A.V. Savchenkov’s research while affiliated with Ural State Pedagogical University and other places

В рамках данной статьи проанализировано современное состояние проблемы профессионального самоопределения обучающихся и представлено описание модели формирования готовности обучающихся педагогического колледжа к профессиональному самоопределению. Целью исследования является теоретическое обоснование и разработка модели формирования готовности обучающихся педагогического колледжа к профессиональному самоопределению. Задачами исследования выступили: 1) теоретический анализ проблемы готовности обучающихся к профессиональному самоопределению и выявление методологических основ исследования; 2) разработка модели формирования готовности обучающихся педагогического колледжа к профессиональному самоопределению; 3) описание реализации разработанной модели в Магнитогорском педагогическом колледже. Проведенный теоретический анализ отечественной и зарубежной литературы по проблеме исследования позволил сделать следующие выводы: 1) эффективная система профессионального самоопределения позволит молодежи получать удовольствие от профессиональной деятельности и иметь широкие возможности для самореализации; 2) профессиональное самоопределение обучающихся предполагает их психологическую готовность к выбору профессии, к целенаправленному по- строению и реализации профессиональных перспектив, продуктом которой выступает осознанный выбор профессии; 3) готовность к профессиональному самоопределению рассматривается как комплексное и целостное личностное образование обучающихся, которое определяет их склонность к определенной области знаний, осознанный профессиональный выбор; 4) компоненты готовности обучающихся к профессиональному самоопределению: мотивационно-ценностный, когнитивный и деятельностно-эмоциональный. Авторы разработали модель формирования готовности обучающихся педагогического колледжа к профессиональному самоопределению, которая: 1) разработана на основе системного, аксиологического, контекстного и личностно-ориентированного подходов; 2) включает мотивационно-ценностный, содержательный и деятельностный компонент; 3) интегративным компонентом модели выступила разработанная и реализуемая в Магнитогорском педагогическом колледже «Цифровая среда психолого-педагогического сопровождения профессионального самоопределения обучающихся».

Introduction. The article addresses the problems of initial teacher education. The purpose of the study is to identify and assess the formation of the motivational and value component within the readiness of future teachers for professional activities based on building an individual profile. Materials and Methods. The theoretical and methodological basis of the research is the complex of approaches, while the general scientific basis is the systematic and axiological approaches, the theoretical and methodological strategy includes the nuclear and contextual approaches, and the practice-oriented tactics employs the learner-centered approach. The research was conducted by means of reviewing and analyzing scholarly literature on the research problem, regulatory sources, and summarizing the authors’ practical experience. For a comprehensive assessment of the formation of the motivational and value component within the readiness of future teachers for professional activities and making an individual trajectory of its formation, the authors have developed a software module called “A system for evaluating the motivational component of teachers' readiness to implement professional practices in the educational process at the university”. Results. The article describes the motivational and value component within the readiness of future teachers for professional activities. The substantive content of this component is: 1) stable motivation to carry out professional activities; 2) accepting the values of the teaching profession; 3) self-motivation; 4) integration of personal and professional values and meanings. A theoretically based software module for assessing the level of the motivational and value component within the readiness of future vocational training teachers for professional activities allowed the authors to build individual graphical profiles for students, on the basis of which learner-centered remedial work was carried out with students individually. According to the results of the application of the developed software module, it was found that the proportion of students with a high level of component formation at the control stage of the experiment reached 80.65 % (in EG-4 – 69.23 %), which confirms the effectiveness of this tool in the formation of the motivational and value component of future teachers’ readiness for professional activities. Conclusions. In conclusion, the specifics of the formation of the motivational and value component within the future teachers’ readiness for professional activities based on building an individual profile are summarized.

