual position in the subject area, the identification of a resource for development and innovation (including potential) in it, and their critical assessment, the creation of conditions for the search for innovative solutions in the educational space; this competence is an important component in the professionogram of a modern teacher.

Keywords: innovations in education, readiness for innovation, innovative processes, educational potential, criticality

Malanov Inokkentiy Aleksandrovich, Pasichnichenko Venera Zamilyevna THE ROLE OF EXTRACURRICULAR DISTANT COMPETITIVE TECHNOLOGIES IN TRAINING OF SECONDARY VOCATIONAL EDUCATION STUDENTS IN THE CONTEXT OF THE EDUCATIONAL PROCESS DIGITALIZATION // Pedagogical Review. 2020. Issue 5 (33). P. 87-93

The article describes the technologies that allow students to form information, social, and professional competencies of future specialists that are in demand by the labor market. In the modern process of education, information and communication technologies are successfully used, allowing the use of computer office programs, graphic editors, Internet browsers, telecommunications and pedagogical distance technologies that involve the use of ICT. Remote interaction allows you to organize an educational process that provides communication between teachers and students indirectly through the telecommunications environment of the Internet. This helps to attract more students to educational and training activities and, consequently, expands the educational space. Extracurricular competitive events based on remote technologies are effective forms of work for improving the level of professional training and developing General competencies of students, including students with different educational needs and disabilities. The analysis of pedagogical, organizational, and procedural components of extracurricular remote competitive events organized by professional educational organizations allowed us to consider and introduce the concept of «extracurricular remote competitive technologies». The issue of actual extracurricular distance competitive technologies in the conditions of digitalization of education is considered. A compound represented by structural elements of the adversarial model of extracurricular distance learning technologies.

Keywords: digitalization, extracurricular competitive events, remote technologies, extracurricular remote competitive technologies, professional, General competencies

Usanin Sergey Sergeevich STRUCTURAL AND FUNCTIONAL MODEL OF DEVELOPMENT OF THE READINESS OF INFORMATION PROTECTION SPECIALISTS FOR PROFESSIONAL ACTIVITIES // Pedagogical Review. 2021. Issue 4 (38). P. 130-139

The article examines a structural-functional model of the development of readiness to develop the readiness of information security specialists for professional activity in the troops of the National Guard of the Russian Federation. The highlighted components: normative-conceptual, program-target, professional-activity and control-assessment will allow developing the necessary level that will be sufficient for performing professional activities in the Russian Guard. The methodological basis of the developed model is the competence-based and system-activity approaches, which allow the conceptual-orienting function of the training process of future information security specialists. The use of the system-activity approach in the structural-functional model of readiness development is understood as a new expression of the activity approach, which is currently of great interest to most scientists and researchers. The analysis of the reviews received from the commanders of the military units of the Russian Guard on the graduates of the faculty (communications) of the Perm Military Institute of the National Guard troops showed the need, when organizing the educational process, to consider in more depth the issues of ensuring the protection of information, taking the necessary measures to certify the allocated premises, developing a practical component to repel hacker and other attacks on the information space of the National Guard. The basis of the technology for training information security specialists for professional activities is the implementation of a specialized course for conducting «Cyber training», which includes a set of practical and laboratory work. The situational tasks developed in the same specialized course, compiled on the basis of their own experience in ensuring the protection of information as a supervisory authority, will allow future information security specialists to avoid stereotyped errors when organizing security checks of objects and adjust their professional activities.

Keywords: specialist, information security, structural and functional model, system-activity, professional activity, development, readiness, troops of the national guard

Galkina Tatyana Vasilyevna REVIEW OF ILLUSTRATIVE SPACE OF A. M. VOLKOV’S FAIRY TALE “WIZARD OF EMERALD CITY” IN THE PUBLICATIONS OF 1939–2021 // Pedagogical Review. 2022. Issue 3 (43). P. 142-151

