Bulletin of Nizhnevartovsk State University

The article presents the findings of large-scale sociological survey titled ‘Assessment of the distance learning mode in the self-isolation conditions by educators of Rostov Region.’ The survey reflects the opinion of 8,079 teachers, including 7,608 women and 470 men, who work in general education. The relevance of the study is significant given that the entire general education system of the Russian Federation was urgently transferred to the distance learning mode due to the rapid spread of novel coronavirus in first-half 2020. The respondents assessed their own technical and material conditions in which they carried out the educational activities. The survey included analyses of the financial capabilities necessary to ensure the educational process in distance learning from home and the state of health of teachers working in the distant mode. The presented findings indicate that the teaching community negatively assessed the transition. The health of teachers suffered due to long hours in front of the computer, the effectiveness of teaching decreased, and transferability of learning deteriorated due to deficiencies in technical equipment. The article draws a general conclusion that for the present distance education cannot be a full-fledged alternative to general education in its traditional form.

The article deals with the issue of teachers’ professional development and professional preadaptation and retraining of parents who found themselves in difficult life circumstances due to their child’s serious medical condition and consequently have to change jobs. The article presents MCU’s innovative experience in implementing professional development programmes for teachers and parents in the medical setting. Modular professional retraining programmes allow students to choose the units that fit their educational needs and help them follow their own educational tracks. The article describes the process of creating academic programmes for students’ individual professional development with the help of distance-learning management platforms Moodle and Microsoft Teams. This enables students to work and study at their own pace. We have arrived at the conclusion that at times it is worth using the flipped classroom model and strategy, when students study the course content independently and later take part in discussions and question sessions, exchange their experiences and work on different case studies. Since last year there have been changes in the content, technologies and methods of working with this particular group of students. For instance, there is now an opportunity to add and use resources of non-formal education sphere. After parents successfully complete the course of study, they qualify as tutors who can assist students getting long-term treatment. This can help parents solve two problems. First, it will give them an opportunity to find a new job in the field they qualified in. Then, they will be able to provide professional psychological assistance and academic support to their children in difficult life circumstances.

The article addresses the problem of evaluating the profession-oriented foreign language competency of cadets of a military educational establishment of higher education on the basis of the competency-based approach. The quality of education given to military specialists is an important task for any military educational organization of higher education and its chairs. To ensure a high level of training, it is necessary to organize the educational process and the competency evaluation in such a way as to create the necessary conditions for the formation of competencies required by the educational program, and also for the development of cadets' personalities. The article considers the evaluation system for the profession-oriented foreign language competency of cadets in the competency-based approach. A general description of the competency evaluation procedure is given. The proposed recommendations for making evaluation rely on the European experience in education and evaluation according to the competency-based approach. The article specifies twelve types of assignments for evaluation, which are divided into four groups, and gives a practical example of their use in the learning outcome monitoring and the midterm attestation for the foreign language discipline in a higher naval school. It is highlighted that using various types and methods of evaluation is important, and the continuous and differentiated character of such evaluation can provide feedback and ensure the implementation of the competency-based approach in foreign language learning.

The article examines the historical aspects of the professional training of civil servants in Russia. It is shown that the effectiveness of the functioning of the civil service institution largely depends on the quality of vocational training of civil servants. The historiography of vocational training of civil servants in Russia from the 9th to the 19th century is given. The study used the narrative and systemic methods. The article dwells upon the educational institutions that trained civil servants, the studied academic disciplines, and the examinations that students and graduates had to pass. It is noted that the application and reinterpretation of the pedagogical practices of the past, taking into account modern developments, can be instrumental in building an educational system for professional training of civil servants.

The aim of the article is to study the problem of training students for teaching speech etiquette to pupils in linguistic subjects. The research ob-ejectives are studying the concept of speech etiquette, analyzing its structure, developing direction soft raining pedagogical students for teaching speech etiquette. The research is based on a multi-level methodology, which includes the following scientific approaches: system approach, axiological and personality-oriented approaches. The main results in visage clarifying the concept of etiquette in the didactic aspect, studying the structure of students' readiness in the field of etiquette, and investigating the process of future teachers training for teaching etiquette to pupils. The conclusions of the article contain the description of the readiness structure, which includes knowledge of speech etiquette rules, the skills of using basic etiquette expressions, the student’s personal qualities (tolerance of a different opinion, politeness); as well as the content of training pedagogical students, realized via a system of classes, extracurricular activities, teaching practice. The originality and significance of the data obtained lies in the development of a holistic system of training students for teaching speech etiquette to pupils in the linguistic subjects. The practical significance of the research implies that practical experience to train students for teaching speech etiquette to pupils has been suggested in the paper on the example of linguistic subjects. The direction of further research: further research of the problem might be done by means of integrating academic subjects, working out optional courses on the issue in question.

