European Journal of Contemporary Education

265-279

Authors: Irina V. Alekseeva, Anna S. Frolikova, Helen A. Koltsova, Natalia A. Tereshchenko

In this article the authors are substantiation the significance of the universal competence of intercultural interaction by means of the fine arts in the formation of the personality of students of the university. They are proving the urgency of the problem of this study. This problem is due to the versatility of the phenomenon of culture and art and the potential of its influence on the diverse spheres life of human. The development of intercultural interaction of students by means of the fine arts actively influences the self-determination of their personality. This allows students on the basis of cultural, spiritual, moral values to impose responsibility on themselves in decision-making in all spheres of life. This allows students to lay responsibility on themselves in making decisions in all spheres of life based on cultural, spiritual, moral values. Peculiarities of international cultures as a phenomenon of intercultural interaction are revealed through the fine arts, through artistic images. Theoretical research of intercultural interaction showed the lack of knowledge of the scientific and theoretical foundations of intercultural interaction as a universal competence by resources of fine arts. A chain of interrelated categories of intercultural interaction of the students' personality by means of the fine arts are determining by the authors of this article. The theoretical and experimental studies that were carried out convincingly prove the need for further to development and introduce into the educational process an innovative model of forming the universal competence of intercultural interaction of students of the university by resources of visual arts.

294-302

Authors: Irina M. Kyshtymova, Natalia A. Rozhkova

Public standing of a teacher is reflective of the customary social attitude towards the profession and associates with the efficiency of the professional practice. The dynamism of social processes determines the importance of defining modern criteria for the semantic categorization of teacher’s public standing, differences in the perception of students, parents and school teachers themselves, as well as improvement of the teacher’s indigenous creed. The Article presents the results of studies of particularities in the perception of the public standing of a teacher by high school students, their parents and school teachers (N = 150). Using the method of semantic differential and factor analysis, a categorical structure of the perception of a teacher’s public standing has been defined, including the factors of ‘kindness’, ‘competence’ and ‘prestige’. Verifiable group differences in the semantics of a ‘teacher’ were revealed in categorical criteria ‘competence’ (p ≤ 0.05). In the course of comparing particularities of perception of professional and personal public standing of school teachers, it was determined that personal self-esteem is significantly different from the professional one: educators perceive a ‘teacher’ as less kind, but more competent and prestigious than their ‘self’. In the process of adjustment work with school teachers (N = 50), which was based on the principle of outbound mediation of personal and professional introspection processes, there was a change in the teacher’s inner public esteem: bridging the distance between perception of a ‘teacher’ by teachers and students, as well as the convergence of its semantic evaluation with the self-esteem of teachers. The research results bring the need to find ways to increase the prestige of teachers' work in contemporary Russian society.

315-327

Authors: Roman S. Nagovitsyn, Elena G. Zamolotskikh, Irina I. Potashova, Lyudmila V. Rybakova

The social attractiveness and prestige of the teaching profession over the past twenty years have reached an extremely low level, despite the fact that the teaching profession is declared by the state as one of the most respected, honorable and responsible professions. The presented contradiction determined the purpose of the research: to develop a model of systemic improvement of the teacher’s social status in the region and experimentally prove the effectiveness of introducing its key component – an individually differentiated program to increase the motivation of students of a pedagogical university for the implementation of future professional activities in the training profile. In various types of experimental research participated (n = 1159) respondents: teachers (n = 23), part-time teachers (n = 48), students of the pedagogical institute (n = 1030), and graduates (n = 58). Experimental work was carried out from 2016 to 2018 based on the analysis of scientific literature, the collection of official information, sociological and comparative methods, questioning, interviews, modeling, analysis and formulation of relevant conclusions. Statistical processing of research results was carried out using chi-square at (p <0.05), which was used for the quantitative analysis of experimental data. Based on the identification of economic, labor, professional-cultural and legal directions of raising the status of a teacher, an integrated model of a system of individual integrated solutions has been developed. The study substantiates the effectiveness of introducing its key component – an individually-differentiated program, including synergistic interaction of all departments of the university for the implementation of educational activities in five groups of students: “teacher-innovator”, “teacher-educator”, “teacher-manager”, “teacher-entrepreneur”, “teacher-scientist”. The authoring development and technological aspects of its implementation in order to systematically improve the social status of a teacher in the region will open a new direction for the development of research in pedagogical science and will allow an increase in the indicators of professional growth of teachers in the Federal Project “Teacher of the Future”.

338-347

Authors: Olga V. Rogach, Elena V. Frolova, Tatyana M. Ryabova

The article analyzes the values, motives, preferences and expectations of teachers of Russian universities through the prism of the choice of the trajectory of building their career. The sample for the study was formed by 36 experts – the representatives of the academic staff of Russian universities, who took part in a focus group survey. In order to validate the presented toolset, the results of the focus group interview were concretized with the data of in-depth interview, which made it possible to formulate a description of the limitations and possibilities in achieving the career goals of teachers in higher education. According to the results of the study, it has been concluded that the career strategies of a university lecturer are based on the intersection of three areas: advance of academic degree and academic title; obtaining an administrative position within the framework of “merit system”. Based on the survey materials, the time, financial and emotional costs of building a career have been determined. The assessment of the degree of their “payback” is differentiated depending on the level of motivation, personal ambitions and a number of other conditions. The utmost effectiveness and justification of costs is achieved at the intersection of two career trajectories (degree and merit), which is due to the devaluation of the value of the administrative resource. The stereotypes and value-normative attitudes of the academic staff in some cases block the mechanisms of the university’s motivational policy. The article reveals the role of institutional factors determining the process of building a teacher’s career, defines the significance of such aspects as value-normative, motivational-stimulating, synergistic.

