3 September 09, 2020
The Problems of Contemporary Education
1. Henry Adusei, Jacob Owusu Sarfo
After-School Mathematics Tutorials in Ghana: A Qualitative Study on Senior High Students’ Psychosocial Experiences
European Journal of Contemporary Education, 2020, 9(3): 484-489.
Number of views: 804 Download in PDF
2. Bakytzhan Z. Aidarov, Yussubali N. Kamalov, Nazira P. TangkishEuropean Journal of Contemporary Education, 2020, 9(3): 484-489.
Abstract:
Mathematics is an important subject in senior high education as it forms the basis for most taught subjects. In Ghana, it is a common practice to find parents enrolling their children in private after-school mathematics tutorials. Teachers who teach after-school tutorials usually organize class after school hours or during the weekends for a fee. Also, teaching can take the form of one-to-one private tuition or group tuition. Although after-school mathematics tuition has become a common practice, little is known regarding the experiences of these senior high students who receive this tuition in Ghana. We purposively sampled 35 senior high students from public schools for both individual and group interviews. Using interpretative phenomenological analysis, we observed that private tutorial learning in mathematics increased students’ understanding of the subject. Students who had this extra tuition also expressed a dramatic improvement in their performance in mathematics. Nevertheless, we observed that students felt bored when there was a repetition of topics that had already been taught in class. Furthermore, we observed that participants perceived this additional tuition as an additional academic stressor as it prevented them from having adequate rest and extra-curricular activities. We recommend that the Ministry of Education, Ghana Education Service, and other stakeholders should regulate the private after-school mathematics tutorials in Ghana.
Mathematics is an important subject in senior high education as it forms the basis for most taught subjects. In Ghana, it is a common practice to find parents enrolling their children in private after-school mathematics tutorials. Teachers who teach after-school tutorials usually organize class after school hours or during the weekends for a fee. Also, teaching can take the form of one-to-one private tuition or group tuition. Although after-school mathematics tuition has become a common practice, little is known regarding the experiences of these senior high students who receive this tuition in Ghana. We purposively sampled 35 senior high students from public schools for both individual and group interviews. Using interpretative phenomenological analysis, we observed that private tutorial learning in mathematics increased students’ understanding of the subject. Students who had this extra tuition also expressed a dramatic improvement in their performance in mathematics. Nevertheless, we observed that students felt bored when there was a repetition of topics that had already been taught in class. Furthermore, we observed that participants perceived this additional tuition as an additional academic stressor as it prevented them from having adequate rest and extra-curricular activities. We recommend that the Ministry of Education, Ghana Education Service, and other stakeholders should regulate the private after-school mathematics tutorials in Ghana.
Number of views: 804 Download in PDF
Development Factors of the Lecturers’ Professional Mobility in System of Higher Education in Kazakhstan
European Journal of Contemporary Education, 2020, 9(3): 490-504.
Number of views: 688 Download in PDF
3. Omar T. Al-batayneh, Zohair Hussein Al-Zoubi, Rana Mohammad rawashdehEuropean Journal of Contemporary Education, 2020, 9(3): 490-504.
Abstract:
Internationalization and integration of the educational environment raises the issue of university lecturer development of professional mobility in Kazakhstan’s higher education system. The aim of the study is to find an empirical approach to defining the factors for the development of lecturer professional mobility in the modern conditions of functioning of higher education in Kazakhstan. Using the cluster analysis and justification of the efficiency criterion, the researcher conducted a representative sample of 30 local universities. In order to obtain quantitative estimates of their professional mobility level, the researcher surveyed 1109 lecturers from a sample set of Kazakhstan universities. To determine the structure and factors of professional mobility and the role of the resource component in professional mobility, the researcher employed principles component analysis, which was carried out on the basis of the quantitative estimates obtained as a result of the survey. Finally, the influence of pedagogical mobility factors on the efficiency level of the university was studied using regression models made using the method of nonlinear evaluation. The results of the study are of a practical nature. To know the factors of professional mobility is fundamental for educational management as it determines the ratio of resource and process components that underlie the coordination of interests of both the employee and the university, as well as the strategy for the development of lecturers in universities. This, in turn, can significantly increase the efficiency of their activities, as well as ensure the success of integration into the world educational space.
Internationalization and integration of the educational environment raises the issue of university lecturer development of professional mobility in Kazakhstan’s higher education system. The aim of the study is to find an empirical approach to defining the factors for the development of lecturer professional mobility in the modern conditions of functioning of higher education in Kazakhstan. Using the cluster analysis and justification of the efficiency criterion, the researcher conducted a representative sample of 30 local universities. In order to obtain quantitative estimates of their professional mobility level, the researcher surveyed 1109 lecturers from a sample set of Kazakhstan universities. To determine the structure and factors of professional mobility and the role of the resource component in professional mobility, the researcher employed principles component analysis, which was carried out on the basis of the quantitative estimates obtained as a result of the survey. Finally, the influence of pedagogical mobility factors on the efficiency level of the university was studied using regression models made using the method of nonlinear evaluation. The results of the study are of a practical nature. To know the factors of professional mobility is fundamental for educational management as it determines the ratio of resource and process components that underlie the coordination of interests of both the employee and the university, as well as the strategy for the development of lecturers in universities. This, in turn, can significantly increase the efficiency of their activities, as well as ensure the success of integration into the world educational space.
Number of views: 688 Download in PDF
Attitudes Towards Social Responsibility Among Faculty Members of the Hashemite University
European Journal of Contemporary Education, 2020, 9(3): 505-519.
Number of views: 666 Download in PDF
4. Tatyana A. Antopolskaya, Olga Y. Baybakova, Alexander S. SilakovEuropean Journal of Contemporary Education, 2020, 9(3): 505-519.