Introduction . Trends in digitalization and convergence in education, the introduction of distance learning technologies affect both the education system and the educational process as its significant component. Traditional forms and methods of educational work, which were effective with previous generations of students, show low results with generation “Z”. In this regard, digital means of education, implemented within the framework of a digital educational system, become relevant, which would allow students to move from the position of an observer to the state of an active participant in the educational process. The development of a system of civic-patriotic education is becoming the most relevant and in demand in the university environment. Materials and Methods . The research was carried out by analyzing scientific literature on the research problem, analyzing regulatory sources, summarizing our own practical experience on the problems of digital technologies for civic and patriotic education of youth. Results . The article presents a description of the system of digital civic-patriotic education being developed at the South Ural State Humanitarian Pedagogical University. The developed system of digital civic-patriotic education will be implemented on the basis of the university website, taking into account the capabilities of the technology park of universal pedagogical competencies. The offices created in the technology park provide an opportunity for the implementation of various civil-patriotic activities. Discussion and Conclusions . Currently, there is an urgent need in universities to conceptually substantiate and develop a digital education system that would contribute to the activation and interest of students in the process of education and self-education. The system of civic-patriotic education will be implemented taking into account the capabilities of the technology park equipment: VR technologies, robotics, 3D modeling, etc. The developed system of digital civicpatriotic education includes such digital educational technologies as: virtual excursions, video resources, social and civic-oriented projects, web quests, cultural and historical Internet portals, etc.

Introduction . Intensive and global changes in the education system that have occurred in recent years, the conditions of digitalization and convergence of education, changes in value orientations and a decrease in interest in learning among the younger generation place ever-increasing demands on the professional competencies of teachers and the development of their personal qualities. One of the significant ways that can significantly improve the professionalism of teachers and improve the quality of education in general is methodical support for the process of eliminating professional deficits of teachers based on informal education. Based on the above, the purpose of this article is to develop and substantiate the main approaches to organizing methodical work to eliminate deficiencies in the professional training of teachers based on informal education. Materials and Methods . The research was carried out by analyzing scientific literature on the research problem, analyzing regulatory sources, and summarizing our own practical experience on this topic. Studying the scientific literature on this topic, the history of the formation of the methodical service in Russia, the current state of methodological work in general education, and the results of an empirical study aimed at assessing the methodical competence of general education teachers were analyzed. Research methods: analysis of theoretical and regulatory literature, historiographic analysis, generalization, formulation of conclusions, analysis of practical experience, questionnaires, method of expert assessments. Results . To summarize the above, the generalized characteristics of the methodological service during the period of its modernization can be described as internally contradictory. On the one hand, the processes of humanization of education contributed to the revelation of the creative potential of talented teachers, who at that time created a number of original schools, enriching pedagogy with a number of new approaches to teaching and upbringing, new methods and technologies of teaching. The results of the study, confirming the presence of deficiencies in certain components of professional training of teachers, have updated the task of finding measures to solve pressing problems for the regional education system. The competency improvement project developed for these purposes was based on the use of informal education. Discussion and Conclusions . A condition for the effective implementation of methodical work by means of informal education is the formation of a digital educational environment, which provides the opportunity to diagnose the professional competencies of a teacher and develop personalized learning trajectories based on diagnosis. Informal education of a teacher should be implemented in formalized organizational and managerial conditions that make it possible to track the individual dynamics of the teacher, identify areas of his professional difficulties, and provide expert support if necessary.

