VOCATIONAL TRAINING
Materials and methods. As the main methods, we used the analysis of sources on the studied problem, including normative documents, scientific articles on the research topic, as well as generalization and systematization of the data obtained. An expert assessment of the ability of graduate students to organize and manage teams was carried out.
Results. Graduate students in the learning process when performing practice-oriented tasks performed various team roles. In the process of practical training in an educational organization, students created teams of students for project activities. As a result of mathematical and statistical processing of the obtained results of the expert assessment according to the criteria of team building using the Chi-square at p <0.01 and p <0.05, the following differences were revealed. Statistically significant differences were identified by the criteria of the ability to distribute social roles, powers between team members and the ability to ensure team cohesion. Only satisfaction from group membership and participation in the achievement of a common goal was not defined as significantly different. The latter result means that a more significant sample of students is needed in a further study, or an adjustment of the process of teaching graduate students to the principles of team building in matters of joint research is required.
Discussion and Conclusions. The reliability of the effectiveness of the implementation of vocational training in the system of practice-oriented tasks for teaching students the principles of team building has been established. As a result, students of pedagogical magistracy formed the skills of team building and mastery of the technology of forming teams of students for project activities.
Materials and methods. As a result of the study and analysis of scientific literature, the experience of organizing extracurricular activities of cadets, the following areas were identified that focus on the inclusion of cadets in interpersonal communication (industrial practice, scientific extracurricular activities, professional and moral education and cultural development, physical culture and recreational activities). Each direction is characterized by leading forms, methods, and conditions. In order to determine the effectiveness of the work carried out, diagnostic tools have been developed. The diagnostic tools included the questionnaire of interpersonal relations of A. A. Rukavishnikov (OMO) and the methodology of E. A. Rukavishnikov. Bogardus "Scale of social distance". These methods allowed us to evaluate typical ways of students ' attitude to people and determine the degree of social and psychological acceptance of each other by people. The experimental group (EG) made up of 124 student AT Ministry of the interior (G. N. Novgorod), and VA MVD Rossii (Volgograd), control group (CG) 119 cadets of the Ministry of internal Affairs of Russia (G. N. Novgorod), and VA MVD Rossii (Volgograd).
Results of the study. The results of the experiment confirmed the positive impact of systematic organized extracurricular activities on the formation of readiness of future police officers for
interpersonal communication.
Discussion and conclusions. Thus, during the experimental work, the authors paid special attention to interpersonal communication as a global human value. Comprehensive integration of
extracurricular activities and activation of life activities of future specialists of the Ministry of internal Affairs of Russia in the following areas: industrial practice, scientific extracurricular activities, professional and moral education and cultural development, physical culture and recreational activities allowed changing the content of the educational environment of the University. At the same time, the coordination and control functions for organizing purposeful systematic unification of all areas of extracurricular work, including integration with classroom activities, are assigned to the teaching staff, teachers-curators of training groups, and the course link.
GENERAL ISSUES OF EDUCATION
Introduction. The article presents various approaches to the definition of the term “educational product”, shows the features of the construction of the educational module, which serves as a substantive basis for the formation of the universal competence of the student in organizing and managing the work of the team to achieve the goal. The article discloses the stages of designing a collective educational product for the formation of students' ability to team work.
Materials and methods. The study is based on systemic and activity-based approaches that ensure targeted interaction between the subjects of the educational process; Personally oriented, technological and competency-based approaches, on the basis of which the technology of project training is being built in collaboration.
The results of the research. It was found that the organization of team work to create the first collective educational product serves as the basis for achieving educational results. The requirements to the organization of the educational process for the formation of universal competence are formulated, which discloses the need to use the learning technology in collaboration, substantiates the need for the transition from work in microgroups and pairs to team work, estimates the degree of participation of undergraduates in the creation of a collective educational product.