Abstract:
The study aimed to identify the level of social responsibility among the faculty members of the Hashemite University, from their point of view, and also aimed identify if there any statistically significant differences in the level of social responsibility due to faculty (humanities and science), academic rank (tutor, assistant professor, associate professor, and professor), and years of experience (less than 5 years, 5-10 years, 11-20 years, and more than 20 years). The sample consisted of 274 faculty members, and the study was conducted in the academic year 2018/2019. The methodology was a questionnaire containing a total of 44 items under the headings of self-responsibility, collective responsibility, religious moral responsibility, and national responsibility. After analyzing the data, the results showed that the level of social responsibility among the faculty members was ranked as ‘average’, with the order of the four dimensions as follows: moral and religious responsibility was ranked highest, followed by national responsibility, self-responsibility, and finally, collective responsibility all with an average level. The results also showed that there were no statistically significant differences in the level of social responsibility by faculty, academic rank, or years of experience. The authors' recommendation to benefit from faculty members’ consultancy in the university and in different disciplines.
The study aimed to identify the level of social responsibility among the faculty members of the Hashemite University, from their point of view, and also aimed identify if there any statistically significant differences in the level of social responsibility due to faculty (humanities and science), academic rank (tutor, assistant professor, associate professor, and professor), and years of experience (less than 5 years, 5-10 years, 11-20 years, and more than 20 years). The sample consisted of 274 faculty members, and the study was conducted in the academic year 2018/2019. The methodology was a questionnaire containing a total of 44 items under the headings of self-responsibility, collective responsibility, religious moral responsibility, and national responsibility. After analyzing the data, the results showed that the level of social responsibility among the faculty members was ranked as ‘average’, with the order of the four dimensions as follows: moral and religious responsibility was ranked highest, followed by national responsibility, self-responsibility, and finally, collective responsibility all with an average level. The results also showed that there were no statistically significant differences in the level of social responsibility by faculty, academic rank, or years of experience. The authors' recommendation to benefit from faculty members’ consultancy in the university and in different disciplines.
Number of views: 666 Download in PDF
The Personal Agency of Modern Adolescents: Developmental Opportunities in a Socially Enriched Environment
European Journal of Contemporary Education, 2020, 9(3): 520-528.
Number of views: 696 Download in PDF
5. Natalia A. Bushmeleva, Natalya I. Isupova, Ekaterina A. Mamaeva, Elena V. KharunzhevaEuropean Journal of Contemporary Education, 2020, 9(3): 520-528.
Abstract:
The article reveals the problem of the development of personal agency of adolescents in a socially enriched environment of additional education. It deals with the theoretical aspects of the problem. Attention is drawn to significant characteristics of personal agency, such as multi-leveledness, reflexivity, motivation, initiative and realization through interaction with others. Special features of adolescence as a sensitive period for the development of personal agency are revealed. The article provides the review of the development of personal agency of adolescents at a socially individual, socially-communicative, socially-interactive and socio-moral levels. It describes methods of studying the development of personal agency of adolescents at a socially individual level, which fix the level of cognitive activity of adolescents and their ability for self-development, allowing to identify five stages of development of personal agency − "observer", "student", "apprentice", "master", "creator". The results of the ascertaining stage of the experimental study of personal agency of adolescents in different educational organizations (secondary school, additional education centre) are presented. They reveal that there are certain discrepancies in the control and experimental groups both in the formation of personal agency and in the level of adolescents' need for self-development as one of the leading indicators of personal agency. The issues of creating pedagogical conditions in the environment of additional education for the development of personal agency of adolescents are discussed. The article also substantiates the necessity of using special technologies to increase the personal agency of adolescents.
The article reveals the problem of the development of personal agency of adolescents in a socially enriched environment of additional education. It deals with the theoretical aspects of the problem. Attention is drawn to significant characteristics of personal agency, such as multi-leveledness, reflexivity, motivation, initiative and realization through interaction with others. Special features of adolescence as a sensitive period for the development of personal agency are revealed. The article provides the review of the development of personal agency of adolescents at a socially individual, socially-communicative, socially-interactive and socio-moral levels. It describes methods of studying the development of personal agency of adolescents at a socially individual level, which fix the level of cognitive activity of adolescents and their ability for self-development, allowing to identify five stages of development of personal agency − "observer", "student", "apprentice", "master", "creator". The results of the ascertaining stage of the experimental study of personal agency of adolescents in different educational organizations (secondary school, additional education centre) are presented. They reveal that there are certain discrepancies in the control and experimental groups both in the formation of personal agency and in the level of adolescents' need for self-development as one of the leading indicators of personal agency. The issues of creating pedagogical conditions in the environment of additional education for the development of personal agency of adolescents are discussed. The article also substantiates the necessity of using special technologies to increase the personal agency of adolescents.
Number of views: 696 Download in PDF
Peculiarities of Engineering Thinking Formation Using 3D Technology
European Journal of Contemporary Education, 2020, 9(3): 529-545.
Number of views: 700 Download in PDF
6. Milka Elena Escalera-Chávez, Arturo García-Santillán, Violeta S. MolchanovaEuropean Journal of Contemporary Education, 2020, 9(3): 529-545.
Abstract:
The problem of the research is due to the need to create a special engineering style of thinking within the digital educational space, which implies readiness for research, creativity, responsibility, and supported by modern high-tech tools in order to provide resources for solving the problems of Industry 4.0. The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of using 3D technologies for the formation of engineering thinking as an important competence of a high-demand specialist in the digital society. The research methodology is a theoretical and methodological analysis and generalization of fundamental scientific works in the field of digitalization of education, training of engineering and technical personnel, three-dimensional modeling, application of software for the development of thinking. The pedagogical experiment uses the example of assessing the formation of personality qualities and skills that form the basis of engineering thinking. The sign criterion G is used as a method of statistical processing and verification of the reliability of the obtained results. Research results. The authors clarify the concept “engineering thinking” in the context of training specialists for Industry 4.0 and substantiate the potential of 3D technologies for the formation of engineering thinking. They formulate the principles and supporting directions of the mentor of students’ research activities in 3D modeling. The authors present a system of work on an interdisciplinary project underlining skills significant for the formation of engineering thinking. The authors come to the conclusion that the use of 3D-technologies in training creates additional conditions for the development of qualities and skills that ensure the integrity of engineering thinking formation as a universal competence of a high-demand professional of the future.