This article is devoted to the review of the illustrative space of the fairy tale of one of the most popular Russian children’s writers Alexander Melentevich Volkov «The Wizard of the Emerald City» on the basis of the memorial collection of the children’s museum “Magic Country” named after A. M. Volkov of the Tomsk State Pedagogical University, as well as Internet publications for 1939 to 2021. As a result of this study, the names of 80 artists who illustrated the fairy tale for 82 years were revealed. Analysis of the illustrative space of each book showed the crucial importance of the correct choice for illustrations of the basic events of the plot of the fairy tale, the preservation of the logic of the development of the main storyline, the need to use additional illustrations for a detailed study of the climactic scenes, as well as portraits of the characters. The completeness of the saturation of the illustrative space of the tale, measured by the number of illustrations, ranged from zero to illustration on each page. At the same time, the dynamics of visual content developed from one illustration on 4–7 pages of text to an illustration on each spread (2014, 2020). Color preferences have evolved from black and white book graphics to a variety of watercolor technologies in the household, species, landscape, portrait and animalistic genres. The problem of correspondence of the author’s vision and artistic embodiment in the space of a children’s book is one of the most important problems not only of scientific research, but also of figurative and cognitive education of children.

Keywords: children’s book, A. M. Volkov, “Wizard of Emerald City”, illustrators, illustrative space

Ivanova Darya Vladimirovna CIVIL-PATRIOTIC EDUCATION OF STUDENTS AT THE PRESENT STAGE OF DEVELOPMENT OF A MULTICULTURAL SOCIETY: RESOURCES AND TECHNOLOGIES // Pedagogical Review. 2022. Issue 5 (45). P. 78-87

The events of recent years taking place all over the world show how important it is to solve the tasks of civic and patriotic education of young people in a timely manner. And the implementation of the tasks of forming a citizen and a patriot should be carried out at all levels of the education system. It is important to take into account the multinational nature of our state and correctly form the civic and patriotic qualities of the younger generation. The modern approach to the civic and patriotic education of students involves the use of new technologies that correspond to their interests and preferences. It is necessary to take into account all the resources and technologies for civil and patriotic education of students at the present stage of development of a multicultural society. The purpose of our research is to identify the most effective resources and technologies of civic and patriotic education of students in the modern multicultural educational space. The study used the method of analysis of domestic and foreign literature, generalization of advanced pedagogical experience in the formation of civil and patriotic qualities of students in the multicultural educational environment of the university; the method of systematization and ranking of the basic principles of civil-patriotic education of students (the principle of standardization, the principle of relevance, the principle of consistency, practice-oriented principle and the principle of differentiation). The results of the study showed that in modern society a variety of methods and techniques of civic and patriotic education of young people should be applied in accordance with their characteristics and aspirations. Along with the traditional ones (memorial vigil, participation in rallies, concert performances for veterans of the Great Patriotic War, military sports clubs, etc.), innovative forms, means, methods of civil and patriotic education of subjects of the educational process should also be used. In the educational process of the university, it is necessary to use a variety of resources and technologies for the civil and patriotic education of students. All of them should be aimed at the development of citizenship as an integrative quality of personality, and form a respectful attitude to the traditions and cultural norms of their country and their people.

Keywords: civic and patriotic education, students, higher education institution, multicultural society, multicultural educational environment, resources, technology

Akhmetova Lyudmila Vladimirovna, Vtorushina Anastasiya Andreyevna Development of intellectual abilities in children with mental retardation // Pedagogical Review. 2023. Issue 1 (47). P. 134-146

The problem of the development of intellectual abilities in children with difficulties in learning and insufficient conditions for the realization of their potential abilities is investigated. It is noted that in recent years there has been a high growth rate in the number of children with mental retardation. The combination of various factors of biopsychosocial nature cause dysontogenesis of varying severity and forms of manifestation, which significantly complicates the diagnosis and qualification of the presence/absence of pathogenesis and, in fact, the very definition of the concept of “mental retardation”. The definition of the concept of “mental retardation” is clarified within the framework of which an experimental study of the development of intellectual abilities of students in specially organized conditions of additional education is carried out according to the author’s program “Intellectual Drive”. Attention is drawn to the methodology of the additional education program, which is based on a psychological and didactic approach to learning. A characteristic feature of the principles of the psychological and didactic approach to learning is their scientifically based combination of didactic and psychological patterns into a single system tool designed to optimize the productivity of students’ mental activity as a key task of education. The results of additional education of children with mental retardation under the program “Intellectual drive” are presented. Positive dynamics in the development of intellectual abilities of students with mental retardation has been revealed.

