Статьи журналов

Specific Features of Social Recognition Claims in Mentally Retarded Adolescents in the Assessment of Psychological Mechanisms of Socialization

Author(s)

Anna A. Gostar, Candidate of Science (Psychology), Associate Professor at the Department of Integrated Cor- rection of Developmental Disorders in Children, https://orcid.org/0000-0001-8117-1191, Irkutsk State University

1 K. Marks St, Irkutsk, Russia, 664003, tel.: +7 (3952) 243437, This email address is being protected from spambots. You need JavaScript enabled to view it.

Arina S. Shcherbatova, Fourth Year Student Majoring in Logopedic and Psychological Support for Special Needs Children, https://orcid.org/0000-0001-9604-8348, Irkutsk State University

1 K. Marks St, Irkutsk, Russia, 664003, tel.: +7 (3952) 200739, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Assessment of psychological mechanisms of socialization may entail identifying characteristics of social recognition claims in mentally-retarded adolescents. With this in mind, one can build psychological support for such adolescents. This paper presents findings of a study on specific features of social recognition claim as a component of assessing the psychological mechanisms of socialization in 13-15-year-old mentally-retarded adolescents. Of interest are not only the social claims of students with mild intellectual disabilities but also their understanding of how their claims are assessed by their close ones (friends, parents, and teachers). This paper presents empirical data on specific features of social recognition claims in mentally-retarded adolescents based on an interview and a modified “How am I evaluated” method. The sample of subjects was verified by assessing the subjects’ level of intellectual development using the Wechsler Intelligence Scale for Children. Adolescents with normal development were a control group.

The findings of the study underwent qualitative and quantitative analysis. Significant differences (according to the Student’s t-test) were observed between adolescents in the target and control groups in terms of the level of social recognition claims and some individual parameters of the techniques applied. Pearson correlation analysis revealed a correlation between the level of intellectual development in the subjects and their level of social recognition claims. The higher the verbal intelligence score, the more appropriate the social recognition claims of adolescents are.

The findings led to the conclusion that the level of social recognition claims in mentally-retarded adolescents is inadequate compared to that of their normally developing peers. This testifies to insufficient implementation of the reflexive mechanism of socialization. This kind of data can be instrumental in specifying the scope of psycho-correctional work with mentally-retarded adolescents.

Keywords: social recognition claims, social recognition, public recognition, psychological mechanisms of socialization, social competence, autopsychological competence, social engagement, mentally-retarded adolescents

For citation: Gostar A. A., Shcherbatova A. S. Peculiarities of the Claim to Social Recognition in Mentally Retarded Adolescents as Assessed in Terms of Psychological Mechanisms of Socialisation. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2021; 15(4): 536-546 (In Russ.). DOI: 10.32343/2409-5052-2021-15-4-536-546

UDС: 316.6+376.4

DOI:  10.32343/2409-5052-2021-15-4-536-546

 

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Value Orientations of Student Youth as a Factor of Psychological Security in the Information Environment

Author(s)

Alexander Yu. Voronin, Assistant of the Department of Development and Educational Psychology, https://orcid.org/0000-0003-1918-1449, Dorzhi Banzarov Buryat State University

24a Smolin St, Republic of Buryatia, Ulan-Ude, Russia, 670000, tel.: +7 (924) 3530428, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The paper addresses the influence of modern mass media on the young audience and analyzes the main negative consequences of this influence. The research aims to examine the value orientations of student youth as a factor of psychological security in the information environment.

Materials and methods. The empirical research applied quantitative and qualitative methods. The methods employed in the study are questionnaire-based survey, Schwartz Value Survey, and Sacks Sentence Completion Test. Statistical processing of the data obtained relied on the Fisher’s Angular Transform – the φ * criterion.

Research results. The research identified two main types of motivation for the use of the media by students. The respondents were divided into two groups based on the predominance of one motivation type or another. The value orientations of representatives of two groups were studied. A definite difference was revealed in strategies for overcoming psychological discomfort in respondents with different motivations for using the media and different value orientations.

Conclusion. The data obtained in this research allow studying value orientations as a factor of informational and psychological security of a person.

