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THE OPEN EDUCATIONAL PORTFOLIO OF PRIMARY SCHOOLCHILDREN // Pedagogical Review. 2014. Issue 2 (4). P. 85-89

The article is devoted to investigation the content and structure of the portfolio of primary schoolchildren. Such characteristic features as openness, reflexivity, freedom have been singled out. The organizational aspect of developing and implementing the portfolio by primary school teachers.

Keywords: portfolio, portfolio achievements, openness, self-assessment, studying and educational results

PROBLEMS OF REALIZATION OF EDUCATIONAL ACTIVITIES IN TRAINING AND PROFESSIONAL DEVELOPMENT OF THE MODERN TEACHER // Pedagogical Review. 2014. Issue 3 (5). P. 64-69

The article considers main directions of organization of educational activities in the aspect of modern teaching professional development in such areas as doctoral research on pedagogy, system of professional development, educational technologies.

Keywords: education, educational activity, activity approach, teaching activity, andragogical approach, technology

THE PLACE OF THE PEDAGOGICAL RESEARCH IN THE PREPARATION AND PROFESSIONAL ACTIVITIES OF THE MASTER // Pedagogical Review. 2014. Issue 4 (6). P. 43-47

The role of the research in the professional activities of psycho-pedagogical direction is under the discussion. The research understanding and its role by the undergraduates studying in «Psycho-Pedagogical Education» is considered. The research competence is highlighted as a component of professional competence and professionalism of the modern teacher. The article emphasizes the relationship of teaching and research in the professional activity of a teacher. Empirical data on how undergraduates understand pedagogical research and research situation are given. The article presents the example of the research situation of the experience of primary school teacher and its analysis of the lesson with a masters course “Scientific research in the professional activities of psycho-pedagogical direction”. The possibilities include a description of research situations from their own teaching professional experience in scientific texts (articles, dissertations). The pedagogical research must be the main direction in Master’s Degree Programme in Tomsk State Pedagogical University.

Keywords: research, pedagogical research, research situation, undergraduate master training

PEDAGOGICAL ACTIVITY AS A SUBJECT OF PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH AND PUBLICATIONS // Pedagogical Review. 2014. Issue 4 (6). P. 93-100

Based on the analysis of articles in regional scientific journals pedagogical activity is highlighted as a special subject of study of many authors. There were identified the following aspects as a subject of research interest of the authors: the influence of pedagogical activity on different types of activity of students, on professional success and emotional stability of the teacher, on the organization of research activity of students. In addition, many researchers are working on the model of the teacher and teaching activity. It is proved that the increase of attention to the change of pedagogical activity is associated with increase the of innovation component at all levels of education, as well as with such characteristics of modern education as productivity, humanism, interdisciplinarity, workability. In this connection pedagogical activity is understood as activity in establishment of educational relations between teacher and students. Hence, the change in this relationship is the main vector of the modern pedagogical research.

Keywords: pedagogical activity, the study of pedagogical activity, the activity of students, emotional burnout, research activity, professional competence

THE PEDAGOGICAL HERITAGE OF G.N. PROZUMENTOVA AS A BENCHMARK FOR SCIENSE AND EDUCATIONAL PRACTICE // Pedagogical Review. 2015. Issue 4 (10). P. 7-14

The article is devoted to the memory of the remarkable scientist and educator – G. N. Prozumentova. The aim of the paper is to identify the main lines of the great scientist’s pedagogical heritage. Considers the base of joint activity pedagogy, the concept of humanitarian management of educational innovations, the theories of the teacher’s professional development worked out by G. N. Prozumentova. Highlights the relevance of the following provisions put forward by the scientist: the personal presence in education, the dual teacher’s professional position in organization of joint activities with students, the influence of teacher’s participation in innovative activities on his professional development, the importance of innovative educational programs for the development of modern school. The main thesis of all scientist’s publications is to allocate the joint activity as the main subject of education. Finally the authors clarify that this subject determines the prospects for the development of pedagogical theory and educational practice.