Keywords: intelligence, mental retardation, cognitive abilities, educational activity of a junior student, the program “Intellectual drive”

Pozdeeva Svetlana Ivanovna ON THE PROBLEM OF INVOLVING TEACHERS IN RESEARCH ACTIVITIES // Pedagogical Review. 2021. Issue 1 (35). P. 92-96

The question is raised about how to involve teachers of a pedagogical University in research activities and apply the results of this activity in the educational process of the University. It is shown how involvement as the highest manifestation of human subjectivity differs from activity. Two levels of involvement are identified: the level of participation in the activity and the level of influence on its content, course and results. The author substantiates the difficulties that arise for a teacher who tries to continue studying science after defending his dissertation. This is a contradiction between a high degree of research freedom and autonomy, on the one hand, and the need for responsibility and self-organization in research search, on the other. The factors that determine involvement in research are highlighted: research “vigilance”, participation in educational innovations and studying their effects, constant feedback from the teacher with students to adjust professional tests and enhance their educational results. The author draws attention to the fact that one’s own research trajectory can be interpreted as a kind of educational trajectory of a University teacher. It is concluded that it is necessary and possible for teachers to influence the formation of a relevant scientific agenda for them and thereby enrich the educational content of professional training of future teachers.

Keywords: participation and influence, educational innovation, trial action, feedback

Myodova Natalya Anatolyevna, Baygulova Nataliya Vasilyevna, Obnosova Galina Petrovna PROBLEMS IN THE HABILITATION OF A CHILD WITH A COCHLEAR IMPLANT IN INCLUSIVE EDUCATION, TAKING INTO ACCOUNT THE REGIONAL COMPONENT // Pedagogical Review. 2021. Issue 5 (39). P. 41-46

The article analyzes the current state of the problem of rehabilitation (habilitation) of preschool children after cochlear implantation. The authors analyze the different approaches of accompanying deaf children with cochlear implants that exist in the Russian Federation. The relevance of the research topic is due to the significant increase in the number of such schoolage children in Russia over the past 10 years. The purpose of the article is a comparative analysis of the experience presented in the scientific literature of accompanying families raising children with disabilities with cochlear implants on various educational routes and areas of life. The author also analyzes the experience of the Australian parent community on the issues of accompanying children after cochlear implantation. The article provides information confirming the specifics of the development of children who have undergone cochlear implantation and their peers who use hearing aids. Work, support of preschool children with cochlear implants is carried out not only at the clinical bases of the Scientific and Clinical Center of Otorhinolaryngology of Russia, but also in its branches in republican, regional, regional clinical hospitals with the involvement of regional specialists of the federal districts of the country. A necessary condition for supporting preschool children after cochlear implantation is the implementation of the principles of correctional and developmental activities.

Keywords: children with a cochlear implant, habilitation, correctional and pedagogical assistance, psychological and pedagogical support of children after cochlear implantation, regional conditions

Zayats Yulia Stepanovna, Solodkova Natalia Alexandrovna TEACHING UNDERGRADUATES TO USE ELECTRONIC TEXTBOOKS IN PRIMARY EDUCATION // Pedagogical Review. 2021. Issue 5 (39). P. 166-172

The article deals with ways of educating undergraduate students how to use electronic textbooks while teaching mathematics in primary education. This education is a relevant approach to increase primary pupils’ information literacy; besides, it shows how important it is for a teacher to be able to use different storage media and interactive multimedia technologies to increase interest in learning and achieve pedagogical goals. The researches collected data from the results of testing and filling in questionnaires by students, who proved to be incompetent of using electronic textbooks on their own lessons at schools because they are not able to: highlight the structural elements of each layer of the textbook, perform navigating, search for interactive and multimedia elements, add their own content, use various models of using this electronic tool in primary education. The article demonstrates general goals, content and three stages of activities undergraduate students should go through to master their skills in defining potential of electronic books and how they contribute into personal growth of a pupil during the lesson. The article describes how bachelors should estimate and use electronic versions. The article presents project tasks and exercises for analysis. It gives examples of professional competencies connected with using electronic textbooks during math lessons in primary schools: searching for pages, justifying the choice of the media library, as well as the stages of the lesson where one can use them, and others.