The problem of the research is due to the need to create a special engineering style of thinking within the digital educational space, which implies readiness for research, creativity, responsibility, and supported by modern high-tech tools in order to provide resources for solving the problems of Industry 4.0. The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of using 3D technologies for the formation of engineering thinking as an important competence of a high-demand specialist in the digital society. The research methodology is a theoretical and methodological analysis and generalization of fundamental scientific works in the field of digitalization of education, training of engineering and technical personnel, three-dimensional modeling, application of software for the development of thinking. The pedagogical experiment uses the example of assessing the formation of personality qualities and skills that form the basis of engineering thinking. The sign criterion G is used as a method of statistical processing and verification of the reliability of the obtained results. Research results. The authors clarify the concept “engineering thinking” in the context of training specialists for Industry 4.0 and substantiate the potential of 3D technologies for the formation of engineering thinking. They formulate the principles and supporting directions of the mentor of students’ research activities in 3D modeling. The authors present a system of work on an interdisciplinary project underlining skills significant for the formation of engineering thinking. The authors come to the conclusion that the use of 3D-technologies in training creates additional conditions for the development of qualities and skills that ensure the integrity of engineering thinking formation as a universal competence of a high-demand professional of the future.
Number of views: 700 Download in PDF
Phubbing Behavior: Is There a Gender Difference in College Students?
European Journal of Contemporary Education, 2020, 9(3): 546-551.
Number of views: 650 Download in PDF
7. Elena P. Fedorova, Ella I. SkoblevaEuropean Journal of Contemporary Education, 2020, 9(3): 546-551.
Abstract:
When a person is ignored for other one in a social context for the focus given to the use of a mobile phone, it is called phubbing. This phenomenon is increasingly recurring in society and students are not exempt from it. For this reason, the aim of this research is to determine if there is a difference in phubbing behavior between male students and female students from the Mid-Zone Multidisciplinary Academic Unit. This study was carried out by surveying 243 Business Administration college students in the Multidisciplinary Academic Unit of the Middle Zone, whose ages range from 17 to 26 years. The test designed by Chotpitayasunondh and Douglas, (2016) was used. From this questionnaire, only those corresponding to demographic characteristics, Phubbing intensity and Phubber intensity, were taken. For the data analysis, a Bayesian analysis was used with Bayes' Theorem as a central point. The main result reported in this work reveals that the difference in Phubbing behavior between men and women is significant. This assertion is given from the data obtained from the Bayesian Factor, which measured the probability that the phenomenon occurred. Therefore, we can say that the result shows a moderate difference in Phubbing behavior between male students and female students. The value obtained from the Bayesian analysis confirms that there is a 4.959 probability of obtaining a higher average in men than in women.
When a person is ignored for other one in a social context for the focus given to the use of a mobile phone, it is called phubbing. This phenomenon is increasingly recurring in society and students are not exempt from it. For this reason, the aim of this research is to determine if there is a difference in phubbing behavior between male students and female students from the Mid-Zone Multidisciplinary Academic Unit. This study was carried out by surveying 243 Business Administration college students in the Multidisciplinary Academic Unit of the Middle Zone, whose ages range from 17 to 26 years. The test designed by Chotpitayasunondh and Douglas, (2016) was used. From this questionnaire, only those corresponding to demographic characteristics, Phubbing intensity and Phubber intensity, were taken. For the data analysis, a Bayesian analysis was used with Bayes' Theorem as a central point. The main result reported in this work reveals that the difference in Phubbing behavior between men and women is significant. This assertion is given from the data obtained from the Bayesian Factor, which measured the probability that the phenomenon occurred. Therefore, we can say that the result shows a moderate difference in Phubbing behavior between male students and female students. The value obtained from the Bayesian analysis confirms that there is a 4.959 probability of obtaining a higher average in men than in women.
Number of views: 650 Download in PDF
Application of Blockchain Technology in Higher Education
European Journal of Contemporary Education, 2020, 9(3): 552-571.
Number of views: 631 Download in PDF
8. Аndrii E. Lebid, Natal'ya A. ShevchenkoEuropean Journal of Contemporary Education, 2020, 9(3): 552-571.
Abstract:
Emergence and development of the blockchain technology, which is able to transform into “a most powerful disruptive innovation”, shall definitely concern universities. Moreover, nowadays the blockchain technology meets the challenges that both the system of higher education and the entire society are currently facing. Advantages of the blockchain technology are decentralized open data, absence of forgeries, safe storage of information, and reduction of transaction expenses related to data checkup, control, and verification. This paper provides a critical analysis of application of the blockchain technology considering with its applicability opportunities and restrictions in education; it also aims to identify the consequences of its influence upon the development of education. The article analyzes real cases when this technology was applied, with the Massachusetts Institute of Technology (MIT) as an example. The MIT applied it to protect and validate the certificates that it issued. Another example is the Sony Global Education that forms individual data on its trainees’ competencies and productivity; a third one relates to the University of Nicosia, which was the first to use smart contracts and accept cryptocurrency as a form of payment. The paper also considers the elements of the blockchain technology at universities (both in Russia and outside it), which participate in massive open online courses. It determines the scope of application of this technology in the Russian educational system. In addition, this article provides a literature review related to application of the blockchain technology; the review includes works by such renowned researchers as D. Tapscott, B. Bleir, A. Watters, A. Grech, A. Camilleri, M. Swan, A. Zaslavsky, etc. The paper analyzes the obtained findings of the survey that its authors have conducted among experts, professors, and specialists involved in accreditation. Thus, the paper provides an analysis of opportunities and restrictions related to application of the blockchain technology in higher education.
Emergence and development of the blockchain technology, which is able to transform into “a most powerful disruptive innovation”, shall definitely concern universities. Moreover, nowadays the blockchain technology meets the challenges that both the system of higher education and the entire society are currently facing. Advantages of the blockchain technology are decentralized open data, absence of forgeries, safe storage of information, and reduction of transaction expenses related to data checkup, control, and verification. This paper provides a critical analysis of application of the blockchain technology considering with its applicability opportunities and restrictions in education; it also aims to identify the consequences of its influence upon the development of education. The article analyzes real cases when this technology was applied, with the Massachusetts Institute of Technology (MIT) as an example. The MIT applied it to protect and validate the certificates that it issued. Another example is the Sony Global Education that forms individual data on its trainees’ competencies and productivity; a third one relates to the University of Nicosia, which was the first to use smart contracts and accept cryptocurrency as a form of payment. The paper also considers the elements of the blockchain technology at universities (both in Russia and outside it), which participate in massive open online courses. It determines the scope of application of this technology in the Russian educational system. In addition, this article provides a literature review related to application of the blockchain technology; the review includes works by such renowned researchers as D. Tapscott, B. Bleir, A. Watters, A. Grech, A. Camilleri, M. Swan, A. Zaslavsky, etc. The paper analyzes the obtained findings of the survey that its authors have conducted among experts, professors, and specialists involved in accreditation. Thus, the paper provides an analysis of opportunities and restrictions related to application of the blockchain technology in higher education.
