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Editorial. An International Review of the Possibilities of Educational Environment in the development of Students and Teacher
Roza A. Valeeva
pp. 514-514 | DOI: 10.12973/ijese.2015.275a | Article Number: ijese.2015.011
Published Online: July 07, 2015
Abstract
This special edition presents a snapshot from around the world of the current state of the researches devoted to the possibilities of educational environment in the development of students and teachers. The scientific literature justified, that the development of personality in ontogenesis, along with heredity, upbringing, is influenced by educational environment and the man’s own activities. From this perspective, personal development requires the creation of certain conditions, one of which is the educational environment allowing students to take responsibility for the selection of contents and forms of their activity.
There is no uniform approach to the characterization of the concept of "educational environment". Its essence, content, structure and functions have not received adequate coverage in scientific studies. The phenomenon of educational environment by analogy with the economic, informational, political environment can be considered not as a geometric area, the volume of which has a certain shape, but as a subjective form of perception, a set of relations.
The concept of "educational environment" is defined as the surrounding the person’s activity and development area in the educational institution; as a "territory" where there are sources of developmental impact, its generating factors, laws and principles; a range of activities are organized, educational technologies are implemented; not only as a set of influences and conditions of formation of the person, but also opportunities for their self-development and improvement.
In this special issue, contributors from six quite different countries (Russia, Poland, Belarus, Ukraine, Kyrgyzstan and Kazakhstan) give the analysis of the possibilities of educational environment in the development of students and teachers.
Keywords: Educational Environment
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Conditions of Educational Environment for the Development of Teenagers’ Moral Relations
Anvar N. Khuziakhmetov, Gulnaz R. Shafikova & Vera A. Kapranova
pp. 515-521 | DOI: 10.12973/ijese.2015.265a | Article Number: ijese.2015.012
Published Online: July 07, 2015
Abstract
The relevance of the study is conditioned by the fact that social relations require from a school graduator not only the subject specific competences, but also the ability to build interpersonal interaction based on moral norms. Therefore, this article is aimed to reveal the conditions of the school educational environment organization promoting the formation of moral relations among adolescents. The leading approach to consider this problem is a system-activity approach, allowing present structure of the educational environment and the mechanisms of coordination of its elements in complexity. The article presents the results of a study of teenagers’ moral relations to be characterized as stable, active, generalized, differentiated, prosocial directed relations. The main conditions of teenagers’ moral relations are subject-subject interaction in the context of academic and extracurricular activities, the humanization of the content and technologies of educational process, the saturation by moral facts the subject and space environment of school, meeting social and psychological needs of educational relations participants. The article submissions are of practical value for school teachers dealing with the problem of pupils’ spiritual and moral development in school and extracurricular activities.
Keywords: moral relations, indicators of possible age development, educational environment, organization of work
References
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Ermolaeva, P. (2014). The ecological culture of Russian and American college students. Russian Education and Society, 56 (1), 19-33.
Fahrutdinova, R. A. (2014). English language in the development of a tolerant person of the student in a multi-ethnic educational environment of the university (For example, Kazan Federal University). English Language Teaching, 7 (12), 77-84.
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Pazukhina, S. V. (2012). Valuable relation of the future teacher to the student's personality: an anthropological approach. PhD Thesis. Moscow.
Popov, L. M., Golubeva O. and Ustin P. N. (2008). Good and evil in the ethical personality psychology. Moscow: Institute of Psychology, Russian Academy of Sciences.
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Vershinina, L. V. (2009). Theoretical bases of future teacher value consciousness formation. Moscow: MPSU.
Yarmakeev, I. E. & Pimenova, T. S. (2014). The formation of students’ national self-awareness in EFL class. English Language Teaching, 7 (12), 26-35.
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Structural-Functional Model of Designing Individual Educational Path of Teacher’s Professional Development in Conditions of Information Educational Environment
Kadriya Sh. Sharifzyanova, Juliya N. Shtreter & Rahat N. Nauryzbayeva
pp. 523-532 | DOI: 10.12973/ijese.2015.266a | Article Number: ijese.2015.014
Published Online: July 10, 2015
Abstract
Actuality of studied problem is due to constant modernization of teacher’s professional development which depends on many factors and conditions aimed at identifying the reserve possibilities of professional qualified and competitive specialist. In this context, this article aims to develop structure the content of structural-functional model of designing individual educational path of teacher’s professional development in conditions of Information educational environment. Leading techniques of studying this problem are theoretical analysis of the subject and the object of study; systematic analysis, psycho-pedagogical, methodological and scientific and technical literature on the areas of research; modeling and pedagogical experiment. The model presented in the article includes conceptual, technological assessment and effective units, as well as information component of the educational environment of teacher’s professional development. The results of experimental work confirm the effectiveness of developed structural-functional model of designing individual educational path of teacher’s professional development. Article submissions are of practical value for managers and employees of Centers of professional development when designing individual educational path of teacher’s professional development.