There is a need to develop professional flexibility and the values-based attitude to pedagogical activity in future teachers. In recent years, pedagogical activity has been associated with extreme and stressful situations, constantly changing conditions of learning, and general uncertainty. This imposes requirements to the professional flexibility of future teachers. Teachers are required have the stability of their personal qualities, on the one hand, and flexibility, on the other hand. Therefore, this work considers professional stability as a fundamental basis. Professional flexibility of future teachers is understood as a set of emotional, vocational and behavioral flexibilities, which provide a values-based attitude to pedagogical activity, regulation and stability of professional behavior, readiness to respond quickly to changing conditions and challenges of the professional environment by finding original solutions to professional problems. An empirical study of the values-based orientations of 213 first-year students was carried out in the South Ural State Humanitarian Pedagogical University, Chelyabinsk, for four years. It was found that students are orientated towards values that are prioritized in pedagogical activity, and this provides the basis for the successful formation of the values-based orientations to pedagogical activity. In the course of university studies and specially organized work, the existing values-based orientations of future teachers are gradually transformed into a values-based attitude to pedagogical activity, which in turn underlies the evolvement of professional flexibility.

The aim of this work is to form in different categories of current and future officers a stable idea of the phenomenon of professional-educational culture, disclosure of its basic and functional components, explaining the mechanisms of formation and development of this quality and thus contributing to the efficiency of professional training of military personnel not only in higher military-training institutions, but also directly in the units and units of the Armed Forces of the Russian Federation. In the study of the characteristics of the professional and educational culture of the officer, the most significant role is played directly by military-educational activity, the unit of analysis of which are its tasks. In turn, the professional-educational culture, being a personal characteristic of the officer, appears as a way of military-educational activity, providing solving various kinds of pedagogical problems. Thus, the process of solving pedagogical problems constitutes the technology of military-educational activity as a component of the training of an officer. The concept of “task of activity” chosen by us as a unit of analysis of military-educational activities has justified the category of «technology of pedagogical activity» as a component of officer training; to consider its task nature, presented by binary groups of analytics-reflexive, constructive-predictive, organizational-activity, evaluation-information and corrective-regulating tasks. Although these task groups are typical of commanders and superiors as subjects of professional military-educational activities, all of them in a particular situation involve an indispensable search for a creative, individual-personality solution.

Training education students of pedagogical universities how to organize civic-patriotic education in secondary schools is a relevant problem due to the latest socio-economic changes and the following revision of the main positions of higher pedagogical education. Based on the conceptual and terminological analysis, we determined a terminological series of basic concepts of the studied problem, such as civic consciousness, patriotism, civic-patriotic education in secondary school, training of education students in civic and patriotic education for secondary school children. Based on the analysis of the author’s positions on the process of training education students in civic and patriotic education for secondary school children, the main characteristics of such training were highlighted. The article presents the author’s definition of the concept of ‘training education students in civic and patriotic education for secondary school children’ that is understood as a training system (theoretical, methodological, practical), the purpose of which is the formation of competence reflecting the maturity of corresponding competencies in students. Based on the theoretical conceptualization of the studied problem, a process model for training education students in civic and patriotic education for secondary school children was created. The model, reflecting the essence and dynamics of the process under study, consists of values-motivational, content-activity and reflexive-corrective stages. The values-motivational component determines the activity that ensures the adoption of pedagogical and universal values that guide the internal emotional orientation of the behavior and activities of the future teacher. The content-activity component reflects the peculiarities of the process of training education students in civic and patriotic education for secondary school children. The ability for critical self-analysis and awareness of one’s activity on the basis of reflection characterizes the reflexive-corrective component. The methodological analysis of the phenomenon under study made it possible to single out the methodological foundations, such as systemic, activity-based and axiological approaches.