Number of views: 631 Download in PDF
Cultivation of the Skills of Design Thinking via the Project-Based Method as a Component of the Dual Model of Learning
European Journal of Contemporary Education, 2020, 9(3): 572-583.
Number of views: 674 Download in PDF
9. Romualdas K. Malinauskas, Jurate PozerieneEuropean Journal of Contemporary Education, 2020, 9(3): 572-583.
Abstract:
This paper outlines some of the key changes to cultivating relevant capabilities, skills, and competencies that are expected of university graduates today. Transformation processes in this area are calling for the creation of a relevant system of workforce education and training, with a focus on optimizing the conditions for combining work and training. This issue could be resolved via a set of activities on developing special models of mutually beneficial relationships between educational institutions, employers, and stakeholders. Such activities will be aimed at ensuring the practical preparation of education seekers for independent professional activity and their social adaptation in work teams, proper regulatory-legal and organizational support, the conduct of testing, the conduct of research, the fine-tuning of such models, and the development of recommendations on the use of such models on a wider scale. The dual model of learning, currently regarded by many as quite successful, combines effective innovative techniques and methodologies, including those founded on the project-based method. Through the example of the experience of several Ukrainian universities, specifically Sumy State University, with respect to the conduct of project-based activity, the authors describe the role of this type of activity in fostering the skills of design thinking with a focus on streamlining the experience of engaging in project-based and research activity. The authors’ calculations using the Pearson correlation coefficient and the F-test helped establish that how many projects will be undertaken does not directly depend on the number of project groups.
This paper outlines some of the key changes to cultivating relevant capabilities, skills, and competencies that are expected of university graduates today. Transformation processes in this area are calling for the creation of a relevant system of workforce education and training, with a focus on optimizing the conditions for combining work and training. This issue could be resolved via a set of activities on developing special models of mutually beneficial relationships between educational institutions, employers, and stakeholders. Such activities will be aimed at ensuring the practical preparation of education seekers for independent professional activity and their social adaptation in work teams, proper regulatory-legal and organizational support, the conduct of testing, the conduct of research, the fine-tuning of such models, and the development of recommendations on the use of such models on a wider scale. The dual model of learning, currently regarded by many as quite successful, combines effective innovative techniques and methodologies, including those founded on the project-based method. Through the example of the experience of several Ukrainian universities, specifically Sumy State University, with respect to the conduct of project-based activity, the authors describe the role of this type of activity in fostering the skills of design thinking with a focus on streamlining the experience of engaging in project-based and research activity. The authors’ calculations using the Pearson correlation coefficient and the F-test helped establish that how many projects will be undertaken does not directly depend on the number of project groups.
Number of views: 674 Download in PDF
Academic Motivation Among Traditional and Online University Students
European Journal of Contemporary Education, 2020, 9(3): 584-591.
Number of views: 768 Download in PDF
10. Alexander Yu. Prosekov, Irina S. Morozova, Elena V. FilatovaEuropean Journal of Contemporary Education, 2020, 9(3): 584-591.
Abstract:
In this paper, the differences in academic motivation between university students of traditional (in-classroom) and online (distance) education were investigated. It has been hypothesized that online (distance) students possess stronger intrinsic motivation than traditional (in-classroom) students. The random sample consisted of 386 students. Participants comprised 189 male and 197 female students; 194 of them were traditional students, and 192 of them were online students. The cross-sectional research design was used in this study. A 21 item Academic Motivation Scale (SAMS-21) was used to measure three types of extrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation) and amotivation in university students. The findings indicated that students' intrinsic motivation scores were higher in online students than in students who attend traditional face-to-face classes. The results did not reveal significant differences between male and female students in terms of academic motivation. This study made a novel contribution to the literature, because the present study has compared academic motivation between university students of traditional and online education in a new context. i.e. before COVID-19 pandemic and during it. Recommendations are provided for further research into areas not covered by this study.
In this paper, the differences in academic motivation between university students of traditional (in-classroom) and online (distance) education were investigated. It has been hypothesized that online (distance) students possess stronger intrinsic motivation than traditional (in-classroom) students. The random sample consisted of 386 students. Participants comprised 189 male and 197 female students; 194 of them were traditional students, and 192 of them were online students. The cross-sectional research design was used in this study. A 21 item Academic Motivation Scale (SAMS-21) was used to measure three types of extrinsic motivation (intrinsic motivation to know, to accomplish things, and to experience stimulation), three types of extrinsic motivation (external, introjected, and identified regulation) and amotivation in university students. The findings indicated that students' intrinsic motivation scores were higher in online students than in students who attend traditional face-to-face classes. The results did not reveal significant differences between male and female students in terms of academic motivation. This study made a novel contribution to the literature, because the present study has compared academic motivation between university students of traditional and online education in a new context. i.e. before COVID-19 pandemic and during it. Recommendations are provided for further research into areas not covered by this study.
Number of views: 768 Download in PDF
A Case Study of Developing Research Competency in University Student
European Journal of Contemporary Education, 2020, 9(3): 592-602.
Number of views: 752 Download in PDF
11. Elena V. Soboleva,Tatyana N. Suvorova, Svetlana V. Zenkina, Mikhail I. BocharovEuropean Journal of Contemporary Education, 2020, 9(3): 592-602.