Keywords: model, individual educational path, professional development, teachers, information educational environment
References
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Kalimullin, A. M. and Vinogradov V. L. (2012). Professional orientation of pupils: condition, problems and ways of solution. Journal of Education and Self-Development, 6, 148-155.
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Shajhelislamov, R. F., Sharifzyanova, K. S., Shtreter, J. N. (2014). Designing the individual educational path for profes-sional development of teachers. Life Science Journal, 11, 355-359.
Sibgatullina, T.V. (2014). Project Work in the System of Teachers’ Additional Vocational Education. Middle-East Journal of Scientific Research. 19 (12), 1573-1577.
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Student’s Research Work as the Condition of Continuity of General and Professional Education
Marina V. Vedishenkova, Elena V. Efimova & Ekaterina V. Ryabova
pp. 533-542 | DOI: 10.12973/ijese.2015.267a | Article Number: ijese.2015.013
Published Online: July 10, 2015
Abstract
The problem in question is necessitate by the contradictions between requirements of successive educational process of general and professional education and the absence of new mechanisms of providing the continuity of education which is effective under modern conditions. The aim of the article in question is to provide the potential of the research activity of students as a factor of integration of general and professional educational activities. Theoretical analysis and synthesis are used as the method of investigation for the basis of continuity of education, modeling of the integral pedagogical system, university-school and pedagogical experiment in checking the interdependent process of development of research activity of schoolchildren and students and providing the continuity of general and professional education. The article also describes the structure of research activity and appropriateness of its development with school-children and students, and explains its integral character which provides the subjective development of a personality of a student that, in its turn comprises the inner structure of educational continuity. The article is of scientific value both for teachers-researches, studying the problem of successive education and for practicing teachers, who want to provide effective educational process.
Keywords: general education, professional education, succession (continuity), research activity, pedagogical integration, continuous educational process, subjective development of a personality
References
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Asadullin, R. M. & Vasilyev, L. I. (2012). Principles of building individual educational ways on the basis of self–organization of a student. Pedagogical journal of Bashkortostan, 5, 58-66.
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Efimova, E. V. (2013). Development of research activity of schoolchildren and students in the system of continuous professional education. Development of continuous education: Materials of the IV–th international scientific–practical conference within the frame of scientific–educational formula «A human being family and society: history and perspectives of development», dedicated to 80–th anniversary of KSPU named after V.P. Astafyev (pp 122-124). Russia, Krasnoyarsk: Krasnoyarsk state pedagogical university named after V.P. Astafyev.
Efimova, E. V. (2013). Didactic design continuity of education. Instrumental didactics and didactic design: theory, technology and practice of multifunctional knowledge visualization (pp 210-213). Russia, UFA: Bashkir State Pedagogical University. M. Akmulla.
Efimova, E.V. (2005). Development of research activity of learners in the system of continuous education «school–University». (Dissertation of Pedagogical Science Candidate). Bashkir state pedagogical university n. a. M. Akmulla, Ufa, Russia.
Hutorskoi, A. V. (2014). Education, adapted to the man: technology of cultivation of values and objectives. Public education, 4, 153-159.
Hutorskoi, A. V. (2014). Methods of projecting and organization of metasubject educational activity of pupils. Municipal education: innovation and experiment, 2, 7-23.
Mikhailov, M. V. & Kalimullina, G. I. (2008). Modernization of Russian educational space: problems and perspectives. Pedagogical journal of Bashkortostan, 3, 11–17.
Pereligina, O. N. (2015). Continuous educational as a part of integration of science and education. Culture. Society. Personality. Collection of articles of International science–practical conference dedicated to the 70th Anniversary of Victory in the Great Patriotic War. (pp 63–60). Russia. Penza: Antonymous non-commercial scientific-educational organization “Privolzski House of Knowledge”.
Shadrikov, V. D. (2011). System–genetic approach to the problem of development. System–genesis of learning and professional activity: V all–Russia scientific–practical conference (pp 11–15). Russia. Yaroslavl: Yaroslavl State Pedagogical University after K.D. Ushinski.
