Педагогический
ИМИДЖ Научно-практический журнал Pedagogical
IMAGE Scientific and Practical Journal

Features of the Time Perspective of Students of a Professional Educational Organization at Various Stages of Training

Author(s):

Irina S. Morozova, Doctor of Sciences (Psychology), Professor, Director of the Institute of Education, Head of the Department of Pedagogy and Psychology, https://orcid.org/0000-0002-0862-7225, AuthorID: 388103, Kemerovo State University

6 Krasnaya St, Kemerovo, 650000, Russia, tel: +7 (3842) 583885, This email address is being protected from spambots. You need JavaScript enabled to view it.

Darya I. Shatko, Postgraduate Student, https://orcid.org/0009-0001-3809-1150, AuthorID: 1198485, A.M. Tuleev Kuzbass Regional Institute of Professional Education Development

38а Tukhachevsky St, Kemerovo, Russia, 650070, Director of Organizational Development, ZAO «NeoKOR» (CJSC)

32 Volgogradskaya St, Kemerovo, 650056, Russia, tel: +7 (905) 0796045, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract: Introduction. The article considers various methodological approaches to the interpretation of the concept of “time perspective” in the domestic and foreign psychological and pedagogical literature, provides meaningful characteristics of the time perspective of a personality, and identifies the features of the time perspective of students of a professional educational organization at various stages of education. The purpose of the article is to determine the specifics of the students’ time perspective at the stages of study in a professional educational organization.

Materials and methods. The research was conducted using generally accepted empirical methods (testing) and theoretical methods, including: analysis, comparison, generalization, systematization. Statistical processing tools were used to process the information received. Statistical data was collected using the following methods: F. Zimbardo’s time perspective questionnaire adapted by A. Syrtsova, O.V. Mitina; D. Rotter’s “Level of Subjective Control” questionnaire (E.F. Bazhin, E.A. Golinkina, A.M. Etkind); D. McLain’s “Uncertainty Tolerance Scale” test adapted by E. G. Lukovitskaya, E. N. Osina; test of life sense orientations (D. A. Leontiev); E. Shostrom’s self-actualization test (Yu.E. Alyoshina, L.Ya. Gozman, M.V. Zagika and M. V. Kroz); questionnaire “Style of self-regulation of behavior” (V.I. Morosanova). The study was conducted on the basis of Kuzbass Pedagogical College, which involved students of 1-3 years in the number of 102 people. The empirical data obtained were inter- preted and processed by means of statistical analysis (Student’s t-test).

Results. The work of domestic and foreign researchers involved in the study of factors influencing the formation of a time perspective is analyzed and summarized. The presence of variability in the content characteristics of the time perspective has been revealed, depending on the stage of college education. The article reveals the features of the formation of a time perspective, as well as the semantic orientations of students studying at various courses of professional education.

Discussion and conclusion. Based on the results obtained, it was revealed that students of different courses have a specific time perspective due to the level characteristics of personal parameters. It is determined that first-year students demonstrate a higher level of regulatory flexibility. Sophomores are uncritical of their actions. Graduate students have a high level of development and adequacy of self–esteem.

Keywords: learning stages; students of a professional educational organization; internality; locus of control; time perspective; meaningfulness of life orientations; self-actualization; self-regulation of behavior; tolerance to uncertainty

For citation: Morozova I. S., Shatko D. I. Features of the time perspective of students of a professional educational organization at various stages of training. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2025; 19 (2). Pp. 225-246. (In Russ.). DOI: 10.32343/2409-5052-2025-19-2-225-246

DOI: https://doi.org/10.32343/2409-5052-2025-19-2-225-246

UDС: 159.9.07:377

The article was submitted to the editorial office on 05.05.2025, approved after review on 08.06.2025, and accepted for publication on 10.06.2025.

