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STUDY OF STUDENTS’ AND TEACHERS’ OPINION ON UNIVERSITY ENVIRONMENT // Pedagogical Review. 2017. Issue 1 (15). P. 62-71

The request for a research of opportunities and features of space of a modern higher educational institution is very urgent. It is important to understand whether there is an interrelation between specially organized space and an opportunity for students to purchase additional common cultural and professional competences – such as ability to communication in the cross-cultural environment, to self-organization and self-training. Perception and learning of university environment, and its psychological interpretation define the sense and the nature of professional development and self-development of those who take part in the educational process, and determine actions of students and teachers in this environment. The article presents the results of the study of the invariants of how the participants of the educational process perceive university environment. The authors carry out the analysis of peculiarities of teachers’ and students’ perception of university environment and describe the dynamics of perception of university environment at different stages of students’ professional training. The results of research are the basis for development of the concept of the universal environment of modern city University. General provisions of the concept of the universal environment at city University based on the educational needs of students and teachers in training, in communication, in resources. On this basis, the general environment of the city University involves collaborative environment, an active space for informal communication; social space to support student community; active living student life within the infrastructure of the University; innovative learning spaces, creating conditions for student centered learning and engagement, enhance the educational process participants of educational, social, intellectual motivation. The main directions of infrastructure development of the University is the entrance area, interior common areas (recreation, corridors, staircases), classroom and administrative offices.

Keywords: individual places of behavior, personally-oriented places, notion of university environment, university environment, subjective and pragmatic places, description of university places

RESEARCH OF STUDENTS ‘ IDEAS ABOUT THE INFLUENCE OF THE EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY ON THE FORMATION OF PROFESSIONAL COMPETENCIES IN TEACHING ACTIVITIES // Pedagogical Review. 2020. Issue 5 (33). P. 111-120

Modern education is focused on the formation of a new way of thinking of students, of professional competencies in the field of pedagogical, project, research and cultural and educational activities, which involves the use of various forms and methods of work, a variety of educational scenarios. This content has certain requirements for the educational environment. In this regard, an attempt was made to study students’ perceptions of the impact of the educational environment of the University on the formation of their professional competencies, which is important in the development of educational policies of specific universities, as well as to assess the effectiveness of the introduction of new educational practices. As the main criteria for studying the University environment, the article considers: subject-spatial factors in the development and personalization of the University environment (organization of educational space, organization of library space, organization of informal interaction and cooperation space); the effectiveness of intellectual and creative activity of students in the University space; factors of the educational environment that affect the formation of professional competencies of students and graduates of pedagogical universities. The study shows that: an important condition of formation of professional competence is the professionalism of the teacher; the comfort of the subject environment of the University positively affects the perception of the University environment with respect to the University and the activities which it carried; student involvement in University activities is becoming one of the motivating factors that determine the quality and outcome of student learning, influencing the «entry» into the profession, interest in profession, professional development.

Keywords: professional competencies, educational environment university, influence on the formation of professional competencies

RESEARCH OF PSYCHODIDACTIC PARAMETERS OF THE EDUCATIONAL ENVIRONMENT IN TYPICAL BUILDINGS OF MOSCOW SCHOOLS // Pedagogical Review. 2021. Issue 5 (39). P. 93-101

Systematic study of the educational environment provides an opportunity to identify growth points and deficits in the design and development of the educational environment. Tools that involve a comprehensive study of it can be represented by physical, psychodidactic and social components. This article examines the results of the study of the educational environment in school buildings of three standard projects (the project of the MU series, project 65-426 / 1, project I-1577A) in the context of the enrichment of the educational process, the diversity of forms and methods of teaching and the content of the educational process. Based on the conducted research, it was revealed that: for educational purposes, except for the classroom, the space of recreation areas, school museums and libraries is rarely used; there is no possibility of transforming the educational space into small, medium and large, there is no transformable furniture; the main resource of the school territory, as a rule, is the use of the school territory as a sports ground during regular and extra-curricular hours; there is rarely a cluster and open type of organization of educational spaces, in general, the study sample is characterized by a cabinet type of organization, which «dictates» the implementation of learning formats characteristic of the class-time system; there are restrictions for the organization of project training.

Keywords: richness of the educational process, educational environment, psychodidactic parameters of the educational environment, variety of forms and methods of teaching, content of the educational process, school infrastructure