Vernitski, A. A. & Ribakina, N. A. (2014). Methodological basis of realization of new educational paradigm. Pedagogics, 2, 3–14.
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Conditions of Formation of Social Successfulness of Students with Disabilities in the System of Continuous Inclusive Education on the Basis of Value Approach
Ramis R. Nasibullov, Lуаlуа M. Kashapova & Zulfiya Sh. Shavaliyeva
pp. 543-551 | DOI: 10.12973/ijese.2015.268a | Article Number: ijese.2015.015
Published Online: July 15, 2015
Abstract
The thematic justification is due to the fact that the problem of inclusive education implementation in the modern period is very popular and requires close examination. Object of the article is to determine the conditions of formation of social successfulness of students with disabilities in the system of continuous inclusive education on the basis of value approach. Basic methods of research are the study of research and methodological materials and regulatory documentation, analysis and synthesis, interpretation of findings; main research approach is axiological value approach implementable based on the principles of continuity, consistency and purposefulness. The study revealed and tested the conditions of formation of social successfulness of students with disabilities on the basis of value approach: ensuring the continuity of formation of social successfulness of persons with disabilities within the multilevel system of inclusive education “family – preschool education – general education – additional education of children – secondary professional education – higher professional education – further professional education”; creation of the system of continuous inclusive education taking into account the peculiarities of the medical and social models of disability in students; organized work of a teacher with the use of special methods and means of education that correspond to the individual peculiarities of students with disabilities; activities of an educational organization related to the creation of special conditions for training and education of students and ensuring the mutual understanding between the subjects of educational process; focused training of future and practicing teachers for fork with students with disabilities in the mode of inclusion implementation. Materials of the article can be useful for teachers of the system of training and further training of pedagogical personnel and provide the basis for the Concepts on implementation of inclusion in multilevel and continuous educational system of Bashkortostan.
Keywords: socialization, conditions of formation of social successfulness, students with disabilities, system of continuous inclusive education, value approach
References
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Kashapova L. M. & Shane L. P. (2012). Formation of social success of students with disabilities in the system of General and professional education. In Scientific information publishing centre (Ed.). Psychology and pedagogy in the Humanities: Proceedings of the 2012 Fourth International scientific-practical conference (рp. 209-214). Moscow, Russia: Institute of strategic studies.
Kashapova, L. M. (2012). Regulatory support and regulation of the process of implementation of inclusive education. Вulletin of Ufa State University of Economics and service. Science. Education. Economy. Series: Economy, 2 (2), 131-136.
Kashapova, L. M. (2013). Formation of social success of individuals with disabilities in an educational complex "children's garden-school-college-higher education institution". In S. V. Alyokhinа (Ed.), Inclusive education: practice, researches, methodology: Proceedings of the 2013 International scientific and practical conference (pp. 87-89). Moscow, Russia: Moscow city psychological-pedagogical University.
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Kashapova, L. M., Ishembitova, Z. B. & Shayakhmetova, N. N. (2013). Formation of social success of students with disabilities in the system of continuous inclusive education. Вulletin of Ufa State University of Economics and service. Science. Education. Economy. Series: Economy. 1 (3), 109-117.
Kovalev, E. V., Zakharov, V. A., & Staroverova, M. S. (2012) Inclusive education: Handbook of teacher working with children with disabilities: Methodical manual. VLADOS, 167.
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Nazarovа N. N. (2010). Integrated (inclusive) education: Genesis and problems of implementation. Social pedagogy, 1, 77-87.
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Suntsova, A. S. (2013). Theories and technologies of inclusive education: teaching material. Publishing house "Udmurtia University", Izhevsk, 110.
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Welch, M. (1996). Teacher education and the neglected diversity: Preparing educators to teach students with disabilities. Journal of Teacher Education, 47(5), 355-367.