Keywords: professional education for undergraduate students, electronic textbooks, teaching mathematics in primary education

Galkina Tatyana Vasilyevna, Nesterenko Pavel Leonidovich PATRIOTIC RESOURCE OF DESIGN WORK WITH HISTORICAL ARCHIVAL DOCUMENTS ON THE TOPIC «EMPLOYMENT OF DISABLED IN THE GREAT PATRIOTIC WAR IN TOMSK IN 1941–1944» // Pedagogical Review. 2022. Issue 1 (41). P. 27-35

The article is devoted to identifying effective methods of project activities on patriotic topics within the framework of educational archival practice for students of pedagogical universities. At the same time, the emphasis is on practicing the methods of analyzing a written clerical archival source. The polyfunctionality of a historical source allows one to “extract” from it not only the social information of its time, but also to use its potential for epistemological cognition. The ability to determine the type and type of historical source, to perform external and internal analysis of the archival source, to create tabular forms of accounting for historical information are the necessary competencies of a student of history. Competent formulation of project tasks of practice allows you to simultaneously solve several tasks on the professionalization of the future teacher of history and social studies: he carefully treats historical sources as carriers of historical memory, to practice source study skills and abilities on reliable archival sources, to delve into the essence of the global social consequences of the Great Patriotic War using the example of the topic “Employment of invalids of the Great Patriotic War in Tomsk in 1941–1944”. The actualization of increased attention to this social group as winners and victims appears to be a new format of patriotic education. Competent formulation of project tasks of practice allows you to simultaneously solve several tasks on the professionalization of the future teacher of history and social studies: he carefully treats historical sources as carriers of historical memory, to practice source study skills and abilities on reliable archival sources, to delve into the essence of the global social consequences of the Great Patriotic War using the example of the topic “Employment of invalids of the Great Patriotic War in Tomsk in 1941–1944”. The actualization of increased attention to this social group as winners and victims appears to be a new format of patriotic education.

Keywords: patriotic education, design technologies, archival practice, invalids of the Great Patriotic War

Pozdeeva Svetlana Ivanovna PROFESSIONAL DEVELOPMENT OF A TEACHER AS A RESPONSE TO EXTERNAL CURRENT CHALLENGES // Pedagogical Review. 2022. Issue 2 (42). P. 40-47

The problem of professional development of a teacher is posed as a process of constant change of external requirements to the list and level of formation of professional competencies and the list of professional and personal qualities. As external challenges of this process, the focus on the development of self-managed learners and the implementation of the anthropological mission of modern education are highlighted. Different approaches to the professional development of a teacher are analyzed: the development of educational technologies, involvement in educational innovations, the development of research skills. It is emphasized that the development of innovative technologies requires special readiness of the teacher, the different level of which is manifested in different positions in relation to technology: indecisive, skeptics, innovators, researchers. It is proved that all teachers should be involved in innovation and their work should be aimed at this. It is proved that the formation of a teacher’s research culture is associated with the development of that area of his professional interests, which can become the subject of special study and real change at the level of educational practice. In conclusion, three directions of the development of pedagogical activity are highlighted: the development of professional mobility, open professionalism and dialogization of joint professional activity.

Keywords: pedagogical activity, professionalism, educational technologies, innovative activity, research skills

Kolesnikova Elena Vladimirovna, Kurovsky Vasiliy Nikolaevich SPECIFICITY OF TRAINING A FUTURE TEACHER OF TECHNOLOGY IN A PEDAGOGICAL UNIVERSITY: THEORETICAL AND METHODOLOGICAL ASPECT // Pedagogical Review. 2021. Issue 2 (36). P. 144-153

The high dynamics of social and economic changes in the country and in the world gives rise to the need to respond to them in the system of vocational education, including university education. Determining the content of training a future teacher of technology and creating optimal conditions for its effective process requires taking into account both the general trends in the development of the vocational education system and the continuously occurring changes in the content of the subject area “Technology”, its specifics. The general tendencies of development in the vocational education system include: the peculiarities of the organization of social and pedagogical support of a student to initiate his activity in the process of mastering professional experience; a change in the focus of vocational education from public to personality-oriented; human development in the profession and the student’s dialogue with the diversity of cultures; redefining the relationship between education and training; stages of appropriation by the future teacher of the experience of professional activity as a process of self-design and self-realization of the image of future pedagogical activity; appropriation of the values of the profession as an integral part of the image of “I am a teacher”. The next group of features follows from the content of the educational area “Technology”. For the future technology teacher, this content serves as a guideline for the synthesis of scientific knowledge of all academic subjects as an example of their use in various areas of human activity. This means that a technology teacher must be ready to carry out economic, environmental, technological education and information support of this process; teach inventive problem solving, form design and other skills. Also, a feature of the educational field “Technology” is the fact that the programs in this subject provide for relative freedom in the choice of educational material, depending on local and regional conditions, the working environment, the desires of parents and children, the qualifications and professionalism of the teacher, etc. It is the teacher of technology that will have to form students have ideas about the production, sale and consumption of material goods; about the culture of work and life; about the necessity and peculiarities of professional selfdetermination by every citizen of the state, but the main thing is to form the non-verbal sphere of a person.

