Категория: 5.8. Pedagogy

History of the tutoring origin and its development in Russia

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DOI 10.51955/2312-1327_2025_2_  

Nadezhda S. Erokhina

Svetlana E. Kaplina

Abstract. The study of the world’s pedagogical experience in the field of effective process of individualization of education, professional and personal self-development and self-improvement of students has proved that there is a need to provide them with pedagogical assistance and support. The article presents the results of formation and historical development of the concept of tutoring in the education system. The authors refer to the historical and theoretical description of the tutoring formation process, comparative analysis, summarizing and systematizing the existing facts about tutoring practice, borrowed from European education and increasingly applied in Russia. It is established that the forms and methods of teaching originate from the Middle Ages, when the first universities appeared in England, where students were given full freedom to choose their learning trajectory. For its realization there was a need for a person-tutor, ready to support and mentor students in learning and education. It is determined that due to the transition to European standards of education the Russian education system has undergone significant changes. At the head of the educational process is a student’s personality, ready for constant self-improvement and self-development. All that demonstrates a need to develop technologies of tutor support, including distance professional development in postgraduate education.

Keywords: university, professor, student, education, tutor, mentoring, self-education, self-improvement, professional development.

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Teaching English language skills to visually impaired master students online*

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DOI 10.51955/2312-1327_2025_2_ 

Olga V. Pechinkina

Yulia V.Balandina

Inga V. Kuznetsova

Anastasia A. Nikulenko

Abstract. Despite the development of assistive technologies, visually impaired students (VIS) continue to face issues when learning English. Most of the research explores the role of technology and materials adaptation in teaching English to VIS; however, there is a lack of research focusing on development of methods and approaches specifically designed for online education of blind students. Our research aims to address this gap by describing the methods, approaches and adaption of materials used to teach online English as a second language to visually impaired master’s students in an inclusive setting at ITMO University. We found strong evidence supporting the effectiveness of collaborative activities in inclusive education and adapted this idea for our online course, in which we successfully addressed several challenges identified in the literature, notably problems with fostering blind students’ autonomy. The article provides examples of online collaborative activities, the analysis of the most common VIS mistakes and tips for online teaching VIS vocabulary, grammar and four language skills.

Keywords: visually impaired students, assistive technologies, online education, distant learning, inclusive setting, teaching strategies, ESL (English as a second language), accessibility, collaborative activities, educational materials, teacher training, adaptation of teaching materials, teaching language skills.

* The research is supported by the Vladimir Potanin Foundation.

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Lecture-discussion in the system of the forms of organizing the educational process for prospective specialists: relevance, specificity, necessary conditions

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DOI 10.51955/2312-1327_2025_2_ 

Olga V. Zaslavskay

Ekaterina Yu. Fatyushina

Abstract. The article is devoted to identifying the didactic potential of the lecture-discussion and the conditions for its implementation in the practical activities of a university teacher. Based on the analysis of scientific literature, the main advantages of the lecture-discussion are determined, allowing to correct the shortcomings of a traditional monologue lecture without losing its genus characteristics. The results of a survey of teachers and students of Tula State University are presented, confirming the importance of the lecture-discussion for the development of critical thinking and cognitive independence of prospective specialists.

Key words: lecture-discussion, interactive part of a lecture, heuristic lecture-discussion, scientific thinking, critical thinking, agency, prospective specialists.

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Teaching listening and speaking with the help of ‘Mind maps’ technique

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DOI 10.51955/2312-1327_2025_2_ 

Anastasiia P. Sinelnikova

Svetlana Yu. Bogdanova

Abstract. The article discusses the technique of using “Mind maps” for combined listening and speaking training for students of language training profiles. Listening comprehension is used as a basis for constructing a monological utterance. While listening to the text, the student fills in the Mind map prepared by the teacher, entering important details into it in the volume and in the sequence that the mapmaker intended to achieve the goals of this exercise. The completed Mind map serves as a prompt for the student to create his own oral monologue on the topic covered in the text for listening. The application of the “Mind maps” technique in English language classes at a university is substantiated, and the course of the lesson in which this method can be used is described. As a result of the testing of this method among students of the 3rd year of the language profile, its effectiveness for the development of foreign language communicative competence in the absence of a language environment was confirmed. The article provides data from a survey of students participating in the testing, and concludes that it is advisable to use the “Mind maps” technique, taking into account the development of students’ creative thinking and the ability to establish hierarchical and logical relationships.

Keywords: Mind maps, listening comprehension, speaking, technique, English.