Keywords: information and psychological security, value orientations of an individual, student youth, mass media, Information society, the Internet, TV, radio

For citation: Voronin A. Yu. Value Orientations of Student Youth as a Factor of Psychological Security in the Information Environment. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2021; 15(4): 522-535. (In Russ.). DOI: 10.32343/2409-5052-2021-15-4-522-535

UDС:  377+351.74:94(571.53)

DOI:  10.32343/2409-5052-2021-15-4-522-535

 

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Formation of an Institute of Professional Associations of Pre-School Specialists in the Process of Transformation of Teacher Training Models

Author(s)

Natalya Yu. Maidankina, Candidate of Sciences (Pedagogy), Associate Professor, Professor of the Department of Pedagogical Technologies of Preschool and Primary Education, https://orcid.org/0000-0001-5783-3837, Ilya Ulyanov Ulyanovsk State Pedagogical University

4 Square of the 100th anniversary of V. I. Lenin, Ulyanovsk, Russia, 432700, tel.: +7 (8442) 323989, maidankina @ mail.ru

Abstract. The paper reveals the features of the teacher training model in the context of the transformation of the professional development system based on the legal framework and educational environment of the region. Consideration is given to an approach to constructing a multilevel educational environment based on the establishment and development of the institute of professional associations and the “best to peer” mechanism of the model of pre-school education of specialists in the professional development system to enhance the methodological aid and support of the professional activity.

Materials and methods. Based on the comparative approach, the characteristics of the teach- er training models in the professional development system are briefly presented, and social and demographical profiles of pre-school specialists in the region are specified. The study addresses the approach to establishing and developing the institute of professional associations of pre-school specialists in the framework of the law “About the status of pedagogical specialists engaged in the pedagogical activity in the Ulyanovsk region,” considering the region-specific features.

Results of the research. The transformation of teacher training models in the professional development system involved the development of an approach, which entails the construction of the multilevel educational environment based on the establishment and development of the institute of the professional association of the pre-school specialists based on the legislative framework and regional specifics. It is also necessary to mention the “best-to-peer” mechanism characterized by variability and flexibility of the content, forms and methods of learning, and interaction of teachers at the professional development courses and within the methodological activity based on various digital platforms with no formal learning deadlines.

Conclusion. The paper has proposed the approach and “best to peer” mechanism based on the establishment and development of the institute of professional associations of pre-school specialists, which factors in the legislative framework and region-specific educational environment. The central goal is to improve the methodological assistance and encourage a teacher to construct an individual professional path to achieve the quality of the educational activity.

Keywords: transformation, additional professional education system, teacher training model, training system, approach, mechanism, methodological support and assistance, institute of professional associations, pre-school specialist

For citation: Maidankina N. Yu. Formation of an Institute of Professional Associations of Pre-School Specialists in the Process of Transformation of Teacher Training Models. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2021; 15(4): 500-511 (In Russ.). DOI: 10.32343/2409-5052-2021-15-4-500-511

UDС: 373:371.14

DOI: 10.32343/2409-5052-2021-15-4-500-511

 

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Approaches to Assessing Professionalism and Level of Competence of Teachers of Gener[1]al Education Through the Analysis of Learning Outcomes: the Case of Tomsk Region

Author(s)

Darya A. Mozgova, Junior Researcher, Research Laboratory of Pedagogical Measurements and Education Quality, Park of Innovative Educational Practices at the Institute of Pedagogical Education Development, https://orcid.org/0000-0001-6051-7667, Tomsk State Pedagogical University

60 Kievskaya St, Tomsk, Russia, 634061

Expert at Information and Analytical Department, Tomsk Regional Teachers’ Professional Retraining Institute

10 Pirogov St, Tomsk, Russia, 634034, tel.: +7 (3822) 902072, This email address is being protected from spambots. You need JavaScript enabled to view it.