Keywords: joint activity, educational innovations, humanitarian management, teacher’s professionalism, innovative educational program

A SET OF EXERCISES ON PROFESSIONALLY ORIENTED FOREIGN LANGUAGE READING SKILLS’ DEVELOPMENT OF TECHNICAL UNIVERSITY STUDENTS WITH THE USE OF ELECTRONIC TUTORIALS // Pedagogical Review. 2016. Issue 1 (11). P. 86-91

The set of exercises implemented in the electronic tutorial of Moodle and aimed to shape professionally oriented foreign language reading skills in the process of technical university students’ teaching. The set of exercises was tested and implemented in the teaching practice of “Professional foreign language” in the Institute of Power Engineering National Research Tomsk Polytechnic University. Groups of exercises in accordance with the stages of foreign language, reading organizations, as well as the student activity are found out. Methodical recommendations for teachers to use the exercise are proposed. The article is also concerned with the use of professionally oriented texts as the important condition of foreign language reading skills’ development.

Keywords: set of exercises, professionally oriented foreign-language reading, electronic tutorial, information technology, scientific and technical text, hypertext

EXPLANATION OF THE MAIN EDUCATIONAL CONDITIONS OF INTERACTIVE TEACHING A FOREIGN LANGUAGE AT TECHNICAL HIGHER SCHOOL // Pedagogical Review. 2016. Issue 1 (11). P. 92-97

This research paper was conducted to examine the main pedagogical conditions in the organization of interactive teaching in higher education system. Today interactive learning is widely used in all aspects of educational process: at colleges, at universities, in courses and workshops. As this technique is extremely effective not only in terms of acquiring knowledge, but also by the personal skills formation, we decided to reveal four pedagogical conditions of interactive teaching and its organization for teaching foreign language competence in higher school. The use of interactive forms, methods, approaches and new information technology in the foreign language class provides ample opportunity for the formation of the students’ knowledge and skills that will grow into the necessary professional foreign language competence of teachers.

Keywords: educational conditions, teaching a foreign language, interactive teaching

CRITICAL REVIEWS // Pedagogical Review. 2016. Issue 2 (12). P. 166-168

TYPE LESSONS IN THE CONCEPT JOINT ACTIVITY PEDAGOGY // Pedagogical Review. 2016. Issue 3 (13). P. 36-41

The article is devoted to the type lessons in secondary schools in the point of collaborative activity organization models. The author describes three various models and corresponding type lessons: authoritative (lesson-task), leadership (lesson-problematisation), partnership (lesson-dialogue). Models are compared on such criteria as: positions of participants, relations between them, the content of joint activity, teaching method, educational results. This classification complies with FSES of primary and basic school. Choice of an appropriate model of teacher-students interaction (closed model, addressed model, or open model) is the crusial teacher’s issue under the implementation educational standards, realizing systemactivity approach in Russian school.

Keywords: joint activity, co-organization of participants, authoritative, leadership, partnership

ILLUSTRATIVE SCHOOL TEXTBOOK MATERIAL AS A SOURCE FOR VISUALIZATION AND COMMUNICATION // Pedagogical Review. 2016. Issue 4 (14). P. 27-32

The article contains an illustrative textbook material description introduced in the context of literary reading in Elementary School. Distinguishes the main types of illustrations, such as “opening a new chapter”, “accommodating a text”, “painters pictures production”, “photography”, their educational functions in terms of perception of the text, development of children’s speech and creation of the visual image. Analyzes the visual-communicative sources of an illustrative textbook material. First, it is based on the text itself and second, the illustrations including some tasks are developed in this textbook. According to the textual and extra textual material (context) the author points out different types of illustrations: such as essential (basic), background and “empty”. There is a conclusion of underdevelopment of special method of working with illustration distinguished in the textbook, which would allow making this method not only the visual support of the text but also an independent visual image as well as an introduction into the educational communication between the teacher and the pupils at the lesson of literary reading.

