Research of Personal and Educational Orientations of Chinese Students in the Context of Organization of Intercultural Interaction in the Educational Space of a Russian University

The inclusion of foreign students in the educational process of Russian higher education makes the problem of intercultural interaction actual. The selection of foreign students as subjects of intercultural interaction introduces a certain specificity in the functioning and construction of the educational space of the university, requires a preliminary study of their personal and educational needs. From the side of foreign students, the article examines Chinese students, since this contingent of students is the bearer of a specific oriental culture; represents a country that prioritizes the development of Russian-Chinese bilateral relations; and dominates in number among foreign students from the Far Abroad. The purpose of the article is to identify specific motivational, value orientations and expectations of Chinese students studying together with Russian students in vocational training programs at a Russian university in order to develop diagnostic tools used to collect data on the subjects involved in the process of interaction within the educational space of the university. Research methodology and methods. The study was carried out from the standpoint of a culturological approach, in which the subjects of pedagogical interaction are considered as representatives of a certain socio-cultural environment. In the conclusion, based on the data obtained, the main guidelines of pedagogical activity for the organization of intercultural interaction between Chinese and Russian students within the educational space of the university are presented.

GAME-COGNITIVE SITUATIONS TO STIMULATE PROSOCIAL BEHAVIOR

The process of development in preschool and primary school age implies the expansion of contacts with the social environment and, accordingly, the opportunities for full and diverse communication. There are new real and virtual models, in addition to parents, for imitation and identification, the process of social learning is developing in terms of attempts to model social relationships. The game-cognitive situations for stimulating prosocial behavior (behavior aimed at external observance of social norms) presented and tested in the educational process in the kindergarten are a consequence of a study of the life values and educational orientations of the modern Bulgarian family, as well as the notions of 5–7-year-old children about the needs and claims between children, teachers and parents, their ideas of good and evil, likes and dislikes of peers. They can also be realized in the system of the primary level of primary education in the classroom.

PROBLEMS OF THE PROFESSIONAL STATUS OF THE TEACHER

The article analyzes the problems of the professional status of a teacher, that the work of a teacher in the context of global information technologies acquires an incomparably high importance, since the training and education of the younger generation determines the fate of the peoples of the world. The formation and development of the professionalism of teachers are interconnected with the socio-cultural traditions and national characteristics of the people, this ultimately contributes to the improvement of the quality and efficiency of the education system. Being a teacher our time is to engage in creative intellectual work on the introduction of the most advanced teaching methods, skills and abilities of educational work among students, innovative approaches to regulating moods and educational orientations of pupils / students. In pedagogical analyzes of the status of a teacher in the context of the entire educational policy of the government, the authors emphasize the need to improve personnel policy in the higher education system.

Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

This study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

EXPRESS: Political Identity and Preference for Supplemental Educational Programs

The market for supplemental educational programs–tutorials, educational materials, summer programs–has burgeoned. Thus, it is important to understand factors that may influence parents’ choices for supplemental educational programs (SEPs). This article examines how parents’ political identity affects their preference for SEPs contingent on their focus on self. Using two main educational orientations−conformance-orientation and independence-orientation−the authors argue that SEPs with conformance-oriented pedagogy may be preferred more by conservative parents due to their higher need for structure. This association of political identity with preference for SEPs is moderated by self-focus. Counterintuitively, when using political orientation to target messages for SEPs, firms should frame messages to focus parents on their selves for identity-consistent effects to manifest. Five studies–including a field study–test this theorizing and replicate key results using different measures of political identity and self-focus.

Strategies of Combination of Ideological and Political Education and Psychological Health Education for College Students

Ideological and Political Education and Psychological Health Education are two basic courses in colleges and universities, both of which are of great value to improve the comprehensive quality of college students and promote their healthy growth. Although the two courses have different educational orientations, they are inextricably linked. Therefore, how to combine these two courses organically is the main problem that colleges and universities need to solve at this stage. The combination of Ideological and Political Education and Psychological Health Education for college students is an important measure of talent training in colleges and universities. It not only meets the needs of society for talents, but also promotes the overall development of college students. Based on this, this paper studies the strategy of the combination of Ideological and Political Education and Psychological Health Education for reference.

Freinet and Montessori in practice. A comparative analysis of the meanings attributed to the process of learning by early education teachers – research report

The article presented is a qualitative analysis of the early education Freinet and Montessori teachers in relation to their educational practices in the scope of educational constructivism. Understanding constructivism as a metaphor describing process of learning, the authors outline similarities and differences in the conceptions attributed to the processes of learning between the two researched groups of teachers. The results of the analysis show the opposite “direction” of the thematizations. Freinet teachers concentrate on the techniques and then – in their narratives – outline the values related to education whereas Montessori teachers’ narratives are oriented at values and only illustrated with some technological examples. The outcomes of the analysis can be formulated in a form of provisional synthesis: The realization of constructivism in education is not connected so much with so called “active learning techniques” but rather with values, individual and shared axio-educational orientations and the quality of relations between various subjects involved in education. Such a hypothesis leads to the questioning of the tendency according to which teachers’ education should be practical. On the contrary, we claim that such a conception on teachers’ education might be an obstacle to the wide implementation of constructivism in educational practices.

Improvisation i musikundervisningen: Tre lärares didaktiska förhållningssätt

This article draws on interviews with three music teachers. It is part of a larger study that explores improvisation in general music education in the Swedish school year 4. The article focuses teachers’ pedagogical approaches to improvisation and how this effect the teaching. This study reveals that music teachers incorporate improvisation in their teaching. They do, however, lack a professional language in order to reflect on content, methods, aim and purpose of improvisation in education. Through thematic analysis, we demonstrate that pedagogical points of departure and attitudes are implicitly present in the teachers’ practices and have implications for their educational orientation. Three diverse but overlapping educational orientations are discerned: a process-oriented, a subject-oriented and a Bildung-oriented. The educational orientations are reflected in these teachers’ approaches to improvisation and are related to pedagogical choices of activities, how activities are conducted and to what aim.