Headings of the journal
"Educational Resources and Technologies"

Annotation: Among the innovative practices and scientific achievements of pedagogy of the 20th century, A. S. Makarenko’s “optimistic hypothesis” occupies a special place as an approach to a growing personality and a technology for developing its capabilities. The subject of this study is the principle of optimism, which, within the framework of pedagogy, serves for the teacher as a worldview and methodological basis for the formation of educational motivation, academic performance and cognitive interest of students with a focus on their personal growth, selfrealization in educational and pedagogical and personal developmental interaction, and then acts as a meaningful and the technological aspect of creating a situation of success in learning activities. The purpose of the work is to reveal the evolution of the principle of optimism of A.S. Makarenko in the content and technologies for creating a situation of success in educational activities. The methodological basis of the study was the existential and humanistic approaches to joy understanding in the structure of the educational process. The article reveals the pedagogical essence of the principle of optimism in its development and alternations. The connection of the classical method of creating optimistic prospects by A.S. Makarenko and the modern pedagogical system for creating a situation of success developed by A.S. Belkin. Particular attention is paid to the description of variable innovative pedagogical techniques that encourage students to achieve success. The theoretical and methodological provisions of the work can serve as the basis for the development of seminars and practical exercises with elements of training in advanced training courses for teachers.

Annotation: The active digitalization of almost all spheres of modern society has also affected education, which inevitably led to the abandonment of traditional teaching methods in favor of interactive ones aimed not at acquiring knowledge but at turning it into competencies, practical skills, and abilities. To a large extent, the given process was expedited by the change in the teacher’s role, from the classical translator of the knowledge from the textbook to the facilitator, who allows students to concentrate on learning goals and supporting positive motivation in their achievement. One of the most effective methods of interactive learning is the hexagon method, first described by the English history teacher Russell Tarr at the end of the 20th century. However, an analysis of the literature on the problem showed that despite the obvious linguodidactic potential of this method, it is practically not used in higher education. Our study aims to fill the existing gap and prove that the hexagon method is an effective way to develop speech, lexical, and debating skills of students majoring technical specialties.

Annotation: The article raises the problem of the need for scientific research in the work of a teacher within the framework of a taught discipline. This topic, poorly reflected in pedagogical science, is considered on the basis of teaching history in the system of higher and secondary vocational education. The author provides options for controversial historical issues that are unsatisfactorily presented in the educational literature, as well as issues that are not reflected at all in the educational literature or are reflected on the basis of outdated data. Based on the experi- ence of his own teaching, the author introduces the reader to specific examples of research work, the results of which he applies in the classroom, as well as some historical sources that a history teacher can use in scientific activities. At the end of the article, an attempt is made to classify the research activities of a history teacher. The results obtained can be used in the work of a history teacher in the system of higher and secondary vocational education.

Annotation: The article is devoted to actual issues of professional orientation of schoolchildren in modern market conditions. It has been proven that outdated approaches to the organization of career guidance lag real economic and industrial challenges. The purpose of the article is to identify effective innovative pedagogical approaches to the career guidance of schoolchildren and reveal their impact on the competitiveness of a specialist. The article outlines the problems in career guidance work in Russia. New professions and requirements for them in the context of market competition are defined. Significant federal projects of the Russian Federation in the field of vocational education and youth policy are indicated. The novelty of the study is that effective pedagogical approaches to the career guidance of schoolchildren are disclosed, namely: cognitive, preparatory, motivational, creative, geographical, prognostic, critical, existential, individual; continuous education and self-improvement; an approach based on sustainable professional interaction (parents-students, employers-students, employersparents), a practice-oriented pedagogical approach, consultative, interdisciplinary, systemic or integrated.

Annotation: The subject of the study is the deprivation of the development of professionally oriented social intelligence of future specialists in the field of direct contact work with clients in a pandemic situation. The purpose of the study is to identify psychological mechanisms and their methodological features that contribute to the development of professionally oriented social intelligence of students under the constraints of social communications. The research methods are pedagogical observation, empirical generalization, descriptive and analytical method. The article highlights and characterizes the basic psychological mechanisms aimed at the forming of professionally oriented social intelligence of students. The essence of the process of forming of social intelligence of future specialists is revealed, which consists in the forming of a system of individually expressed cognitive and personal structures. It is noted that cognitive-personal structures ensure the student’s readiness for empathic interaction with the client, whose socialization may be burdened with a spectrum of covid manifestations and limitations, distortion of habitual patterns. The conducted research focuses the employees of the education system on the search for factors and organizational conditions for the forming of special strategies for the professional behavior of future specialists under the constraints of social communications.