Abstract:
The research featured the measures required to plan scientific and research activities that develop research competency in university students. The authors explained the necessity to plan research activities in the way that would allow students to master educational and cognitive techniques and perform practical actions aimed at solving personal and socially significant tasks. The article outlines theoretical background of research work planning at institutions of higher education. The concept of research competency was defined as a combination of motivational, gnoseological, operational, and personal components, developed at such a level that allows one to successfully apply the acquired research skills and knowledge in practical tasks. The authors believe that the development of research competency is the final result of education. Competencey as a new mental formation develops while mastering certain activities during the learning process. The phenomenon includes knowledge, skills, personality traits, and personal qualities. The paper introduces a set of criteria indicators that can be used to assess the level of research competence in students. The article also focuses on interactive methods, social media, and changing the role range of participants. A set of experiments registered some positive changes in the parameters of the components that together make up research competency. The results revealed a higher level of motivation, which indicates that the students are growing more aware of the value of science and research. They also demonstrated a better-developed gnoseological component. This improvement can be explained by the fact that research work activated such cognitive processes as systematization, planning, comparison, and generalization. A higher development level of the operational and personal components was reflected in better quality research reports and scientific publications.
The research featured the measures required to plan scientific and research activities that develop research competency in university students. The authors explained the necessity to plan research activities in the way that would allow students to master educational and cognitive techniques and perform practical actions aimed at solving personal and socially significant tasks. The article outlines theoretical background of research work planning at institutions of higher education. The concept of research competency was defined as a combination of motivational, gnoseological, operational, and personal components, developed at such a level that allows one to successfully apply the acquired research skills and knowledge in practical tasks. The authors believe that the development of research competency is the final result of education. Competencey as a new mental formation develops while mastering certain activities during the learning process. The phenomenon includes knowledge, skills, personality traits, and personal qualities. The paper introduces a set of criteria indicators that can be used to assess the level of research competence in students. The article also focuses on interactive methods, social media, and changing the role range of participants. A set of experiments registered some positive changes in the parameters of the components that together make up research competency. The results revealed a higher level of motivation, which indicates that the students are growing more aware of the value of science and research. They also demonstrated a better-developed gnoseological component. This improvement can be explained by the fact that research work activated such cognitive processes as systematization, planning, comparison, and generalization. A higher development level of the operational and personal components was reflected in better quality research reports and scientific publications.
Number of views: 752 Download in PDF
Professional Self-Determination Support for Students in the Digital Educational Space
European Journal of Contemporary Education, 2020, 9(3): 603-620.
Number of views: 799 Download in PDF
12. Daniela Šusteková, Lýdia Kontrová, Vladislav BibaEuropean Journal of Contemporary Education, 2020, 9(3): 603-620.
Abstract:
The problem that the study is aimed at is due to the need to change forms and methods of professional self-determination support for students in the digital society in order to prepare them for obtaining the specialization that is in demand and for the formation of the ability “to be able to learn" throughout the life. The purpose of the study is to theoretically justify and experimentally verify the effectiveness of the use of digital technologies for professional self-determination support for students in the modern educational space. The research methodology consists of the theoretical analysis of foreign and domestic approaches to career guidance, the comparison of digital resources for navigating professions of the future, the differential diagnostic questionnaire, additional questionnaires, methods of mathematical statistics, and the student self-assessment method. The pedagogical experiment was carried out in two directions: the qualitative assessment of changes in students' professional preferences and the analysis of the results of career guidance activities supported by digital technologies, regarding the development of personal qualities in demand. The results of the study. The necessity of taking into account the organization of career guidance activities in two directions is justified: informing students about the professions in demand, the needs and priorities of the digital society, as well as the formation of the competence of professional self-determination. The potential of digital technologies for each of the selected areas is described. The authors developed the virtual assistant model to implement the identified didactic possibilities. The system of work with the virtual assistant is presented for professional self-determination support for students and for building the personal development path. In conclusion the summary is given, confirming that the use of the virtual assistant in career guidance in the digital school will increase the effectiveness of preparing students for the conscious choice of the future profession in demand, the formation of cognitive abilities that form the basis of the ability "to be able to learn".
The problem that the study is aimed at is due to the need to change forms and methods of professional self-determination support for students in the digital society in order to prepare them for obtaining the specialization that is in demand and for the formation of the ability “to be able to learn" throughout the life. The purpose of the study is to theoretically justify and experimentally verify the effectiveness of the use of digital technologies for professional self-determination support for students in the modern educational space. The research methodology consists of the theoretical analysis of foreign and domestic approaches to career guidance, the comparison of digital resources for navigating professions of the future, the differential diagnostic questionnaire, additional questionnaires, methods of mathematical statistics, and the student self-assessment method. The pedagogical experiment was carried out in two directions: the qualitative assessment of changes in students' professional preferences and the analysis of the results of career guidance activities supported by digital technologies, regarding the development of personal qualities in demand. The results of the study. The necessity of taking into account the organization of career guidance activities in two directions is justified: informing students about the professions in demand, the needs and priorities of the digital society, as well as the formation of the competence of professional self-determination. The potential of digital technologies for each of the selected areas is described. The authors developed the virtual assistant model to implement the identified didactic possibilities. The system of work with the virtual assistant is presented for professional self-determination support for students and for building the personal development path. In conclusion the summary is given, confirming that the use of the virtual assistant in career guidance in the digital school will increase the effectiveness of preparing students for the conscious choice of the future profession in demand, the formation of cognitive abilities that form the basis of the ability "to be able to learn".
Number of views: 799 Download in PDF
The Influence of the Type of Secondary School and the Weekly Allocation of Informatics on Results of Students' Achievements in Computer Science – Case Study
European Journal of Contemporary Education, 2020, 9(3): 621-633.
Number of views: 780 Download in PDF
13. Tatiana V. Vileyto, Alexandra A. Esipova, Evgeniya Y. Molodtsova, Elvira M. RebkoEuropean Journal of Contemporary Education, 2020, 9(3): 621-633.
Abstract:
The level of students coming to the University of Žilina is very different. There are significant differences in the level of knowledge from secondary schools, in the way of study, in the approach to the responsibilities and, last but not least, in the pursuit of new knowledge. Many students have difficulties integrating fully into the study process and are having problems to master the study of the first year. Therefore, research was conducted to find out what is the big difference between students, which is affecting their achievements. The article describes the results of the research done at the Faculty of Operation and Economics of Transport and Communications of the University of Žilina. There were several research objectives. The first goal was to find out the impact of the type of secondary school on the results of the study at the university from the subjects of Informatics in both semesters. The second objective was to find out how the number of hours in the subject of informatics weekly attended at secondary school affects the grade from Informatics at the faculty. The third goal was to compare study results in both semesters. To obtain the results was used the One-Factor Variance Analysis Method, T-Test for Two-Sample Assuming Unequal Variances, t-Test Paired Two Sample for Means. The research showed that the type of secondary school influences the study results in both semesters. Another interesting fact was that students who had a lot of informatics in secondary school do not achieve better results than those who have much less of Informatics. The results of the 2nd semester show that some of the students have adapted to the situation, improved their learning outcomes and were able to move further to the next years.