Discussion and Conclusions. The article discusses the stages of forming the competence of a student in organizing the work of a team, the characteristic of each stage is given with examples of questions for discussion and developing a team strategy to achieve the goal of creating a collective educational product. The conclusion formulated in the article is that in the process of preparing graduate students of teacher education, it is necessary to carry out the transition from group and pair forms of work to teamwork and back, which will provide a condition for preparing students for the implementation of the master's thesis and the use of teamwork skills in professional activities.
The object of the study is the degree of development of competencies and the level of satisfaction of participants in the educational process. The subject of the research is the development of a system of control of knowledge, skills and abilities in specialized disciplines for students who continue their studies in FSES HE 3+; research of the degree of satisfaction of teachers and students of a modern University in the conditions of transition to FSES HE 3++. The scientific novelty of the results of the survey to determine the degree of satisfaction of teachers and students of Minin University can be used by specialists of the personnel Department and quality services of Universities.
Materials and methods. Analysis of domestic and foreign literature, pedagogical experiment, testing and questioning of subjects of the educational process.
Results. The practical significance of the work lies in the presentation of materials on the results of the development and application of tasks that allow determining the level of competence in specialized subjects for students , as well as the presentation of materials on conducting a survey of teachers and students in order to establish the level of satisfaction with the conditions of the educational process and the quality of educational services .
Discussions and Conclusions. As a result of the conducted testing on profile subjects, students found that the level of their knowledge, skills, and abilities corresponds to the classic five- point scale rating "good". The results of the survey to establish the level of satisfaction with employees and students with the conditions of the educational process showed a degree corresponding to "complete satisfaction".
CORRECTIONAL PEDAGOGY
Introduction. The article is devoted to the development of inclusive education in higher educational institutions. As the authors of the article show, at the present stage of development of education in world and domestic pedagogy, they are increasingly turning to the idea of inclusive education. The driving force behind the development of inclusive education, including inclusive higher education in many countries, including the Russian Federation, has been the ratification of the UN Convention on the Rights of Persons with Disabilities, which is the leading international document that defines strategies, programs and recommendations on the right to education. Particular attention is paid to the development of higher inclusive education, considered as one of the basic and inalienable conditions for the professional self-realization of disabled people and people with disabilities, improving their social status, ensuring their full participation in society.
Materials and methods. The article defines the peculiarities of the regulatory and organizational conditions that ensure inclusive education in educational institutions of higher education. The features of the organization of inclusive educational activities at the university are highlighted.
Results. The article discusses the monitoring of teacher readiness for inclusive education and a description of the general picture of the readiness of Russian teachers for it, using qualitative and quantitative analysis. Needs for further participation of teachers in continuing education programs are identified. A survey of university teachers was conducted. Based on the results of the monitoring of the readiness of the faculty to work in inclusive groups, the conclusion was substantiated. The effective integration of modern information and technological technologies in the processes of further education is substantiated, which can become a necessary tool for solving one of the main problems, which consists in increasing the level of readiness of scientific and pedagogical workers of higher education to implement inclusive education.
Discussion and Conclusions. The article discusses the role of the development of higher inclusive education, considered as one of the main and inalienable conditions for the professional selfrealization of disabled people and people with disabilities. The role of further education in the advanced training of university teachers was considered. The system of training scientific and
pedagogical personnel for work in an inclusive education environment is defined. The components of the introduction of information technology education, occurring through a change in the types of information activities.
GENERAL PSYCHOLOGY, PERSONALITY PSYCHOLOGY, HISTORY OF PSYCHOLOGY
Introduction. Contemporary Russian studies about the traditional Russian family often describe it as being in a state of crisis. According to researchers, this crisis is defined by a decrease in registered marriages and corresponding increase in unmarried cohabiting couples; a rise in extramarital births; a rise in divorces; and a trend towards families with few children. Current statistics show that around 70% of families in the Russian Federation fall apart, and that the number of registered marriages is going down. In many respects, these changes are linked to the transformation of parenthood in Russian society over the past 100 years, which occurred due to various social and historical phenomena. These include; the emancipation of women and their consequent contributions to politics and the economy, which was accompanied by a shift in the distribution of reproductive and productive labour in married couples; the development of state childcare, and changes to the legal status of a child and their role in the family structure. Transformations in the institute of the family can therefore be viewed not as indicators of crisis, but rather as a logical remodelling, in response to changes in social, economic and political areas of public life.