Keywords: illustration, textbook, literary reading, communication, a literary text, learning task

REVIEW OF THE BOOK BY G. N. PROZUMENTOVA EDUCATIONAL INNOVATION: THE PHENOMENON OF “PERSONAL PRESENCE” AND MANAGEMENT POTENTIAL (EXPERIENCE OF HUMANITARIAN STUDY). TOMSK, PUBLISHING HOUSE OF TOMSK UNIVERSITY PUBL., 2016. 412 P. (SERIES “UNIVERSITY TO TEACHER”) // Pedagogical Review. 2017. Issue 1 (15). P. 187-189

SUPERVISION AS AN ACTIVITY SUPPORT OF A YOUNG SPECIALIST: MODELS AND TYPES OF SUPERVISION // Pedagogical Review. 2017. Issue 2 (16). P. 87-91

The article is dedicated to the issue of organization of supervision as a way of intrenching of a young specialist in the profession. According to the obtained results it is clearly seen that traditional supervision practice neither creates a subjective position of a specialist in his/her development nor “fixes” him/her at the position held. The concepts of open professionalism and joint activity are highlighted as the methodological basis of supervision. An activitysupport of a young specialist is presented as a variety of models (authoritarian, leadership, partnership) and types for a supervision co-organization (navigator, tutor, methodologist, doer, coach, and researcher). The author proves that nowadays one person cannot provide the productive supervision of a young specialist, who needs a qualified comprehensive assistance. A navigator helps in the educational innovations’ implementation, a tutor consults on the academic process organization, a methodologist advises on a lesson construction and a coach trains on the new method use. This activity support results in specialist’s possession of his/her professional development and promotes a young specialist to the following levels: compulsory, basic, advanced, professional. Finally, the author clarifies that supervision as an activity support of a young specialist‘s fixing means not only reproduction of the same functions but a real part in professional activity and professional development.

Keywords: supervision support, joint activity, navigator, tutor, methodologist, professional development

SUCCESSION OF PRIMARY AND BASIC SCHOOL IN THE FORMATION OF UNIVERSAL EDUCATIONAL ACTIVITIES (BASED ON THE EXPERIENCE OF THE JOINT ACTIVITY SCHOOL) // Pedagogical Review. 2017. Issue 3 (17). P. 32-39

The article poses the problem of searching for successive links in the formation of universal educational activities in the transition from primary to basic school. This problem is actualized by the introduction of Federal Educational Standard and by the search for practicing teachers of the effective methods to form and diagnose universal educational activities at different age levels. The authors analyze the experience of the School of Joint Activity in this direction, in particular, describe the performing of a general school seminar, the purpose of which was to show the specifics and increasing of different groups from primary to basic school. Examples of expert maps are given, which make it possible to distinguish different groups of universal educational activities at the lesson, their level of development (acquaintance, formation, application). A generalized portrait of the graduate of the primary and basic schools, successive lines in the content of regulative, cognitive, communicative and personal activities are considered. The authors analyze forms of a general school seminar performing such as: visiting lab lessons and discussing them in a group, filling out expert maps by the teachers, work in a group to identify succession lines based on completed maps, final discussion and reflection of participants.

Keywords: meta-subject results, joint activity, examination of the formation of activities, portrait of the graduate, succession

ORGANIZATION OF SUPERVISION IN A SCHOOL OF JOINT ACTIVITIES: FROM THE EXPERIENCE OF A TRAINING GROUND // Pedagogical Review. 2017. Issue 4 (18). P. 126-131

The article deals with the issue of organizing effective mentoring as an activity support of a young specialist and a new teacher in the innovative school. Based on the speeches of the round table participants, traditional forms of mentoring organization are fixed. The authors analyze the results of the training seminars that were performed in the 2016/17 school year in the school of joint activity No. 49. The school is an internship site where the new approach to supervision is implemented. This approach is based on the concept of joint activity and educational innovation’s humanitarian management. The authors give the results of the seminar participants’ questioning, identify effective forms of supervision as joint teacher’s activity. The distinctive features of such activity are: different positions and roles of mentors, diversity of mentors, “floating” mentor, the professional development of all participants. The authors prove that nowadays one person cannot provide the productive supervision of a young specialist, who needs a qualified comprehensive assistance. It is shown that the seminar’s participants form a new view of supervision. Finally, it is concluded that only in an innovative school there is a special type of supervision as a humanitarian management of a teacher’s professional development who implements educational innovations.