The level of students coming to the University of Žilina is very different. There are significant differences in the level of knowledge from secondary schools, in the way of study, in the approach to the responsibilities and, last but not least, in the pursuit of new knowledge. Many students have difficulties integrating fully into the study process and are having problems to master the study of the first year. Therefore, research was conducted to find out what is the big difference between students, which is affecting their achievements. The article describes the results of the research done at the Faculty of Operation and Economics of Transport and Communications of the University of Žilina. There were several research objectives. The first goal was to find out the impact of the type of secondary school on the results of the study at the university from the subjects of Informatics in both semesters. The second objective was to find out how the number of hours in the subject of informatics weekly attended at secondary school affects the grade from Informatics at the faculty. The third goal was to compare study results in both semesters. To obtain the results was used the One-Factor Variance Analysis Method, T-Test for Two-Sample Assuming Unequal Variances, t-Test Paired Two Sample for Means. The research showed that the type of secondary school influences the study results in both semesters. Another interesting fact was that students who had a lot of informatics in secondary school do not achieve better results than those who have much less of Informatics. The results of the 2nd semester show that some of the students have adapted to the situation, improved their learning outcomes and were able to move further to the next years.
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Research of Educational Results of Subject-Profile Training of Bachelor's Education in the Field of Life Safety
European Journal of Contemporary Education, 2020, 9(3): 634-644.
Number of views: 696 Download in PDF
14. Ľubomír Žáčok, Milan Bernát, Renáta Bernátová, Ján PavlovkinEuropean Journal of Contemporary Education, 2020, 9(3): 634-644.
Abstract:
This article is devoted to the presentation of the results of four years experimental’ work in the form of analysis of subject-profile training of bachelors of education in the field of life safety. The presented experience is based on the results obtained during the design and implementation of curricula 2015, 2016, 2017 and 2018 in the practice of implementing the main professional program of training Bachelors in Security education Life at the Faculty of Life Safe, Herzen State Pedagogical University of Russia. The theoretical part is presented in the form of justification of the methodological basis for the development of subject-profile training through the following approaches to the organization of training of future teachers in the field of life safety: systemic, culturology, anthropological, integrative, synergetic, axiological, environmental. The practical part of the description of the experiment includes: the essence and content of the design, which is presented in the form of substation modules subject-profile training of future teachers of life safety fundamentals and presented in the form of an annual analysis of the educational results of bachelors of education in the field of life safety for each educational module (Basics of military service, Human social security, Protection of the person in emergency situations, Safety of Life in the Technosphere, Fundamentals of medico-valeological knowledge, Fundamentals of psychological safety in emergency situations, Environmental safety). The article presents the results of the annual analysis of the educational results of each academic year (stage) of subject-specific training, which was accompanied by the diagnosis of educational results. In constructing the analysis of educational results, the authors provided the following methods: − testing (parametric quantitative statistics, reflecting the level of theoretical knowledge of students in the subject-profile training); − solving a situational problem (reflects the ability of students to act in specified dangerous and emergency situations of various types); − professional task for the construction of the educational process (reflects the ability to apply subject-specific knowledge of safety in the design of pedagogical activities). The diagnostic results (2015, 2016, 2017 and 2018) are presented in a comparative table indicating the results obtained for each module according to the traditional state system of points from 3 to 5 points.
This article is devoted to the presentation of the results of four years experimental’ work in the form of analysis of subject-profile training of bachelors of education in the field of life safety. The presented experience is based on the results obtained during the design and implementation of curricula 2015, 2016, 2017 and 2018 in the practice of implementing the main professional program of training Bachelors in Security education Life at the Faculty of Life Safe, Herzen State Pedagogical University of Russia. The theoretical part is presented in the form of justification of the methodological basis for the development of subject-profile training through the following approaches to the organization of training of future teachers in the field of life safety: systemic, culturology, anthropological, integrative, synergetic, axiological, environmental. The practical part of the description of the experiment includes: the essence and content of the design, which is presented in the form of substation modules subject-profile training of future teachers of life safety fundamentals and presented in the form of an annual analysis of the educational results of bachelors of education in the field of life safety for each educational module (Basics of military service, Human social security, Protection of the person in emergency situations, Safety of Life in the Technosphere, Fundamentals of medico-valeological knowledge, Fundamentals of psychological safety in emergency situations, Environmental safety). The article presents the results of the annual analysis of the educational results of each academic year (stage) of subject-specific training, which was accompanied by the diagnosis of educational results. In constructing the analysis of educational results, the authors provided the following methods: − testing (parametric quantitative statistics, reflecting the level of theoretical knowledge of students in the subject-profile training); − solving a situational problem (reflects the ability of students to act in specified dangerous and emergency situations of various types); − professional task for the construction of the educational process (reflects the ability to apply subject-specific knowledge of safety in the design of pedagogical activities). The diagnostic results (2015, 2016, 2017 and 2018) are presented in a comparative table indicating the results obtained for each module according to the traditional state system of points from 3 to 5 points.
Number of views: 696 Download in PDF
Research of Correlation of Theoretical Knowledge and Psychomotor Skills of Pupils in Technical Education
European Journal of Contemporary Education, 2020, 9(3): 645-656.
Number of views: 652 Download in PDF
European Journal of Contemporary Education, 2020, 9(3): 645-656.