Introduction . Educational activities at the university and the training of future teachers in it have a number of features and significant shortcomings, which are indicated in this article. The inclusion of interactive educational technologies in the educational process is aimed at eliminating all the above shortcomings and trends in educational activities at the university. On the one hand, they make the educational process more diverse and interesting for the modern generation, on the other hand, they allow you to effectively form the flexible skills of future teachers. Based on the foregoing, the purpose of this article is to analyze the possibilities of interactive educational technologies in the formation of flexible skills for future teachers. Materials and Methods . The methodological basis of the study was systemic (I. V. Blauberg, Yu. K. Babansky, Yu. A. Konarzhevsky and others), axiological (I. A. Abakumova, M. V. Boguslavsky, M. S. Kagan, V. A. Karakovsky, A. V. Kiryakova and others), contextual (A. A. Verbitsky, D. F. Ilyasov, S. V. Tarasov, Z. I. Tyumaseva, I. G. Shendrik, V. A. Yasvin and others), nuclear (A. V. Barsukova, V. I. Dolgova, O. I. Ruban, O. A. Shumakova and others) and person-oriented approaches (N. A. Alekseev, E. V. Bondarevskaya, V. V. Serikov, I. S. Yakimanskaya and others); structural approach to the study of personality S. L. Rubinshtein, the concept of the need to prepare future teachers for educational activities (A. N. Tkacheva and others). Research methods: analysis of theoretical and legal literature, generalization, formulation of conclusions, analysis of practical experience. Results . In the course of using interactive educational technologies in the educational process of the university, there is an exchange of professional and social experience, a mechanism of mutual learning and mutual enrichment is launched. Within the framework of this study, interactive educational technologies are considered as a key mechanism for the formation of students' flexible skills. One of the popular and popular interactive technologies is educational quests, which involve immersion in the plot and the search for solutions to the tasks. The article presents the developed program for conducting web quests at the university, which contributes to the development of students' flexible skills, such as empathy, emotional intelligence, communication skills, time management, public speaking skills. A model for educating flexible skills of future teachers at a university through interactive educational technologies has been developed, which contributes to the formation of the studied skills through the use of the context and design of a video game, allows students to be involved in volunteer and socially significant activities, and use the opportunities of organized training sessions. Discussion and Conclusions . Interactive educational technologies are a promising and effective means of developing students' flexible skills by introducing the necessary diversity into the educational process of the university, using the possibilities of digital technologies, and gamification of the educational process.

This article is devoted to the problem of developing soft skills in the youth of Chelyabinsk region (the Russian Federation). The young generation requires possessing moral and ethical qualities and values, the leading tool for the formation of which is education. The aim of this study is to analyze and generalize the soft skills of young people in the region and develop educational technologies at the university aimed at developing these skills. The structural components of soft skills include: emotional intelligence (the ability to recognize and manage the feelings and emotions, the ability to understand and influence the emotions and feelings of other people, empathy, rapport); communicative skills (interpersonal skills, teamwork skills, collaboration, organizational skills, negotiation skills and public speaking skills). The system of developing soft skills of youth implemented at the university, implies: 1) the inclusion of students into the activities of volunteer organizations and public associations; 2) implementation of social activities at the university; 3) modeling of extreme pedagogical situations in the educational process of the university.

This article is devoted to describing the possibilities of volunteer organizations and public associations in the preparation of future teachers for the implementation of educational activities. The problem of reducing the role of education becomes especially relevant for higher and secondary vocational education, since future teachers will need to realize the social and economic mission of education in the future. Volunteer activity gives the educational process of the university a social context, and the acquired skills and developed personal qualities will be translated by teachers in their future professional activities. Within the framework of this article, the principles of organizing volunteer activities developed by the team of authors as a condition for preparing for educational activities are described. Based on the analysis of psychological and pedagogical literature, a structural and content model for organizing the participation of future teachers in volunteer activities has been developed. The model is implemented from the first to the fourth year of study, while active participants in the volunteer movement, who have shown leadership and organizational skills, act as mentors for students who are only involved in this activity. Involving students in social activities performs a social function, ensures the formation of their emotional intelligence and empathy, as well as social activity. The activities of public associations are carried out in the university at three levels: university-wide (associations of students from various faculties), faculty and group. The article also presents the stages of organizing the activities of student communities in the university. The participation of future teachers in volunteer activities in the process of their preparation for educational work is carried out on the principles of variability, motivational-value orientation, activity and self-regulation, voluntariness and subjectivity of relations.

The paper substantiates the relevance of developing the concept of managing stakeholders in the educational agglomeration based on the flexible methodology in an unstable environment. The aim of the paper is to conceptualize the management of stakeholders of educational agglomeration based on the Agile methodology. The main research methods were dialectical method, critical analysis method, descriptive statistics methods, communicative and pragmatic approach, stakeholder approach, and conceptualization. The concept of managing stakeholders in the Russian educational agglomeration based on the Agile methodology was developed. This conceptualization implements the empirically-based and design-based orientation of the flexible methodology and takes into account the practical benefits of stakeholder effects from participation in the educational agglomeration. The main elements of the stakeholder management system are: the person, object and subject of management, management principles, management cycle and management of the terms of cooperation. The conclusion about managing the stakeholders of the educational agglomeration based on the Agile methodology is substantiated.