Keywords: supervision support, joint activity, humanitarian management, educational innovations, professional development

WHAT THE TEACHER-MENTOR SHOULD BE: THE RESULTS OF EMPIRICAL RESEARCH // Pedagogical Review. 2018. Issue 2 (20). P. 70-75

The article describes the results of questioning of students of the faculty of preschool and primary education. The aim of the research is to clarify the attitude of respondents to the issue of supervision practice in educational organizations. Supervision is interpreted as a methodological and active support that contributes not only to adaptation in the profession but also to professional and personal development. The author finds out what factors influence the decision of the teacher to stay in profession; what forms of work with young specialists are used most often; what qualities must the teacher-instructor have. It turns out that the main positive factors are: high salary, organization of methodological support, team adaptation. Individual consultations and exemplary lessons of experienced colleagues are the most used forms of support work with young specialists. Respondents’ opinions about the qualities of a mentor can be grouped into two “triangles”: the psychological “triangle of confrontation” (empathy, communicability, exactness) and pedagogical “triangle of complementarity” (professional experience, ability to learn, research qualities). Finally, the author clarifies that supervision is a co-organization of different models of interaction with the ward (authoritarian, leadership, partnership), in which a mentor can be a head, a leader and a partner in cooperation with a young specialist depending on the goals and content of supervision.

Keywords: questioning, young specialists, mentor, supervision, cooperation, mentor’s qualities

CHARACTERISTIC FEATURES OF HIGHER EDUCATION IN FRANCE // Pedagogical Review. 2018. Issue 3 (21). P. 224-230

This paper studies the aspects of the higher education system in France. The country has fascinating socio cultural and educational traditions. France is a country with a humanistic, progressive, and social tradition that is characterized by the availability of education, medical care, social insurance, and public services regardless of one’s social, religious, ethnic or cultural origin. Education in France has been developing for several centuries into its modern form and has a rich history. There is a unique system of study cycles, academic degrees, and diplomas. The authors analyze a particular feature concerning the existence of two kinds of institutions of higher education–universities and higher schools–and study the types of the aforementioned. The levels of higher education are distinguished as follows: a bachelor’s degree (“Licence” degree), a master’s degree (master of the first and second year of training), and a higher doctorate. The article reveals how the humanistic, progressive, and social traditions of the country manifest themselves in higher education. The authors examine the experience from the best universities and higher elite schools of France. They point out the current issues of the practical part of higher education, which are as follows: differentiation of types of higher education institutions, lack of funding, separation of teaching and research, intensification of teaching process, etc. Likewise, the paper demonstrates that there are certain reforms aimed at resolving these problems (e.g. the Law on Higher Education and Research).

Keywords: higher education system in France, universities, higher elite schools, higher education reforms

ANALYSIS OF THE HISTORICAL CONTEXT OF DISTINGUISHING MAGISTRACY AS A SPACE OF SCIENTIFIC AND EDUCATIONAL ACTIVITIES: A REVIEW OF THE BOOK “ACADEMIC CHARISMA AND THE ORIGINS OF THE RESEARCH UNIVERSITY” BY WILLIAM CLARK (TRANSLATED FROM ENGLISH; EDITED BY M. DOBRYAKOVA, MOSCOW, HIGHER SCHOOL OF ECONOMICS PUBL., 2017. 736 P.) // Pedagogical Review. 2019. Issue 2 (24). P. 200-203

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JOINT ACTIVITY AND OPEN PROFESSIONALIZATION OF A TEACHER AS A CONCEPTUAL BASIS OF MENTORING // Pedagogical Review. 2019. Issue 6 (28). P. 91-96

The problem of organizing mentoring is analyzed as a mechanism for the implementation of lifelong adult education, as a mechanism for in-company training of employees, which allows them to be fixed and adapted in the profession. Mentoring is considered as a joint activity of an experienced teacher and a young specialist, aimed at the professional and personal development of all participants in the activity. A comparative analysis of the organization of mentoring is made from the position of a teacher’s closed and open professionalism, taking into account criteria such as: purpose, content, nature of interaction, forms of collaboration, type of professional samples, results. Various options for implementing the practice of mentoring are considered: supervision, mentoring, coaching, tutoring. Given these options, different types of mentors have been identified that can accompany a young specialist, not only for adaptation, but also for immersion in the innovative space of an educational organization. The conclusion is drawn about the need to study the effectiveness of different mentoring practices and study its contents, forms, results and effects, including the search for mechanisms for co-organizing approaches to mentoring in the logic of a teacher’s closed and open professionalization.