357-369

Authors: Maria M. Susloparova, Larisa N. Ponomarenko, Andrey N. Kibishev, Irina V. Romanova

The article presents conceptual ideas, experience and results of the formation of cognitive motivation in junior-school age group children in extracurricular activities institutions. Such ideas include the junior school-age children motivation's structure, characteristics, basic pedagogical conditions, educational contents, and the criteria of the cognitive motivation's formation. Novelty of the presented research is in defining the realization mechanism of pedagogical conditions for the formation of cognitive motivation in children of junior school age at institutions of supplementary education. The mechanism is based on equal relations and participation of children, parents and the pedagogue, it includes three interlocked stages: motivational-stimulating, substantive, and reflexive-evaluative. In the course of research, conventional theoretical methods as well empirical methods were used, the preferred one of which was a pedagogical experiment. The authors explored the specifics of the formation of cognitive motivation in junior school age children in institutions of supplementary education. The results of the study proved the effectiveness of the proposed concept of the formation of cognitive motivation in junior students. Finally, it was concluded that the proposed concept is feasible and promising. The developed and experimentally tested pedagogical conditions for the formation of cognitive motivation in junior school age children can be widely used in institutions of supplementary education.

378-393

Authors: Ján Záhorec, Alena Hašková, Michal Munk

In the paper there are presented results of a research inquiry of current state and perspectives of primary and lower level of secondary school teachers´ professional development (ISCED1 – ISCED3) in Slovakia with a focus on improvement and further development of their didactic technological competences. In frame of the presented reseach significance of the use of the digital means and various interactive educational activities in teaching processes to increase the efficiency of education was assessed. This significance was assessed from the point of view of different aspects of the education process. Analysis of the specified aspects of the teaching process, from the point of view of which the contribution of the use of the digital means in teaching processes, was done on the baises of a screening of teachers´opinions, in dependance on the segmentation factors sub-category of the teaching staff and length of teaching practice of the teacher.

409-417

Authors: Sergei I. Belentsov, Veronika A. Gribanova, Nadezhda V. Tarasova, Tat'yana Y. Kopylova

The authors deal with the conditions and factors of the development of creative civic engagement of students. The article contains the results of the experimental work on forming the creative civic engagement of students during studying the discipline, which is called: "The Basics of Camp Counseling". The work on forming the creative civic engagement consists of such directions as: the formation of the theoretical readiness for manifestation of the creative civic engagement when working as camp counselors (informing students about the basics of civic engagement, camp counselors activities); formation of practical readiness to work as a camp counselor (participation in the results-oriented activities which are built on an optimistic attitude and emotional inclusion); formation of personal willingness for manifestation of creative civic engagement when working as camp counselors (the students’ involvement in the action which demands using personal qualities of a civically engaged young individual). The materials of the research can be used as the recommendations to questions of the organization of upbringing work in the university, as the accompaniment of the module or the discipline "The Basics of Camp Counseling".

425-436

Authors: Dmytro V. Kudinov, Sergey I. Degtyarev, Lybov G. Polyakova, Jasmin Gut

The relevance of this study is attributable to the influence of ancient school on the further development of European education. The focus of the publication is the organization of learning process in Latin schools. The historiographic base of the research is represented by profound scientific works on the history of pedagogy. Among them are the studies of T. Mommsen, K. Schmidt, J. Ussing, J. Paroz, L. Winniczuk and G. Zhurakovsky. The source base is represented by original works of Roman poets and theologians, including those with a memoir context: works of Seneca and Pliny the Younger, studies and letters of Quintilian, Tacitus, Cicero, Plutarch, Suetonius, literary works of Martial, Horace, Ausonius, Plautus, Apuleius. The publication presents a comprehensive review of the education system of ancient Rome: the main types of educational institutions are identified, the contents of the education is revealed, the methods and means of teaching activity are indicated, the role of physical influence on pupils in the Latin school is specified. Some innovative approaches of Roman school, which are still relevant nowadays are specified – the organization of educational competitions, rewards for successes, group methods of work, practical approach to the content of education (on the principle of reproduction of connections to life), thoughts paraphrasing, phonological exercises, etc. In the end, it is concluded that three-tiered Roman education consistently provided students with knowledge relevant to their time. Under the Republic, its content was aimed at future success in the realization of private, public or state affairs. Moreover, a characteristic feature in middle and higher stages of Roman school was bilingualism.

445-453

Authors: Anvar M. Mamadaliev, Sergey D.Ludwig, Natal'ya V. Miku, Aude Médico

This paper explores the origins of the German public education system. This part of the work provides an analysis of the formation process of the German primary education system between the 15th and 18th centuries. Also, this paper explores the use of philosophical approaches in German education, and examines the impact of Protestantism on the process of creation of the German primary education system. The study is grounded on a body of related research and special literature. In effect, its methodological basis is based on the principles of historicism, research objectivity, and systemicity, which are traditional in historiography. The authors employed the following key methods: (1) problem-chronological, which helped explore certain facts in the evolution of the German system of public education in the context of the then-existing historical situation; (2) historical-comparative, which helped compare the objectives for introducing a network of schools in the Protestant and Catholic zones of the German empire. The authors conclude by noting that during the period between the 15th and 18th centuries German pedagogy had its ups and downs. A setback to the fledging effort to establish a system of public education, first undertaken back in the 15th century, was the Thirty Years’ War. German regions were divided based on religion – paradoxical as it may sound, it is this division that actually gave rise to competition for congregation. Ultimately, this acted as a key driver in the process of creating an extensive network of primary schools.