Materials and methods. The following methods were used for the preparation of this article; theoretical analysis of Russian and international literature, study of scientific articles and publications on the topic, overview of results from Russian and international studies, content analysis.
Results. Changes in child-parent relations throughout historical development of the family institute in different societies (specifically within Russia); special characteristics of the modern Russian family and its distinctive features; comparison of these features with those which are typical for families in developed countries.
Discussion and conclusion. The phenomena in the Russian family system, which contemporary researchers often describe as crisis indicators are, to a great extent, simply replications of typical trends in developed countries. These phenomena are part of global changes in public life. However, the Russian system is nonetheless unique, with its own legacy of social, economic and cultural
characteristics, and child-parent relations.
Materials and methods. To study the features of the manifestation of social intelligence, the method of N.F. Kalina's “Diagnosis of Social Intelligence of Personality” (SOINT-1,2) and J. Guildford's test “Social Intelligence” were used; to assess communicative and organizational skills, the method of V.V. Sinyavsky and V.A. Fedoroshina "Communicative and organizational inclinations" (COI) was used. The survey sample of the study included 200 Koreans having stayed in Russia for less than 1 year and over 5 years, aged 20 to 46, the average age being 29 years old.
Results. The comparative analysis showed the presence of significant differences in the level of social intelligence in terms of the characteristics: the ability to give up leadership, the tendency for striving to adapt to a partner, taking into account mutual likes and dislikes when selecting employees, self-control in communication, and the ability to recognize the structure of interpersonal situations in dynamics among Koreans having lived in Russia for over 5 years than Koreans having lived in Russia for less than 1 year.
Discussion and Conclusions. The revealed differences in the level of social intelligence may be due to the degree of acculturation and age characteristics of respondents, which is determined by the specific features of the Korean mentality.
PEDAGOGICAL PSYCHOLOGY
Introduction. Competitiveness of a specialist is determined by the demand for a graduate of a higher educational institution in the labor market. The article discusses the problem of competitiveness of personality in the works of modern domestic and foreign researchers. The General vector of orientation of the educational system in different periods of development of the Russian society is considered, the necessity of harmonization of the purposes promoting formation of the competitive personality is proved. The important role of the educational environment in the formation of socio-psychological properties associated with competitiveness is noted. It is noted that currently the psychological literature does not provide enough research on the problem of competitiveness of the individual, the factors (external and internal) that affect the development of the competitiveness of the future specialist have not been studied.. In this regard, the need for scientific research of the influence of competitive/non-competitive educational environment on the professional development of the future specialist is actualized.
Materials and methods. The article is to be regarded as an analytical review, where an attempt is made to systematize scientific psychological knowledge on the problem of competitiveness of the future specialist. The main method of studying the competitiveness of the individual in terms of educational and professional space of the University is the method of theoretical analysis of scientific psychological foreign and domestic works. The methodological basis for studying and forming the competitiveness of graduates is the competence approach.
Results. Various definitions of the competitiveness of a specialist are considered, the most generalized definition is presented. The theoretical analysis showed that competitiveness is considered to be a quality of personality; as a set of key competencies; as a set of personal, professional and polyprofessional components. The psychological properties are listed, the role of which in the formation of competitiveness is the most significant, the importance of regulatory and motivational characteristics in the structure of the competitiveness of the personality of students is emphasized.
The analysis of foreign studies on the influence of competitive/non-competitive environment on the level of stress and anxiety of students; on the severity of acquired professional skills. The diagnostic tools allowing to measure the competitive personality, to estimate situational or behavioral aspects of competitiveness are considered.