Oksana M. Zamyatina, Candidate of Sciences (Engineering), Associate Professor, Senior Researcher, Research Laboratory of Pedagogical Measurements and Education Quality, Park of Innovative Educational Practices at the Institute of Pedagogical Education Development, https://orcid.org/0000-0003-2084-5396, Tomsk State Pedagogical University

60 Kievskaya St, Tomsk, Russia, 634061

Rector, Tomsk Regional Teachers’ Professional Retraining Institute

10 Pirogov St, Tomsk, Russia, 634034 tel.: +7 (3822) 557989, This email address is being protected from spambots. You need JavaScript enabled to view it.

Nataliya A. Semenova, Candidate of Sciences (Pedagogy), Associate Professor, Senior Researcher, Research Laboratory of Pedagogical Measurements and Education Quality, Park of Innovative Educational Practices at the Institute of Pedagogical Education Development, https://orcid.org/0000-0002-1535-1618, Director of the Institute of Pedagogical Education Development

Tomsk State Pedagogical University

60 Kievskaya St, Tomsk, Russia, 634061, tel.:+7 (3822) 311456, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. The paper addresses the concepts of schools with low academic performance, resilient schools, and schools functioning in an unfavorable social environment. The study has analyzed the results of applying PISA (Program for International Student Assessment) 2019 to assess the education system in the Tomsk region in the context of schools with low aca- demic performance, resilient schools, and schools operating in an unfavorable social environment. A new methodology for assessing the professional competence of teachers via evaluating the academic performance of students has been proposed.

Keywords: quality of education, resilient schools, schools with low academic performance, PISA

For citation: Mozgova D. A., Zamyatina O. M., Semenova N. A. Approaches to Assessing Professionalism and Level of Competence of Teachers of General Education Through the Analysis of Learning Outcomes: the Case of Tomsk Region. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2021; 15(4): 512-521 (In Russ.). DOI: 10.32343/2409-5052-2021-15-4-512-521

UDС: 373:371.136

DOI: 10.32343/2409-5052-2021-15-4-512-521

 

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The Establishment of Professional Education of Police Officers in the 1920s in Eastern Siberia

Author(s)

Alexey A. Kuznetsov, Candidate of Sciences (History), Associate Professor, Deputy Head of the Department of Philosophy and Social and Human Sciences, https://orcid.org/0000-0002-6851-2665, East Siberian Institute of the Ministry of Internal Affairs of Russia

110 Lermontov St, Irkutsk, Russia, 664046, tel.: +7 (3952) 410989, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The paper addresses the issues of the development of professional education of police officers in post-revolutionary Eastern Siberia in the 1920s. The archival documents were used to study forms and methods of professional training of young officers of workers and peasants’ police. The main of them were school training of the reserve and practical training of the officers in off-duty and on-duty hours. The study also focused on the issues that interfered with the professional training of officers and, eventually, did not allow the single system for the policemen training to be established.

The objective of the study is to examine the issue of creating a system of training police personnel in the 1920s, highlight the activities of the administrative department intended to organize the professional training of police officers for the East Siberian region at a difficult time for the country, and the problems that arose.

Materials and methods. The study employed synthesis methods, comparative analysis of historical sources, historical-system method, and the principle of historicism.

Results of the study. The activities of the police of Eastern Siberia, which were aimed at the professional training of law enforcement officers, were investigated. The post-war Eastern Siberia faced a lack of personnel for the police since tsarist police were defeated, and the class approach to the personnel selection led to the situation where the policemen from workers and peasants were often poorly literate or illiterate. Therefore, there was an urgent need to establish a professional training system for police officers. Attempts were made to create this system, but they were unsuccessful in the 1920s. This activity, however, made it possible to lay a foundation for the establishment of such a system in the future.

Keywords: Siberian police, history of police, workers and peasants’ police, professional education, history of professional police training, Eastern Siberia, Irkutsk, Irkutsk province, the 1920s, revolution, crime, gangsterism

For citation: Kuznetsov A. A. The Establishment of Professional Education of Police Officers in the 1920s in Eastern Siberia. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2021; 15(4): 488-499 (In Russ.). DOI: 10.32343/2409-5052-2021-15-4-488-499

UDС: 377+351.74: 94(571.53)

DOI: 10.32343/2409-5052-2021-15-4-488-499

 

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