Keywords: preparation of a future teacher of technology, professional development, educational process, specificity of training content

MASTER IN SCHOOL: TO BE OR NOT TO BE // Pedagogical Review. 2020. Issue 2 (30). P. 30-34

In this article, the author considers the issue of the position of masters in school and the position of the heads of secondary schools for master’s training. Based on the study of difficulties in the process of studying at a magistracy, the author found that the school does not create conditions for successful learning, because the leaders do not show interest in the master’s training of a teacher. Based on the results of a survey of the heads of secondary schools, the researcher concludes that employers do not see fundamental importance in the multi-level training of the teacher, since the functions and types of activities of masters in the school are not legally fixed. At the same time, school principals are ready to create conditions for the training of teachers in the magistracy, to involve in research and design and management activities, in pedagogical support of work to improve the activities of school teachers, to include them in the school management team. The author outlines the problem of recruitment from the point of view of the distribution of master figures for admission to the magistracy, which is caused by the lack of interest of employers in the master’s training of the teacher.

Keywords: two-level training, bachelor, master, teacher, standard, higher education, functions and activities

Azorkina Olesya Demidovna, Kirillova Elena Nikolaevna CURRENT ISSUES OF THE USE OF INFORMATION TECHNOLOGIES IN TEACHING PHYSICAL AND MATHEMATICAL DISCIPLINES // Pedagogical Review. 2022. Issue 4 (44). P. 126-134

In modern society, the ways of obtaining education are changing, with an emphasis on strengthening the role of Internet networks as a source of information. Current methods of storing and transmitting information are actively used by teachers and students – educational publications can easily be found in electronic library systems and on the web, and universal Internet access via phone and computer makes it possible to quickly get the necessary information. However, to extract information from the network does not mean to acquire full-fledged knowledge. There is a need for structuring the subject environment and managing students’ access to information on the discipline being studied – this can be implemented, for example, in the modular objective-oriented dynamic learning environment “OpenSystem”. Management of distance learning is also expanding thanks to “cloud technologies” of information storage, and personalization and monitoring of academic performance is implemented using personal virtual offices of students and teachers. In this paper, we will focus on the use of the “OpenSystem” learning environment in the distant study of the discipline “Physics of the Atomic Nucleus” by undergraduate students of the Faculty of Physics and Mathematics of the Pedagogical University. In the last two years, the issues of distance learning are becoming particularly relevant. The “OpenSystem” environment has an undoubted advantage when studying the subject before giving lectures online and other ways of transmitting the material.

Keywords: distant learning, network educational services, training of future physics teachers, teaching nuclear physics, elementary particles

Leontyeva Elena Gennadyevna BUILDING HARD, SOFT AND SELF-SKILLS IN THE CONTEXT OF DIGITALIZATION // Pedagogical Review. 2021. Issue 3 (37). P. 116-123

The article deals with the question of building hard, soft and self-skills among students – centennials. The article presents the results of four – year (from 2017 to 2021) work with students of the School of computer sciences and robotics as part of educational course “Entrepreneurial behavior”. During this period, more than 400 students of the 2nd year, aged 19–20 years, took part in the study, of which 93 % were men. The geography of respondents is presented from Kaliningrad to Blagoveshchensk, including Tomsk, Novosibirsk, Kemerovo regions, Altai and Krasnoyarsk territories, the Republic of Altai and Buryatia, and foreign students from Kazakhstan, China, and Vietnam took part in this study. The author suggests the models for the building hard, soft and self-skills of students. The author considers the Tshaped model which is aimed at the simultaneous development of hard and soft skills. The Vshaped model offers the building hard skills at the intersection of two new professions from the future. The W model, so named the model of winner, is a model that allows to develop, first of all, self-skills. These model helps to train a creative and proactive specialist who is able not only to use what is available, but also to create something new.