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Building Teachers’ Readiness for the Implementation of Inclusive Education: Express Diagnostics and Development of a Modular Course (Using the Example of the Saratov Region)

Author(s):

Ekaterina N. Gorina, Candidate of Sciences (Sociology), Associate Professor of Department of Correctional Pedagogy, https://orcid.org/0000-0001-6552-7485, Author ID: 665551, Researcher ID: D-8596-2013, Faculty of Psychological-Pedagogical and Special Education, N.G. Chernyshevsky Saratov National Research State University

83 Astrakhanskaya St, Saratov, 410012, Russia, tel: +7 (8452) 225132, This email address is being protected from spambots. You need JavaScript enabled to view it.

Vadim A. Budylin, https://orcid.org/0009-0002-6178-2504, Deputy Director for Educational Work N.I. Vavilov Secondary school No 66, Saratov

1 Derzhavinskaya St, bldg 1, Saratov, 1410018, Russia, tel: +7 (8452) 788330, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract: Introduction. The article presents the results of a pilot study that allows describing the dynamics in building teachers’ readiness to implement inclusive education based on the development of inclusive competencies (regional aspect). A description is given of the developed educational modular interactive course for teachers, which is available in the public domain and allows for the development of the necessary competencies.

Materials and Methods. The content of the article is based on the study of readiness for the implementation of inclusive education and the formation of the necessary inclusive competencies among teachers of general educational general education organizations in Saratov and the Saratov region. Based on the available research methods, we compiled a questionnaire aimed at collecting information on the knowledge, understanding of the content and possession of inclusive competencies by school teachers.

Results. The identified lack of readiness to implement inclusive education across all components of inclusive competence necessitated the development of an educational digital resource – a modular course that provides for interactivity, exchange of experience and online support for teachers.

Discussion and Conclusion. Positive initial feedback on the usefulness of the developed resource indicates the feasibility of continuing the presented work. The practical significance confirmed by this study allows us to recommend the modular interactive course for replication in the pedagogical environment.

Keywords: inclusive education, inclusive competencies, inclusive competence, teachers of general education organizations, readiness to implement inclusive education, modular interactive course

For citation: Gorina E.N., Budylin V.A. Building Teachers’ Readiness for the Implementation of Inclusive Education: Express Diagnostics and Development of a Modular Course (Using the Example of the Saratov Region). Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2025; 19 (2). Pp. 192-210. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2025-19-2-192-210

DOI: https://doi.org//10.32343/2409-5052-2025-19-2-192-210

UDС: 376.112.4

The article was submitted to the editorial office on 31.03.2025, approved after review on 04.06.2025, and accepted for publication on 10.06.2025.

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Studying Pre-Vocational Skills in Adolescents with Severe Multiple Developmental Disabilities through Professional Testing: Experimental Research Findings

Author(s):

Olga V. Pashinova, Candidate of Sciences (Pedagogy), Associate Professor of the Department of Theory and Practice of Special Education and Upbringing, https://orcid.org/0000-0002-8000-8621, Irkutsk State University

1 Karl Marx St, Irkutsk, 664003, Russia, tel: +7 (3952) 241097, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract: Introduction. At the current stage of special education, studying pre-vocational opportunities for adolescents with severe and multiple developmental disabilities is particularly relevant. Mastering accessible pre-vocational skills during schooling promotes normalization of the lives of students in the studied category through their integration into society, facilitating access to social privileges and benefits.

This article presents the findings of an experimental study aimed at examining pre-vocational skills in adolescents with severe and multiple developmental disabilities through vocational tryouts.

Materials and methods. 30 students from special (correctional) schools in Irkutsk and the Irkutsk regional public organization for parents of children with disabilities “Raduga” (ages 10-14).

Methods: testing (professional tryouts in three areas: “Decorative Floriculture”, “Cardboard Craft”, “Sewing”); analysis of results.

Results. Levels (sufficient, moderate, low) of pre-vocational skills development in adolescents with severe multiple disabilities were identified, along with challenges hindering their development.

Directions for acquiring pre-vocational skills relevant to specific professions were determined, considering the capabilities of students with severe multiple disabilities.

Conclusion. Research materials can be used by teachers, tutors, and correctional education specialists. The study findings are of interest to parents raising a child with severe and multiple developmental disabilities.