Discussion and Conclusions. The conclusion about the need for further theoretical analysis and generalization of existing scientific research on this problem is substantiated. the need for further study of the influence of the competitive environment on the professional development of the student of the future professional is proved on the basis of the results of a few psychological studies of domestic and foreign authors. It emphasizes the need for further work on modeling the educational environment with elements of the inclusion of a competitive component, as well as the importance of studying the motivational and volitional characteristics that act as personal determinants of the development of competitiveness of the future professional.
Introduction. Today, the problem of the formation of intelligence is quite relevant. This relevance is dictated by the significant fragmentation of the social, when differences begin to be valued more than commonality, and «small-town morality» substitutes public morality. This actualizes the issues of not only the formation of intelligence itself, but also of the value-based attitude to it as a social need. The article provides a profound research of the psychological and pedagogical conditions for the formation of the value-based attitude of future officers to professional activities in the educational process on the basis of theoretical and empirical author's development.
Materials and Methods. The authors use a creatively interpreted system-activity approach as the research methodology (I.V. Blauberg, V.A. Lektersky, V.N. Sadovsky, S.L. Rubinshtein, M.S. Kagan, N.V. Kuzmina) and functional analysis (P.K. Anokhin, M.S. Kagan, N. Wiener, N.V. Martyanov). Revealing the features of pedagogical activity in the formation of the value-based attitude of a future officer to intelligence, the educational process of a military university and its formal-substantive and functional characteristics are analyzed in detail.
Results. The result of the study is that the authors identified and justified the psychological and pedagogical conditions for the formation of a value-based attitude to the intelligence of future officers in the military educational institution of higher education.
Discussion and Conclusions. Along with traditional methods and practices of personality formation and intellectuality, the revealed psychological and pedagogical conditions will fully and most effectively allow to solve the psychological and pedagogical tasks that have been set. Researching psychological characteristics of educational and upbringing processes in a military educational establishment as well as the ways of increasing its effectiveness in the process of value based attitude of future officers to intellectuality will allow us to use it practically in these processes. Theoretical revealing and argumentation and the further empirical verification will allow to define the validity of the proposed scientific hypothesis.
Introduction. The relevance of studies of cognitive style of teaching in the aspect of effective personalization of education is extremely high. It is obvious that the problem of inefficiency of modern education is important, it requires research and solutions. One of the possible solutions to this problem can be personalized learning, while taking into account cognitive characteristics of students in the context of personalization of learning is a factor of increasing the productivity of the personalized approach. Researches of these features and development of recommendations for personalization taking into account the cognitive style of a student definitely expand the possibilities of modern education. The aim of the study was to determine the parameters of cognitive style of students of psychological and psychological-pedagogical specialties and possible personalized approaches to education of such students.
Materials and methods. The study was carried out on a sample of 86 masters aged 22 to 32, enrolled in master's programs in the areas of "Psychology" and "Psychological and pedagogical education" with the use of five psychodiagnostic tests. The tests used included: "The Gottschaldt figures", The Honey-Mumford learning styles questionnaire (LSQ), The G. Eysenck personality inventory (EPI), The Melbourne questionnaire of decision making (IDLO), The A. Karpov questionnaire of reflexivity.
Results: it was found that characteristic features of cognitive style of students of psychological areas are: field independence, reflective learning style, the tendency to clarify the objectives and goals when making decisions in an uncertain situation, consideration of alternatives, additional information search, evaluation of information in the implementation of the choice, the average level of reflexivity.
Discussion and Conclusions. The study showed a wide variety of cognitive and personal characteristics of students on potentially significant in the aspect of learning indicators, which confirms the need for a personalized approach to learning. The revealed features of cognitive teaching styles of students-psychologists were analyzed and generalized, recommendations were formulated for the personalization of learning taking into account the cognitive style. Generalizing conclusions were made about: the need to take into account and control the parameters of cognitive style in the personalization of learning, the need to personalize the training of students with specific cognitive features, the possibility of dividing the student group into subgroups according to cognitive specificity, followed by training in such subgroups taking into account the specific cognitive characteristics of students.
