Headings of the journal
"Educational Resources and Technologies"

Annotation: The article considers the development of a structural organizational and pedagogical model of a university complex for training future teachers in the system of social partnership “Pedagogical University – Preschool Educational Organization” (“PU-PEO”) based on the missions of universities, namely: “Education”, “Sci- ence” and “University and Society”. During of the study, a pedagogical examination was carried out, accord- ing to the results of which the conclusion was made that the system-forming factor of the model is the Moscow International University Rating “The Three University Missions”. The rating is based on three main criteria (missions): education, science, university and society. The use of these criteria ensures the creation of a holistic educational process aimed at socializing the individual and forming the qualities of a highly qualified specialist. The method of group expert assessment was chosen as the leading tool in the study, which makes it possible to algorithmize the procedures for developing the structure and content of the model of the university complex for future teachers training. The scientific novelty of the research results lies in the creation of a model for training future teachers in the social partnership system “PU-PEO”, which at the structural level includes the functions of assessing the quality of the educational process in the context of implementing the university rating “Three missions of the university”, adopted in pedagogical qualimetry. The practical significance of the research results lies in the possibility of using them to improve educational programs and increase the effectiveness of interaction with subjects of social partnership.

Annotation: The article presents the results of a study of the structure of educational motivation of students studying in the psychological and pedagogical area, with varying degrees of expression of their social creativity. In order to implement the study, such psychodiagnostic methods as “Determining the social creativity of a personality” by N.P. Fetiskin and “Studying the motives of students’ learning activities” by A.A. Rean and V.A. Yakunin were used. The single-sample Kolmogorov-Smirnov criterion and the nonparametric U-Mann-Whitney criterion were used as methods of mathematical and statistical analysis. The study involved 42 respondents. In order to achieve the goals of the study, three groups of respondents with different levels of social creativity were identified from the sample. The hypothesis of the existence of statistically significant differences in the structure of educational motivation of respondents with different levels of social creativity was fully confirmed, and the specificity of the structure of educational motivation of each group of respondents was revealed. The results of the study can be used in organizing psychological support for students of psychology departments, as well as in developing relevant courses and disciplines.

Annotation: The article is devoted to the study of the methodological potential of foreign-language conversation clubs in higher educational institutions. The methodological potential of a foreign-language conversation club is consid- ered as a set of possibilities of this tool to achieve the best results in learning a foreign language. In the course of the research, the structure of the tasks of the conversation club and the competencies that are necessary for the teacher in charge of the club’s work are highlighted. It is noted that in addition to the practical aspect, an important task of the conversation club is to create motivation to better master a foreign language and remove the language barrier. At the structural level, the methodological potential of a foreign-language conversation club is revealed in speech activity and the forming of the necessary linguistic and communicative skills of the participants. An empirical study was conducted on the basis of the “Speak Up!” conversation club of Perm State Humanitarian Pedagogical University. Various forms of meetings are presented, during which students had the opportunity to develop communication skills, speaking, listening, reading and writing skills and also improve lexical, grammatical and pronunciation skills. A reflection of the students’ participation in the work of the “Speak Up!” conversation club was carried out, on the basis of which the directions for improving this method of teaching were determined.

Annotation: The article is devoted to the issues of effective integration of elective social and humanitarian courses into individual educational trajectories of engineering students. The analysis of the practice of implementing a variable model of assimilation of sociological and psychological knowledge by students of technical faculties in connection with the transition of universities to individual educational trajectories is carried out. Various interactive teaching methods are described: brainstorming, emotional intelligence training, case studies, and project assignments. The article shows the specifics of the courses offered, their importance for the development of “soft skills” of an engineer, the features and difficulties of organizing training. A study of the attitude of engineering students to the introduction of alternative non-core courses into the educational process is presented, their advantages and disadvantages are highlighted. It has been revealed that elective courses in psychology and sociology increase students’ personal inter- est and motivation to acquire knowledge that is not directly related to their specialty, but is necessary for successful implementation in the labor market. Based on the results obtained, psychological and pedagogical justifications for the choice of interactive teaching methods as priority tools for improving the effectiveness of new educational strategies are presented. The novelty of the research results lies in the development of theoretical and methodologi- cal provisions on the creation of pedagogical and organizational conditions for the effective integration of elective social and humanitarian courses into the individual educational trajectories of engineering students.

Annotation: The article is devoted to the problem of training students of a pedagogical university for their future profession. The purpose of the study is to find effective methodological techniques for working with students in the practice of conducting a cycle of educational events “Conversations about the Important Things”. The object of the study is the process of preparing future teachers to carry out educational activities in the conditions of a modern school. The subject of the study is the acquisition by students of the experience of conducting classes within the framework of the “Conversations about the Important Things” project. The article presents the results of experi- mental work with 3rd year students of the Philological Faculty. The article outlines the conceptual foundations of teaching the course to future teachers, highlights the main problems that arise in the practice of conducting classes. Students’ acquisition of experience in conducting educational and upbringing activities can contribute to more successful implementation of such classes within the framework of the upcoming pedagogical practice, in the long term - in future professional activities related to the training and education of schoolchildren. The materials presented in the article may be of interest to students and teachers of higher education institutions, representatives of methodological associations.