Keywords: adolescents, severe multiple developmental disorders, pre-vocational skills, vo­cational try-outs

For citation: Pashinova O.V. Studying Pre-Vocational Skills in Adolescents with Severe Multiple Developmental Disabilities through Professional Testing: Experimental Research Findings. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2025; 19 (2). Pp. 211-224. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2025-19-2-211-224

DOI: https://doi.org/10.32343/2409-5052-2025-19-2-211-224

UDС: 376:37.048.4

The article was submitted to the editorial office on 11.04.2025, approved after review on 17.06.2025, and accepted for publication on 18.06.2025.

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The Phenomenon of Theatrical Reading and its Methodological Potential in the Study of Literature at School: Results of Theoretical and Empirical Research

Author(s):

Matvey V. Zverkov, Postgraduate student of the Department of Methods of Teaching Literature, https://orcid.org/0009-0000-5714-0950, Institute of Philology, Moscow State Pedagogical University

1 Malaya Pirogovskaya St, bldg 1, Moscow, 119435, Russia, tel: +7 (499) 2465712

Teacher of literature and history at school № 1101, Moscow

11 Akademika Vinogradova St, Moscow, 117133, Russia, tel: +7 (495) 1236659, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract: Introduction. The article is devoted to an urgent problem – the problem of finding new approaches to teaching literature in high school, which is designed to increase students’ motivation to read literary works and contribute to a deeper understanding of literary texts. The results presented in the article were obtained in the framework of theoretical and empirical research conducted in the course of work on the dissertation for the degree of Candidate of Pedagogical Sciences on the topic “Methodological potential of theatrical reading in the study of literature in high school”.

Materials and Methods. The methodological basis of the research was the works of theater critics, art historians, philologists (V.N. Vsevolodsky-Gerngross, M. Aronson, S. Reiser, M.I. Sizova, M.A. Chernyak, etc.), the works of theater figures (K.S. Stanislavsky, M.A. Chekhov, M.O. Knebel, etc.), as well as the works of methodologists-wordsworkers on the organization of reading literary works (V.V. Golubkov), the history and theory of expressive reading techniques (V.V. Golubkov, R.R. Maiman, B.S. Naydenov, etc.), the application of certain elements of the K.S. Stanislavski system in the school literature course (V.V. Golubkov, N.A. Demidova et al.), the connections of literature and theater lessons (T.S. Zepalova, M.G. Kachurin, V.G. Marantsman et al.). The author uses theoretical (analysis, synthesis) and empirical (ascertaining experiment) research methods. A questionnaire has been developed for teachers of literature.

Results. The theoretical analysis of scientific literature made it possible, on the one hand, to determine the uniqueness of theatrical reading as a special way of text representation, on the other hand, to establish the lack of elaboration in modern methods of teaching literature on the use of theatrical reading in the school literature course, despite its undoubted methodological potential (a resource for introducing reading, a method for analyzing a literary work; a way of interpretation). The data obtained in the course of empirical research indicate the interest of teachers of literature in theatrical reading and their willingness to use it when studying literature. However, not all teachers have an idea of the specifics of this theatrical genre and the ways it can be integrated into the educational process.

Discussion and Сonclusion. Based on the results obtained in the course of theoretical and empirical research, we have developed a methodological model for using theatrical readings in the study of literature in high school, which is currently being tested as part of a training experiment, the preliminary results of which were presented by the author at the scientific conferences: XXXIII Golubkov Readings (March 20, 2025, Moscow, Moscow Pedagogical State University), V International Scientific and Practical Conference “Reading and Literary Education in the Digital Age” (November 23, 2024, Moscow, Moscow Pedagogical State University).

Keywords: methods of teaching literature, theatrical reading, theatricalization, dramatization, expressive role-reading, teacher-wordsmith, high school student-reader, high school student-spectator

For citation: Zverkov M.V. The Phenomenon of Theatrical Reading and its Methodological Potential in the Study of Literature at School: Results of Theoretical and Empirical Research. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2025; 19 (2). Pp. 177-191. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2025-19-2-177-191

DOI: https://doi.org/10.32343/2409-5052-2025-19-2-177-191

UDС: 72.882:792.09

The article was submitted to the editorial office on 16.04.2025, approved after review on 15.05.2025, and accepted for publication on 20.05.2025.

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