Abstract:
The authors of the scientific study examine the impact of the relationship of theoretical knowledge on practical skills in technical subjects at the lower secondary level of education in the Slovak Republic. After determining the research problem and hypotheses, they bring the processed results in the form of tables and figures. Quantitative results within the pedagogical experiment are supplemented by qualitative analysis. In a scientific study, we characterize a research sample and research methods. We focus on a detailed description of problem tasks that pupils have solved in pedagogical research. Pedagogical research was carried out in four regions in the Slovak Republic. At the end of the scientific study, the authors compare the results ascertained from previously published information in the field of science. We are based on modern approaches in pedagogy, which integrate the issue of assessing pupils psychomotor skills into the field of general education. The current objectives and tasks in subjects developing cognitive knowledge and psychomotor skills of pupils and specifically on the subject of technology, represent a body of knowledge and skill to be learned. In the information society, knowledge is growing in a geometric way, especially in the field of technical sciences. The knowledge that the pupil acquires at school will no longer be sufficient after solving the internship in solving the technical problems he will encounter. Scientific studies address this issue. We examine the influence of theory on the acquisition of practical skills. Both aspects are important in the development of the pupils' personality not only in the technical but also in the modern information society.
The authors of the scientific study examine the impact of the relationship of theoretical knowledge on practical skills in technical subjects at the lower secondary level of education in the Slovak Republic. After determining the research problem and hypotheses, they bring the processed results in the form of tables and figures. Quantitative results within the pedagogical experiment are supplemented by qualitative analysis. In a scientific study, we characterize a research sample and research methods. We focus on a detailed description of problem tasks that pupils have solved in pedagogical research. Pedagogical research was carried out in four regions in the Slovak Republic. At the end of the scientific study, the authors compare the results ascertained from previously published information in the field of science. We are based on modern approaches in pedagogy, which integrate the issue of assessing pupils psychomotor skills into the field of general education. The current objectives and tasks in subjects developing cognitive knowledge and psychomotor skills of pupils and specifically on the subject of technology, represent a body of knowledge and skill to be learned. In the information society, knowledge is growing in a geometric way, especially in the field of technical sciences. The knowledge that the pupil acquires at school will no longer be sufficient after solving the internship in solving the technical problems he will encounter. Scientific studies address this issue. We examine the influence of theory on the acquisition of practical skills. Both aspects are important in the development of the pupils' personality not only in the technical but also in the modern information society.
Number of views: 652 Download in PDF
The History of Education
15. Aleksandr А. Cherkasov, Sergei N. Bratanovskii, Marina A. Ponomareva, Ludmila G. Zimovets
Educational Institutions under the Ecclesiastical Department in the Russian Empire (1860–1917): A Historical-Statistical Study
European Journal of Contemporary Education, 2020, 9(3): 657-665.
Number of views: 641 Download in PDF
16. Sergey I. Degtyarev, Lyubov G. Polyakova, Diana I. StepanovaEuropean Journal of Contemporary Education, 2020, 9(3): 657-665.
Abstract:
This paper examines the process of the making and development of parochial schools in Russia in the pre-revolutionary period. An insight is provided into the scale of work carried out in that area, the evolution of parochial schools in Russia, and the regulatory framework for them. The main sources for this paper are reports from the Chief Procurator of the Holy Synod – more specifically, annual data from ‘Extracts from the Report on the Department of the Orthodox Faith’ and ‘The Most Faithful Report of the Chief Procurator of the Holy Synod’. The authors employed the following methodological principles: those of historicism, systemicity, and objectivity. It is using a combination of these principles that it was possible to build a coherent picture of the development of said educational system in the Russian Empire in the period 1860–1917. The work employed the chronological principle and utilized a large body of statistical information. The use of the statistical method helped explore dynamics regarding the number of educational institutions under the Ecclesiastical Department and the size of their student body (including their student gender balance) and establish the average number of students per educational institution under the Ecclesiastical Department. The authors’ conclusion is that in the period 1860–1917 the system of educational institutions under the Ecclesiastical Department went through two major periods of active development (one subsequent to the abolition of serfdom and the other subsequent to the adoption of The Rules for Parochial Schools) and one major period of stagnation (in the 1870s). Throughout said period, the educational system under the Ecclesiastical Department kept developing, with its schools getting bigger and grammar schools undergoing reorganization and the number of students per school within it growing continually. By 1914, the number of students enrolled in schools under the Ecclesiastical Department surpassed two million, which constituted nearly 25% of all students in the Russian Empire. At the peak of its development, the school system under the Ecclesiastical Department was terminated in 1917, with the schools placed under the purview of the Ministry of Public Education.
This paper examines the process of the making and development of parochial schools in Russia in the pre-revolutionary period. An insight is provided into the scale of work carried out in that area, the evolution of parochial schools in Russia, and the regulatory framework for them. The main sources for this paper are reports from the Chief Procurator of the Holy Synod – more specifically, annual data from ‘Extracts from the Report on the Department of the Orthodox Faith’ and ‘The Most Faithful Report of the Chief Procurator of the Holy Synod’. The authors employed the following methodological principles: those of historicism, systemicity, and objectivity. It is using a combination of these principles that it was possible to build a coherent picture of the development of said educational system in the Russian Empire in the period 1860–1917. The work employed the chronological principle and utilized a large body of statistical information. The use of the statistical method helped explore dynamics regarding the number of educational institutions under the Ecclesiastical Department and the size of their student body (including their student gender balance) and establish the average number of students per educational institution under the Ecclesiastical Department. The authors’ conclusion is that in the period 1860–1917 the system of educational institutions under the Ecclesiastical Department went through two major periods of active development (one subsequent to the abolition of serfdom and the other subsequent to the adoption of The Rules for Parochial Schools) and one major period of stagnation (in the 1870s). Throughout said period, the educational system under the Ecclesiastical Department kept developing, with its schools getting bigger and grammar schools undergoing reorganization and the number of students per school within it growing continually. By 1914, the number of students enrolled in schools under the Ecclesiastical Department surpassed two million, which constituted nearly 25% of all students in the Russian Empire. At the peak of its development, the school system under the Ecclesiastical Department was terminated in 1917, with the schools placed under the purview of the Ministry of Public Education.
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The Institution of Honorary Supervisors in the System of Public Education of the Russian Empire in the First Half of the 19th Century (The Case of the Kharkov Educational District): Duties, Career, Social Status, and Education Level. Part 2
European Journal of Contemporary Education, 2020, 9(3): 666-678.