Keywords: mentoring, joint activity, open and closed professionalism, lifelong education of adults

COMPONENTS OF PROFESSIONAL SELF-DETERMINATION OF A PEDAGOGICAL UNIVERSITY STUDENT // Pedagogical Review. 2020. Issue 3 (31). P. 36-47

The article presents a look into the motives and factors of the professional choice as one of the characteristics of students’ professional self-determination. Material for this research was obtained from researches of the 1990s by the scientists E. A. Klimova, N. V. Kuzmina, V. A. Slastyonin, G. N. Pashkevich and from questionnaires of first-year students at Tomsk State Pedagogical University in October, 2019. The research was carried out by means of theoretical methods (analysis of the scientific literature and statistical data of the 2019 admission campaign) and empirical methods (student questioning). This article is compiled to reveal to the pedagogical alumni the factors influencing the professional choice of first-year students who became the participants of the research in 2019 with comparison to researches of such type carried out in the 1990s. As a result of this research the following conclusions were drawn: obtaining a pedagogical profession is the most attractive for young females; inner-state and international educational migration of prospective students remain; the pedagogical experience prospective students have before they enter a university help them to realize what major to choose at a pedagogical university; contemporary first-year students have intrinsic motives, but have more extrinsic motives. Comparing with researches by V. A. Slastyonin of the 1990s there increased the per cent of students who put forward as the factors that influenced their choice of a pedagogical university such factors as that of willing to get higher education and that of circumstances, these results allow to confirm current necessity to help students with their professional self-determination while they study at a university.

Keywords: professional choice, young students, bifurcation point, surveying students, pre-university pedagogical experience, prospective students’ recruiting

HOW TO TEACH A MODERN SCHOOL STUDENT // Pedagogical Review. 2020. Issue 4 (32). P. 55-61

The professional difficulties of teachers and the educational difficulties of primary schoolchildren, updated by the regime of total distance learning caused by the spread of COVID-19, are highlighted. The author concludes that regulatory and cognitive UUD are insufficiently formed in children, which entailed the educational helplessness of the child. The reason for this is the lack of focus on educators on the formation of the ability to learn and the relationship between subject and universal educational activities. The author discusses why distance learning cannot be the basic form in elementary school: the harmful effects on children’s health, the destruction of general cultural skills, technological risks, the destruction of living contacts with adults and other children. The author shows how the didactic scheme of the lesson and the professional functions of the teacher have changed: from intermediary to organizational and methodological. The main features of the online lesson and the typical mistakes of teachers during its conduct are highlighted. It is shown how it is possible to attract parents to the implementation of different models of interaction with the child in home schooling. The author predicts how the traditional lesson will change due to the teachers getting the experience of intensive distance learning in elementary school, which didactic and methodological aspects will become relevant.

Keywords: distance learning, universal educational activities, lesson, elementary school (student), interaction

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

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

REVIEW OF THE MONOGRAPH “THE ORGANIZATION OF MENTORING IN THE SCHOOL OF JOINT ACTIVITIES: PRACTICE AND CONCEPTUALIZATION” (edited by S. I. Pozdeeva. Tomsk, Tomsk Central Research Institute Publ., 2020. 266 p.) // Pedagogical Review. 2021. Issue 1 (35). P. 167-168

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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

ON THE PROBLEM OF DEVELOPING CHILDREN’S INTEREST IN READING: THE SEARCH FOR EFFECTIVE METHODS OF WORK // Pedagogical Review. 2021. Issue 6 (40). P. 17-26

