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PEDAGOGICAL CONDITIONS OF SOCIAL INTELLIGENCE DEVELOPMENT OF STUDENTS, MASTERING THE PROFESSION OF A TEACHER IN HIGHER EDUCATION INSTITUTIONS // Pedagogical Review. 2018. Issue 3 (21). P. 75-84

At present the development of the social intellect of the future teacher is an actual problem. This is evidenced by the research of modern scientists (Genkina V. A. (2000), Lukicheva M. A. (2004), Makarova N. A. (20013), etc.). The feasibility of developing the social intellect of a future teacher is due to its relationship with such concepts as “professionally important qualities”, “professional abilities” and “professionalism”. Social intelligence provides the future teacher with competitiveness, success in professional activities and improving the quality of education. The purpose of the study was to study the characteristics and level of development of social intelligence of students who master the profession of a teacher in a university. According to the results of the study, four groups of subjects with normal, medium, medium and low social intelligence were identified. This allowed us to identify certain features of social intelligence in future teachers and to confirm the relevance of the development of social intelligence. To develop the social intelligence of students who master the profession of a teacher in a university, a set of pedagogical conditions is proposed. The proposed conditions can be a fundamental component of the educational environment, allowing the most optimal design of the process of development of the social intelligence of the future teacher in the university.

Keywords: social intellect of the future teacher, pedagogical profession, pedagogical conditions

PEDAGOGICAL CONDITIONS ENSURING ADAPTATION OF PRIMARY SCHOOL CHILDREN WITH DISABILITIES TO THE EDUCATIONAL ACTIVITIES // Pedagogical Review. 2019. Issue 4 (26). P. 45-52

The relevance of the study of this problem is due to the demand of society, the growth of inclusive education in the country. The article analyzes the concepts of adaptation, school adaptation, social adaptation, personal adaptation, psychological adaptation and substantiates the pedagogical conditions that ensure the effectiveness of adaptation of primary school children with disabilities to educational activities. We used the following methods: questionnaire for teachers study school adaptation of students (methodology L. M. Kovaleva), projective technique of “What I like about school?” (N. G. Lukanova), “A Conversation about the school” T. A. Nezhnova, “Personal scale manifestations of anxiety” G. Taylor, T. A. Nemchin’s “Adaptation”. The peculiarities of students’ interaction, personal stability, individual psychological features, school anxiety during the adaptation period are revealed. The effectiveness of the phenomenon under study is achieved through the implementation of pedagogical technology, pedagogical support, means of “subject-developing” education. The study allows us to conclude that the success of the adaptation of primary school children with disabilities to educational activities is provided by specially created pedagogical conditions: the activation of cognitive activity of children, the organization of cooperation as a three-way aspect of interaction, ensuring inclusive dialogue with the age-specific features of the development of mental processes, the creation of a positive microclimate of the social environment.

Keywords: primary school student, adaptation, school adaptation, factors of adaptation, inclusive education, educational activity

Strategy for developing a lingua-digital culture of future teachers during their university education // Pedagogical Review. 2026. Issue 3 (67). P. 95-106

The new vector of education development ‒ digitalization ‒ necessitates the formation of students’ digital culture. Regulatory documents require teachers to have knowledge of modern digital technologies, digital learning platforms, and a developed culture of their application in educational practice. The purpose of our research is to scientifically develop planned actions for the formation of future teachers’ linguistic and digital culture in the process of foreign language education as an integral part of their professional culture in modern conditions. The Institute of Philology and Intercultural Communication at the Bunin State University of Yelets was chosen as an innovative platform. The experiment involved 104 students of the Pedagogical Education program. The study included an analysis of regulatory and legislative documents, scientific literature, modern online courses, and digital mobile applications for learning a foreign language, as well as a pilot study with the use of a survey. The research used the modeling method. As a result of the study, the concepts of “linguistic and digital culture” and “strategy” were specified in relation to the foreign language training of future teachers; a theoretical model of this strategy was designed, and its main modules (pedagogical conditions, principles, and pedagogical tools) were developed. The linguistic and digital culture of a future bachelor of pedagogical education has a complex and multifaceted structure that ensures the effective professional activities of future teachers in the context of digital education. The theoretical significance of the study lies in the introduction of a new concept into pedagogical terminology: the “linguistic and digital culture of a future teacher,” which is defined as a complex, multi-structured entity that serves as a key reference point for future teachers to achieve successful professional performance. The strategy of forming the lingvo-digital culture of a future teacher consists in solving tactical tasks, which consist in the consistent interaction of resource potential and planning of development of opportunities and pedagogical support for its formation (pedagogical conditions, principles, pedagogical tools) in order to improve the readiness of a future teacher to carry out foreign language communication in the conditions of a digital lingvo-environment. The practical significance of this research is seen in the possibility of modernizing the process of teaching a foreign language to students of a pedagogical direction of training on the basis of the developed educational and methodological content.

Keywords: digitalization, culture, lingua-digital culture, foreign language teaching, strategy, model, pedagogical tools