Keywords: hard, soft and self-skills, T-shaped model, V-shaped model, W-shaped model, centennials, digitalization

Kuzmich Marta Gennad'evna THE PROCESS OF FORMATION OF SOCIAL AND INFORMATION COMPETENCE OF STUDENTS OF PEDAGOGICAL SPECIALTIES IN THE IMPLEMENTATION OF MEDIA EDUCATION COMPONENTS // Pedagogical Review. 2021. Issue 4 (38). P. 160-169

The article discusses the issue of the formation of social and informational competence of students (who are trained in secondary specialized educational institutions - colleges) of pedagogical specialties in the implementation of the components of media education. The characteristic of social and informational competence is given, methods of using the components of media education in the system of secondary specialized education are described. Possible ways of forming competence are presented, main directions of work are named. The article defines the components of the model for the formation of social and information competence. The characteristics of the pedagogical conditions that must be observed for the formation of social and informational competence in students in the process of implementing the educational process are given. Highlighted such pedagogical conditions as organizational - the specifics of the organization of the educational environment and its equipment; internal position and motives of the student; accounting for the content and variability of educational and program documentation. The main directions of modernization of the educational process are named: the adjustment of curricula, the introduction of modules aimed at the formation of a high level of social and informational competence among students of pedagogical specialties. The role of the teacher in the formation of the competence of students is characterized, the activities of the school of professional skills for teachers are described. The features of the current certification using WorldSkills standards are disclosed.

Keywords: social and information competence, media education, self-education, diversification, modular approach, Internet resources

Vetchinova Marina Nikolaevna REVIEW OF THE MONOGRAPH: BOGUSLAVSKY M. V., SANAEV S. Z. “MIKHAIL NIKOLAYEVICH SKATKIN ’S PEDAGOGICAL SYSTEM: GENESIS AND MEANING” (Moscow, 2018. 258 p.) // Pedagogical Review. 2021. Issue 1 (35). P. 169-173

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Balyakin Artem Aleksandrovich, Mamonov Mikhail Viktorovich, Nurbina Marina Vitalyevna, Taranenko Sergey Borisovich DIGITAL FOOTPRINT IN EDUCATION: FROM SCIENCE TO SOCIETY // Pedagogical Review. 2022. Issue 5 (45). P. 9-19

The application of predictive systems in education based on the use of big data technologies through the management of the digital footprint of students is discussed. The main attention is paid to the accepted managerial decisions. Issues of a technical plan, methodological nature, and legal regulation are not considered in the paper. The current trends in the formation of a digital footprint of students are described, the risks and challenges of introducing digital technologies into the educational sphere are formulated. Two approaches to optimizing the collected data are described: the gamification of education with the creation of a data collection environment and the use of specialized approaches in data processing. With regard to the second approach, the important role of a priori algorithms and expert assessments used in the process of processing the digital footprint has been revealed. A parallel is drawn with the use of big data in science, the importance of repeatedly accessing data and the use of proven methods for extracting information from unstructured data lakes is shown. It is shown that in the educational sphere, digitalization processes are expressed in the strengthening of the role of external stakeholders not related to the state. These trends come into conflict with state interests which lead to the active intervention of the authorities in the educational process. According to the authors, there is a prospect of forced formation of a digital footprint. In order to solve the emerging difficulties associated with the conflict between social and technical, it is proposed to focus on the development of a digital culture and the widespread introduction of the ethics of handling big data.

Keywords: digital footprint, big data, education, digitalization, models

Astakhova Armini Avetikovna, Koshkarova Yuliya Aleksandrovna “MASK OF NORMALITY” OF MASS MURDERERS // Pedagogical Review. 2022. Issue 4 (44). P. 144-151

The phenomenon of the “mask of normality” of mass murderers and the key elements of the destructive Columbine youth movement are investigated. The popularity of the destructive Columbine subculture among young people, its cross-border nature, the dynamics of the number of fans growth in the Russian segment of the Internet, morу frequent attempts to implement mass killings in Russian educational institutions determine the relevance of the study. Examples of studies of Columbine, psychopathies, and school shooting are given. The characteristic of the socio-psychological profile of the school shooter’s “mask of normality” is given. The “mask of normality” of a mass murderer manifests itself in a state of mental stability that occurs after a momentary release of unconscious energy. It is described that various forms of psychopathies may have blurred boundaries and possess the qualities of a “normal character”. These forms are also more common in a mixed form and may develop into a deep pathology. The diversity and instability of psychopathies makes it difficult to diagnose and assess the clinical picture and to determine a single diagnosis for the perpetrators of mass murder. Developing a standard of diagnostic tools and a legal framework for the early diagnosis of psychopathic individuals with a “mask of normality” who can potentially join the destructive subculture of Columbine remains an urgent task.