The problem of the formation of preschool children’s interest in books and reading activities is considered, the necessity of its solution is justified due to the decline in interest in reading and traditional books at all stages of education. The points of view of scientists on this problem and various methodological approaches related to the formation of specific reading skills in children through appropriate methodological techniques of literary reading, literary listening and literary creativity are analyzed. The psychological features of the perception of the text of a work of art by children of middle and older preschool age are highlighted, based on which special methodological techniques have been developed and tested. The authors present their own experience of solving it and provide data obtained as a result of an empirical study (questioning kindergarten teachers, monitoring the activities of children), in which older preschool children participated. The indicators and criteria for assessing the level of formation of the interest of older preschoolers in the book and reading activities, which have practical significance on a par with the proposed ways to solve the designated problem, are given. A workbook is presented, based on which children perform interesting and diverse tasks when working with artistic texts. In the conclusion of the article, the authors demonstrate data confirming the effectiveness of the approaches they have developed.

Keywords: interest in the book, reading activity, literary work, methods of analysis, perception of literature, older preschoolers

TRANSNATIONAL EDUCATIONAL MOBILITY IN HIGHER EDUCATION: AN INTERNATIONAL REVIEW // Pedagogical Review. 2021. Issue 6 (40). P. 140-145

An international review of the formation of transnational educational mobility in higher education abroad is analyzed. The research results by foreign scientists dealing with this empirical issue are presented. The role of educational mobility in the formation of transnational human and cultural capital, the influence of educational mobility on the formation of an individual educational and career path of a person is shown on the example of such countries as: Great Britain, USA, China, Australia and Western European countries. Transnational educational mobility is considered in the context of the formation of cultural capital as the acquisition of international experience, the expansion of linguistic and professional knowledge, the development of social and intercultural skills that contribute to the creation of a new cultural identity and the strengthening of transnational identity, personality identification. Giving rise to cosmopolitanism, person’s educational mobility contributes to the creation of a new cultural identity and transnational identification strengthening. A man who is able to see and understand intercultural differences, to solve intercultural problems, is able to form his identity in the context of intercultural and multicultural relations. It is emphasized that with the development of transnational educational mobility, the term “international professional competence” appears in the scientific and pedagogical literature, associated with the formation of transversal personality skills. Transversal skills are analyzed as basic skills, independent of a person’s professional qualifications and not tied to any particular profession, but are applicable to a wide range of situations in life. It is emphasized that the strengthening of cross-border educational mobility is observed not only in the public sector of higher education, but also in the private sector, which contributes to an increase in the number of educational institutions leading to the expansion of availability of higher education and obtaining various academic degrees and titles.

Keywords: transnational educational mobility, higher education, human capital, cultural capital

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

REVIEW of the book “Tolstoy’s School: The Path to Sensible Education”: scientific and methodical publication. L. V. Babiy, E. A. Voloshina, E. G. Gelfman, L. M. Dolgova, N. V. Kudryavaya, I. V. Malakhova, Z. L. Monasevich; Eds. E. A. Voloshina, L. M. Dolgovaya. Tomsk, TSPU Publ., 2022. 336 p. // Pedagogical Review. 2022. Issue 6 (46). P. 215-217

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Modernization of the technology for assessing the professionalism and the level of competence of teachers based on the analysis of students’ learning results // Pedagogical Review. 2023. Issue 1 (47). P. 18-32

An analysis of approaches, technologies, models developed over the past three years related to the assessment of professionalism and the level of competencies of teachers is presented. The attention is focused on research and development, which is based on working with big data, the use of technical means to automate the assessment process. An approach to assessing the professional competencies of teachers based on the analysis of the results of their students is formulated. Within the framework of this paper, the 3rd stage of the technology for assessing professionalism and competence level of general education teachers has been improved, tested and described. Using the data of the learning results of Tomsk region secondary students in the national Unified State Exam (USE), 3 (three) clustering algorithms were applied by technology: k-means, spectral clustering, agglomerative clustering. The learning results under study were on 4 (four) subjects: Russian, Mathematics (profile level), Physics, and Social Studies for the period from 2015 to 2019. The above data were divided into 2 (two) arrays: Science and Humanities, and clustering algorithms mentioned were applied to them. The validity of the clusters was assessed by the method of Silhouette coefficient and Kalinsky-Harabasz index. Some measured parameters of the algorithms and the expediency of their use within the framework of the task were evaluated.