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Zhavoronkov, R. N. (2009). The mechanism of realization of the right of disabled people for education fixed in the conention on the rights of disabled people. Defectology, 4, 81-90
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Program of Adaptation Assistance in Foster Families and Particular Features of Its Implementation
Venera G. Zakirova, Guzel I. Gaysina & Asia Zhumabaeva
pp. 553-555 | DOI: 10.12973/ijese.2015.269a | Article Number: ijese.2015.021
Published Online: July 17, 2015
Abstract
Relevance of the problem stated in the article, conditioned by the fact that the successful adaptation of orphans in a foster family requires specialized knowledge and skills, as well as the need of professional support. Therefore, this article aims at substantiation of the effectiveness of the developed pilot program psycho-pedagogical support of adaptation of orphans in a foster family. The leading method of this problem’s study is the experimental method aimed to identify the problems of the adopted children and to test the program of professional support of their adaptation. The authors present the program of the orphans’ adaptation support, which includes diagnostic, projective, correctional, rehabilitative, recovery and consulting parts. This program is aimed both at providing psychological and educational assistance to adopted children and foster parents, and the achievement of successful adaptation of orphans to new conditions in a foster family.
Keywords: orphans, foster family, case-method, projective work, adaptation in a foster family, parent-child relationship
References
Abdrafikova, A. R. & Konopatskaya, E. A. (2014). The case study technologies as the means of competency building approach realization in higher education of Russia. English Language Teaching, 7 (12), 94-99.
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Gaysina, G. (2013). Theretical and practical problems of the foster families maintenance. Pedagogical education in Russia, 4, 191 – 196.
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Sadykova, G. (2014). Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case study of international students in the US. International Review of Research in Open and Distance Learning, 15 (3), 24-49.
Semya, G. V. (2004). The basis of psychological security of orphans and children left without parental care. Personal development, 1, 71-86.
Shahmanova, А. S. (2005). Education of the pre-school age orphans. Moscow: Aсademia, 188.
Shipitsyna, L. М. (2005). Psychology of the orphans. Saint Petersburg, 628.
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Wegar, K. (2000). Adoption, Family, Ideology and Social Stigma: Biasin Community Attitudes, Adoption Research and Practice. Family Relations, 49(4), 363-369. DOI: 10.1111/j.1741-3729.2000.00363.x
Оlifirenko, L. (2003). Foster family as the institute of childhood protection. Social pedagogy, 2, 77-88.
Оslon, V. N. (2006). Living arrangements of orphans. Professional foster family. Moscow: Genezis, 366.
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Educating Young People in Multicultural Educational Environment of Higher Education Institution
Gulnaz F. Yusupova, Józef Podgorecki & Nadezhda G. Markova
pp. 561-570 | DOI: 10.12973/ijese.2015.270a | Article Number: ijese.2015.016
Published Online: July 15, 2015
Abstract
The issue is relevant today because there is the formation of culture of international relations between students in a multicultural educational environment. The article is aimed at multicultural education, which can minimize culture shock, increase and diversify the experience of cross-cultural communication between countries and peoples who are actively cooperating in all spheres of life. A leading approach to the study of this problem is a systematic approach which allows you to identify, justify and group theoretical and practical prerequisites of the formation of cultural and interethnic relations between students in a multicultural educational environment of higher education institution. The research has shown that familiarizing with the cultural heritage, the student learns the experience of many generations, and perhaps, of the whole mankind. The article records may be useful for experts in improving the quality of intercultural communication.
Keywords: tolerance, readiness, ability, educational process, multicultural educational environment
References
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Markova, N. G. (2010). Formirovaniye kultury mezhnatsionalnykh otnosheny studentov v polikulturnom obrazovatelnom prostranstve vuza. PhD Thesis, Kazan, 553.
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Shiyanov, Ye. N. (2000). Razvitiye lichnosti v obuchenii. Moscow, 286.
Slastenin, V. A., Isayev I. F., Mishchenko A. I., Shiyanov Ye. N. (2002). Pedagogika: uchebnoye posobiye dlya studentov pedagogicheskikh uchebnykh zavedeny. Moscow, 512.
Taychinov, M. G. (1999). Razvitiye natsionalnogo obrazovaniya v polikulturnom mnogonatsionalnom obshchestve. Pedagogika, 2, 30-35.