Keywords: “mask of normality”, mass murders, columbine, psychopath, murderer, school shooting, the structure of the psyche, the unconscious

Volkova Liliya Viktorovna, Volkova Yuliya Sergeyevna Digital literacy of teachers: diagnostic result // Pedagogical Review. 2023. Issue 1 (47). P. 112-123

The digitalization of the education system poses several issues for interaction between teachers and students: mastering modern digital tools and resources, the safety of working on the Internet, education and self-education using information technology. These issues are especially acute in the process of organizing the education of children of primary school age. There must be teachers next to schoolchildren who are ready to form the digital literacy of students and who are able to provide digital mentoring. The goal is to analyze the results of diagnostics of teachers on the level of digital literacy development, the model of digital mentoring they implement, and its impact on the process of developing digital literacy among primary school students. The study is conducted based on the data obtained during the approbation by teachers of schools in the Perm Territory of the results of previous applied research on the development of functional literacy of students in the framework of the implementation of educational programs “Digital Literacy of Primary School Students” (State task No. 07-00080-21-02 dated August 18th, 2021, registry entry number 730000Ф.99.1). The study used such methods as the method of continuous correspondence survey, the descriptive method, the extrapolation method, as well as analysis, synthesis and generalization of the obtained data. During the first part of the survey, it was revealed that all respondents have fragmented, unsystematic ideas about the digital literacy of younger students. They may sometimes use this occasional knowledge in their professional activities while experiencing an urgent need for motivational tools and avoiding responsibility for the use of digital tools in their activities. More than 70% of teachers choose the “learning together” mentoring model. The model is characterized by: teachers’ awareness of the high potential of digital technologies; occasional use of digital tools in practical activities; understanding of the importance of cooperation with colleagues while working with digital technologies. The research shows the direct relationship between the levels of digital literacy of a mentor and a student: the higher the level of digital competencies of a teacher, the higher the likelihood of early involvement of students in digital technologies. The stated hypothesis about the systemic knowledge of teachers involved in the project on digital literacy of primary school students, and their use of different models of digital mentoring in their work, was partially confirmed. The issues of systematic knowledge about digital resources and readiness to use digital tools in the educational process in primary school require further study.

Keywords: digital literacy, digital mentoring, primary school student

Korytova Alena Igorevna, Korytova Galina Stepanovna LITERARY ABILITIES IN DISCURSIVE PRACTICE: A THEORETICAL AND HISTORICAL OVERVIEW // Pedagogical Review. 2021. Issue 6 (40). P. 210-224

The article presents a theoretical and historical overview of the studies of general and special abilities carried out in the domestic scientific psychology. The difficulties associated with the definition of the concepts of “ability” and “giftedness” are analyzed. The understanding of the nature of creativity and creativity is indicated. The psychological essence and specificity of literary activity as a scientific phenomenon are considered. The characteristic of literary and artistic abilities as an internal psychological regulator of personality is given. It is shown that the ability to literary creativity refers to the artistic type of giftedness, which has both common qualities inherent in other types of giftedness, and peculiar, distinguishing it from other types of abilities. It is concluded that most of the complexities and contradictions in the study of the phenomenology of abilities are mainly associated with the comprehension of what ontologically represents this mental phenomenon. It is shown that the psychology of literary and artistic creativity and related areas of scientific knowledge are very complex and multifaceted. It is said that the creation of conditions that ensure the identification and creative development of literary gifted persons, the realization of their potential is among the priorities of modern society. Of great importance for the development of literary abilities is the social, including educational environment.

Keywords: abilities, general abilities, special abilities, creative abilities, literary abilities, literary and artistic abilities, literary giftedness, psychology of art, psychology of literary creativity, personality of the writer

Pavlov Valeriy Yuryevich, Bobina Ol'ga Nikolaevna, Vyazigin Alexey Yur'evich PROFESSIONAL KNOWLEDGE FORMATION AMONG STUDENTS OF HIGHER PEDAGOGICAL INSTITUTIONS FOR THE TRAINING OF QUALIFIED KETTLEBELL LIFTERS // Pedagogical Review. 2022. Issue 1 (41). P. 60-69