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Formation of readiness of specialists of state and municipal administration to use information and communication technologies is a social and pedagogical problem

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DOI 10.51955/2312-1327_2025_1_230

Oleg I. Veselitsky

Evgeny V. Titov

Abstract. The article considers readiness to use information and communication technologies in professional activities as a socially significant quality of the personality of state and municipal administration specialists, the formation of which meets the needs of the individual and society. The purpose of the article is to determine approaches to the formation of readiness of state and municipal administration specialists to use information and communication technologies as a socio-pedagogical problem. Readiness of specialists to use information and communication technologies is defined as a stable functional state of the individual, which is manifested in the form of a set of abilities. Contradictions of modern education are revealed, the resolution of which under certain conditions will ensure the formation of specialists’ readiness to use information and communication technologies. Approaches to the study of the formation of specialists’ readiness to use information and communication technologies as a socio-pedagogical problem are determined, which is proposed to be considered in the methodological, scientific, theoretical, methodical and practical aspects. 

Key words: readiness to use information and communication technologies, contradictions in higher education.

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Existential potential of professional development of a teacher in the space of an innovative educational complex

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DOI 10.51955/2312-1327_2025_1_218

Elena M. Kazantseva

Elena N. Kikhtenko

Svetlana S. Lyutkevich

Abstract. The paper presents a component model of the existential potential of a teacher’s professional development, implemented in the Educational complex “Point of the Future” (Irkutsk), which is a vivid example of an innovative educational environment that supports the existential nature of teachers’ professional development, where self-development acts as a value guideline for both teachers and students. The features of pedagogical work in an innovative educational organization are revealed: “versatility of activity”, “high uncertainty of conditions” and “redundancy of professional opportunities”. Examples of activities contributing to the disclosure of the existential potential of professional development of teachers in the private educational institution “Point of the Future” are given. The tasks of scientific and methodological support are defined as one of the key conditions for actualizing the existential potential of a teacher. The article will be useful for education professionals and heads of educational institutions.

Keywords: existential potential, existential fulfillment, professional identity, reflective culture, professional development of a teacher, innovative educational complex.

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Developing students’ receptive and productive pronunciation skills in the context of higher education and distance learning

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DOI 10.51955/2312-1327_2025_1_207

Natalia V. Gribacheva

Daria S. Bespalova

Olga Yu. Pavlova

Abstract. The paper focuses on developing students’ pronunciation skills in conditions of distance learning in higher education. The authors analyze the specifics of online EFL lessons (their advantages and disadvantages), list the main mistakes in teaching pronunciation and suggest the ways for teachers to avoid making them. The authors applied several methods during their research, i.e. comparative historical analysis of the up-to-date approaches to teaching pronunciation in English Teaching Methodology, observation, learning experience and project-based learning method. Special attention in the paper is given to the most efficient forms of student work during an online lesson in the aspect of acquiring natural English pronunciation and to the right way for teachers to motivate students and organize their unguided pronunciation practice activities. The importance of fostering students’ pronunciation skills is proven along with the vital role of pronunciation aspect in students’ communicative competence. The aim of teaching pronunciation is established with the term «threshold level of pronunciation». The article also concentrates on specific stages of online listening exercises and on the importance of doing them in the right order. Several options of facilitating the process of acquiring pronunciation skills during distance learning are offered in the article, i.e. shadowing technique, scaffolding, project work and individually-oriented approach.

Keywords: threshold level of pronunciation, oral communicative competence, phonological competence, communicative approach, pronunciation skills, distance learning, listening, connected speech, scaffolding, shadowing, project work.

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Methodological organization of non-formal online language teaching russian as a foreign language to adult learners

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DOI 10.51955/2312-1327_2024_3_212

Anna A. Zankova

Abstract. Individual non-formal online language learning format is becoming more popular around the world. However, it is observed that the theoretical and methodological foundations are currently not fully developed. The article considers the advantages of non-formal individual online teaching Russian as a foreign language to adult learners under the teacher’s guidance, as well as a set of organizational patterns, approaches, and principles of functioning of this educational phenomenon. We have found out that individual non-formal online language learning is based on the following pedagogical organizational patterns: the management of the pedagogical process, the unity of teacher and learner’s activities, the dynamics of the pedagogical process. Effective organization of learning process is one of the current problems of modern didactics; therefore, it is important to consider the theoretical and methodological justifications of popular educational trends.

Keywords: non-formal online language learning, Russian as a foreign language, online format, methodological justification, synchronous online learning, synchronous and asynchronous modes of communication, online teacher.

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Plot analysis of the family image and family education in russian feature films (1920-2020) in the context of media education

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DOI 10.51955/2312-1327_2024_2_201

Galina V. Mikhaleva

Abstract. The article contains a plot analysis of the film image of the family and family education in Russian feature films (1920-2020). The thematic variety of plots is associated with the representation of family and family education. It includes such traditional topics as intergenerational conflict (the problem of “fathers and sons”), the preservation of family values in the light of their historical transformation in the lives of several family generations, challenges of young families and their relationships with representatives of the older generation, the film image of adoptive parents and the problems of adopted children, social orphanhood and homelessness, hardships of large families, loss of family members, family reunions, the film image of a happy family. Further analysis of the transformation of the theme of family and family education in Russian audiovisual texts remains relevant both in cultural and media education aspects.

Keywords: family, family education, cinema, film adaptation, media education, film education, film, critical thinking.

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