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Egocentrism and Development of Students Identity (On the Example of Studying of Future Teachers)
Chulpan R. Gromova & Akmatali Alimbekov
pp. 571-578 | DOI: 10.12973/ijese.2015.271a | Article Number: ijese.2015.017
Published Online: July 15, 2015
Abstract
Relevance of the studied problem is that the nature of interrelation between an index of an egocentrism and characteristics of identity isn't studied. Secondly, special trainings of decentration for students - future teachers are not developed. The article is directed to study the structure of the first-third year students’ identity, connection between an index of egocentrism and characteristics of identity. The leading method of research of this problem is projective methods (Kuna-Makpartlend's method "Who I am?», the projective test of egocentric associations), allowing to reveal the levels of an egocentrism and structure of identity. On the basis of theoretical research the place of identity, an egocentrism in structure of identity is revealed. In the article comparative research results of the personal identity structure of the first-third year students - future teachers are given. During empirical research differences in structure of identification characteristics of students of different courses are revealed. The conducted research allowed to reveal a number of contradictions in structure of identity, in manifestations of egocentrism of the modern student. These contradictions should be considered at the organization of educational process. The connection between an index of an egocentrism and characteristics of identity was found. According to a study results the program of the psychological and pedagogical practical work aimed at the development of role flexibility, ability to self-control was developed. Approbation results of this practical work were generalized. Materials of article can be useful for development of psychological and pedagogical practical trainings, because ability to flexibly react, to consider positions of other people is very important competence for many professions.
Keywords: identity, structure of personal identity, students, egocentrism, decentration, role flexibility
References
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A Model of Developing Communication Skills among Adolescents with Behavioral Problems
Natalia N. Novik & Józef Podgórecki
pp. 579-587 | DOI: 10.12973/ijese.2015.272a | Article Number: ijese.2015.018
Published Online: July 15, 2015
Abstract
The urgency of the problem under investigation is determined by the need to help the adolescents with behavioral problems to develop communication skills in the specific bilingual conditions in such regions as the Republic of Tatarstan where education should consider not only the specific skills of verbal behavior but also take into account the peculiarities of bilingual communication. The objective of the article is to develop a technology of focused and systematic formation of communicative abilities of deviant adolescents. The leading approach to the study of this problem is designing an integrative model of forming communicative abilities among adolescents with behavioral problems. The model includes an objective, the key function, the components of communicative abilities development, the principles, the tasks, the activity area, pedagogical conditions, technology, the criteria for evaluating the development of communicative abilities of adolescents with behavioral disorders. As the criteria for evaluating the development of communicative abilities we have identified the signs and indicators that reflect the structure of basic components:cognitive, emotional and behavioral. The high level of communication skills development can be a guarantee of their full socialization. By communication skills of a successful teenager implying practical application of knowledge and communication skills they mean the automated components of conscious actions facilitating rapid and accurate reflection of the communicative situation and determining the perception and understanding of the objective world and adequate influence on it. The article submissions may be useful for the teachers of educational institutions working with the specified category of students.
Keywords: adolescent, deviant behavior, communication, development, model
References
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Evolution of Communicative Competence in Adolescents Growing Up in Orphanages
Laysan A. Ribakova, Gulfia G. Parfilova, Lilya Sh. Karimova & Raushan B. Karimova
pp. 589-594 | DOI: 10.12973/ijese.2015.273a | Article Number: ijese.2015.019
Published Online: July 15, 2015
Abstract
The article describes features of the communicative competence evolution in adolescents growing up in orphanages. The specificity is revealed and definition is given to key concept of the research, namely "communicative competence". Authors emphasize and demonstrate the evaluation peculiarities of the adolescents, growing up in orphanages. The paper deals with the evolution forms and methods of communicative competence in adolescents, growing up in orphanages. Additionally, the article presents the results of experimental work on the evolution of communicative competence in such adolescents. The study proved the effectiveness of the "Effective Communication" program on the evolution of communicative competence in adolescents growing up in orphanages.
Keywords: competences, communicative competences, adolescents growing up in orphanages
References
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The Formation of Professional Readiness of a Social Teacher to Organization of Children’s Leisure Time Activities
Victoriya V. Sadovaya, Olga N. Khakhlova & Aleksandr A. Reznikov
pp. 595-602 | DOI: 10.12973/ijese.2015.274a | Article Number: ijese.2015.020
Published Online: July 16, 2015
Abstract
Thematic justification of the study is conditioned by the fact that in contemporary system of higher professional pedagogical education we can see serious drawbacks in training the future teachers for the methods of organizing leisure time activities and interacting with children. Therefore, this article studies the problem of future social teachers being professionally ready to organize children's leisure activities. Personal-activity and individual- creativity approaches were the leading in our research. As a result we have revealed the essence and content of social teacher’s professional activity, components of its professional readiness to organize the leisure activities of children and adolescents. We have shown technological and substantive aspects of professional training of future social workers such competence in the educational process of pedagogical high school. The material given here is of practical significance for specialists in the organization of children's leisure; for a system of higher education in organizing the special courses of future teachers training.
Keywords: leisure, leisure activities, social worker, professional readiness
References
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