The article presents the rationale, the development and results of testing of educational material on the topic “Training of highly qualified athletes” for academic disciplines in power sports, pedagogical physical culture and sports improvement taught at universities and at the faculties of physical culture and sports. The rationale for the content of the educational topic is based on scientific and methodological approaches to the planning of training loads in sports, theories and methods of sports training. The methodology of training highly qualified athletes according to the “pyramid” system is used in many sports, such as weightlifting, sambo, swimming, etc., but this system has not been used in kettlebell lifting, therefore it requires its own justification. From all of the above, the study of the training methodology for qualified high-skilled kettlebell lifters at the pre-competition stage is quite relevant. A program has been developed for training qualified guards on the preset stage according to the Pyramid system. The percentage ratio of the volume of general physical and special physical training and tonnage of the main and auxiliary exercises on the preset stage is determined. The effectiveness of the developed program for the preparation of qualified guards on the preset stage on the Pyramid system was experimentally proved. The educational material, theoretically substantiated, developed and tested in the training process of kettlebell lifters, is introduced into the content of the educational topic “Training of highly qualified athletes” of disciplines taught at the faculties of physical culture and sports.

Keywords: vocational training, qualified weights, preset stage, exercise stress, physical preparedness

Dyomina Ludmila Sergeevna, Golovina Alena Pavlovna, Frantsuzskaya Evgeniya Olegovna Actualization of the trial action in the practice of designing career strategies for students of additional professional programs // Pedagogical Review. 2023. Issue 1 (47). P. 33-41

The paper shows the course of research work on the formation of the model of tutor support of probationary activities in the design of career strategy of students in the process of implementation of personality-oriented programs of additional vocational education. The structure of the model (purpose, theoretical and methodological foundations and principles, organizational and pedagogical conditions, performance criteria) is presented. The article shows the results of the research by the results of the pilot experiment in the implementation of the developed model in the practice of additional professional education. The conclusions about the model adjustment and perspectives of further research in this direction are made. The necessity of supplementing the formed organizational and pedagogical model of tutor support for trial actions when designing an individual career strategy of students in the context of the implementation of personality-oriented programs of additional professional education through: strengthening three lines of individualization in the tutor support of the program (organizational, program-methodical, pedagogical); creating conditions for the preparation of a team of tutors to work within a specific program additional professional education by creating its demo version; development of criteria for the selection of tutors to work in the program, taking into account their professional and individual personality characteristics, the ability to work with different categories of students; expansion of the reflexive component in the work of tutors; collection of cases on the topic of the implementation of trial actions in the design of the career strategy of students in the conditions of additional professional education and the development of methods of their use for practical classes and consultations within the framework of the program.

Keywords: professional development, career strategy, meta-competencies, probation, adult education, additional professional education, tutoring

Alekseeva Olga Vyacheslavovna, Aleksandrova Natalya Viktorovna, Skvortsova Tatyana Petrovna DEVELOPMENT OF EDUCATIONAL AND COGNITIVE COMPETENCE OF YOUNGER SCHOOLCHILDREN BY MEANS OF VIRTUAL REALITY // Pedagogical Review. 2022. Issue 4 (44). P. 16-24

The question of the developing value of virtual reality technologies, the possibilities of their application at the level of primary general education is considered. The results of studying various studies on the philosophical, psychological and pedagogical aspects of human activity in virtual reality (VR) are presented. The importance and necessity of introducing virtual, augmented and mixed reality technologies for the digital transformation of the education sector is proved. An attempt is made to classify the means of virtual reality used in education based on the criteria of immersion and presence. The classification distinguishes types of virtual reality technologies according to: the degree of immersiveness; types of educational tasks; graphical user interface; graphical representation of users; interaction opportunities; features of representation of objects in virtual reality; used educational tools and technical specifications. Examples of the implementation of the immersive approach in general education are given: studying the influence of social configurations on the visual attention of students and the learning process in an immersive virtual reality classroom; the influence of text annotations in the class of immersive virtual reality on the ability to recall educational information, etc. The advantages of using VR in education for the development of educational and cognitive competence in primary school age are described: visibility, the ability to visualize complex and inaccessible knowledge, abstract concepts, involvement and interactivity, multimodality of perception, compatibility with distance learning and the possibility of gamification of the educational process. Positive ideas of practicing teachers in relation to the use of VR tools are revealed. Teachers are ready to introduce virtual reality tools into the educational process, however, there is an insufficient number of high-quality VR products that meet the thematic needs of subject teachers. Tasks for children were developed in 4 areas of development: value-semantic, cognitive, operational-activity; reflective-evaluative.

Keywords: virtual reality, immersive approach in education, classification of virtual reality tools