Keywords: teacher competencies, clustering, teacher’s professional deficits, data-mining

Review of the book by Dorota Klus-Stan’skaya “Paradigms of didactics. Thinking theoretically about practice” (translated from Polish by A. A. Polonnikov; edited by N. D. Korchalova. Moscow, National Education Publ., 2022. 320 p.) // Pedagogical Review. 2023. Issue 2 (48). P. 173-177

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“Academic skills”: to the problem of concept assimilation in Russian pedagogical science // Pedagogical Review. 2023. Issue 4 (50). P. 17-23

The concept “academic skills” is gaining popularity in Russia. However, there are some issues from the point of view of its interpretation into Russian, its similarity to the terms in Russian methodological and pedagogical sciences and its assimilation and acquisition. Hence, it is difficult to determine the place of the concept “academic skills” in the process of training in the system of Russian tertiary education. Methods of theoretical analysis of English-language sources, including academic dictionaries (Collins, Oxford, Webster) have been used, as well as Russian sources in the fields of psychology, didactics and linguistics. Also, methods of comparative analysis, schemas to demonstrate the contents of different meanings of the term “academic skills” have been presented. The article deals with the definitions of the term “academic skills” given in English-Russian and Russian-English dictionaries, as well as with the usage of its. The use of Russian-language analogues of this term is being studied in methodological and pedagogical sciences. The conclusion has been done that in Russian pedagogical and methodological sciences this term can be used as “academic abilities”, “academic skills”, and “academic competencies”. It has also been suggested that it is important to determine a border between these concepts from the point of view of the level of the linguistic competence of students at non-linguistic majors.

Keywords: academic skills, academic abilities, academic competencies, speech

The concept of a prosperous and safe childhood: the essence, problems, recommendations for parents // Pedagogical Review. 2023. Issue 4 (50). P. 80-86

A comparative analysis of two methodological approaches to understanding childhood is made: childhood as a preparation for adulthood and childhood as a unique and self-valuable stage in a person’s life. The root causes of the appearance of each of the approaches are highlighted, it is proved that the implementation of the first approach leads to total authoritarianism in the interaction of adults and children. The necessity of the second approach as a theoretical basis for a prosperous and safe childhood, which can be interpreted as a subjective and “involved childhood”, is substantiated. The main task of an adult is to involve a child in different types of activity and create the most saturated educational environment for his development. The problem of the correlation of independence and activity of the child with the need of an adult to protect guard against any danger is set. Methodological recommendations for parents of preschoolers and primary school children are formulated. These recommendations relate to aspects of conscious and responsible choice, the organization of independent actions of children, including when doing homework on a textbook, the implementation of dosed assistance and effective feedback from parents to children. The conclusion is made about the need to move from pedagogy stimulating to adulthood development to pedagogy that simultaneously enriches the development of the child and preserves the specifics of childhood, from total authoritarianism to the reversed and open joint action of an adult and a child both in the family and in an educational organization.

Keywords: childhood, growing up, disappearance and enrichment of childhood, authoritarianism, independence, children and parents, involvement

Educational communication, engagement and agency as pedagogical phenomena // Pedagogical Review. 2024. Issue 1 (53). P. 79-89

Nowadays the organization of educational communication among students is an important condition contributing to the development of hard, soft and self-skills necessary for future specialists. The phenomenon of educational communication is considered in the context of collaborative activities between a teacher and students at a higher school. The article presents a comparative analysis of educational and pedagogical communication, which is based on the following criteria: purpose, content, positions of participants, methods of organization, results. Educational communication is defined as a collaborative activity of the teacher and students where the teacher’s role is changed from the leader to the partner and the students become active participants of the learning process. The authors focus on the key characteristics of educational communication – engagement and agency, which enable students to be involved in studying and have an influence on the process itself. The conclusion is made that the engagement of the participants in communication is provided by special metateaching methods universal for any academic subject. The prospect of further research is to consider metateaching means and didactic scenarios necessary for organizing educational communication between the teacher and students in order to achieve subject, meta-subject and personal learning outcomes.

Keywords: educational communication, collaborative activities, engagement, agency, educational process