Number of views: 734 Download in PDF
17. Olga V. Natolochnaya, Yurii N. Makarov, Ruslan M. Allalyev, Vladimir A. SvechnikovEuropean Journal of Contemporary Education, 2020, 9(3): 666-678.
Abstract:
In this work, the authors continue to explore the institution of honorary supervisors in the system of public education of the Russian Empire in the first half of the 19th century. Based on data from various related publications and archival materials, the authors have analyzed the dynamics of change in the number of honorary supervisors in schools within the Kharkov Educational District at the time. During the period under review, the number of this type of functionaries grew steadily, which attests to the high popularity of the post of honorary supervisor among the nobility. While it did not profit those who held it financially, the post could help raise their social status significantly. It is difficult to establish the educational level of honorary supervisors, as service records did not always reflect this. At the same time, serving as an honorary supervisor involved active engagement in official correspondence with local authorities, the university senior management, etc. This suggests that the overwhelming majority of honorary supervisors in the Russian Empire did have an education. The authors are convinced that further research into the institution of honorary supervisors and practices related to the institution of trusteeship within in the system of public education of the Russian Empire remains a relevant and promising line of research. It can offer valuable insights into the advisability of implementing some of the more effective elements of said practices in the present-day education system.
In this work, the authors continue to explore the institution of honorary supervisors in the system of public education of the Russian Empire in the first half of the 19th century. Based on data from various related publications and archival materials, the authors have analyzed the dynamics of change in the number of honorary supervisors in schools within the Kharkov Educational District at the time. During the period under review, the number of this type of functionaries grew steadily, which attests to the high popularity of the post of honorary supervisor among the nobility. While it did not profit those who held it financially, the post could help raise their social status significantly. It is difficult to establish the educational level of honorary supervisors, as service records did not always reflect this. At the same time, serving as an honorary supervisor involved active engagement in official correspondence with local authorities, the university senior management, etc. This suggests that the overwhelming majority of honorary supervisors in the Russian Empire did have an education. The authors are convinced that further research into the institution of honorary supervisors and practices related to the institution of trusteeship within in the system of public education of the Russian Empire remains a relevant and promising line of research. It can offer valuable insights into the advisability of implementing some of the more effective elements of said practices in the present-day education system.
Number of views: 734 Download in PDF
The Public Education System in Stavropol Governorate in the Period 1804–1917. Part 2
European Journal of Contemporary Education, 2020, 9(3): 679-688.
Number of views: 718 Download in PDF
18. Artyom Yu. Peretyatko, Teymur E. ZulfugarzadeEuropean Journal of Contemporary Education, 2020, 9(3): 679-688.
Abstract:
This paper examines the public education system in Stavropol Governorate in the period 1804–1917. The present part of the work covers the development of the region’s public education system in the period 1872–1900, with a focus on the regional characteristics of the development of the governorate’s network of educational institutions. In putting this work together, the authors drew upon the following key sources: the annual publications ‘Reports by the Trustee of the Caucasus Educational District on the Condition of the Educational Institutions’ and ‘The Most Faithful Reports of the Chief Procurator of the Holy Synod on the Department of the Orthodox Faith’ and the statistical digests ‘A Survey of Stavropol Governorate’ and ‘A Collection of Statistical Data on Stavropol Governorate’. In terms of methodology, the authors made extensive use of the statistical method. The use of this method helped identify some of the key distinctive characteristics of the making and development of the system of public education in Stavropol Governorate in the period 1872–1900. The authors’ conclusion is that in the period 1872–1900 the development of the public education system in Stavropol Governorate was characterized by a number of salient regional features. Specifically, there were many lowly populated areas in the region, which precluded the Ministry of Public Education from creating an extensive network of educational institutions. There was little to no growth in the number of secondary and lower ministerial educational institutions, while, despite some growth, the number of primary schools was insufficient too. In 1884, subsequent to the adoption of The Rules for Parochial Schools, the governorate witnessed an upsurge in the establishment of parochial schools and grammar schools under the Ecclesiastical Department. This upsurge was so significant that by 1900 66% of all students in the region were enrolled in schools run by the Ecclesiastical Department.
This paper examines the public education system in Stavropol Governorate in the period 1804–1917. The present part of the work covers the development of the region’s public education system in the period 1872–1900, with a focus on the regional characteristics of the development of the governorate’s network of educational institutions. In putting this work together, the authors drew upon the following key sources: the annual publications ‘Reports by the Trustee of the Caucasus Educational District on the Condition of the Educational Institutions’ and ‘The Most Faithful Reports of the Chief Procurator of the Holy Synod on the Department of the Orthodox Faith’ and the statistical digests ‘A Survey of Stavropol Governorate’ and ‘A Collection of Statistical Data on Stavropol Governorate’. In terms of methodology, the authors made extensive use of the statistical method. The use of this method helped identify some of the key distinctive characteristics of the making and development of the system of public education in Stavropol Governorate in the period 1872–1900. The authors’ conclusion is that in the period 1872–1900 the development of the public education system in Stavropol Governorate was characterized by a number of salient regional features. Specifically, there were many lowly populated areas in the region, which precluded the Ministry of Public Education from creating an extensive network of educational institutions. There was little to no growth in the number of secondary and lower ministerial educational institutions, while, despite some growth, the number of primary schools was insufficient too. In 1884, subsequent to the adoption of The Rules for Parochial Schools, the governorate witnessed an upsurge in the establishment of parochial schools and grammar schools under the Ecclesiastical Department. This upsurge was so significant that by 1900 66% of all students in the region were enrolled in schools run by the Ecclesiastical Department.
Number of views: 718 Download in PDF
Revisiting the History of Pedagogical Thought in Russia’s South: the Pedagogical Beliefs of Major Pedagogues at the Novocherkassk Gymnasium in the 19th century. Part 2
European Journal of Contemporary Education, 2020, 9(3): 689-706.
Number of views: 639 Download in PDF
19. European Journal of Contemporary Education, 2020, 9(3): 689-706.
Abstract:
Recent years have witnessed the publication of a variety of scholarly papers highlighting region-specific peculiarities of education in the Russian Empire. However, they tend to focus on statistical information regarding the number of schools, the number of students, etc. Therefore, theoretical and pedagogical views and unique features of the methodological work done by major provincial teachers remain poorly researched. The paper discusses the case study of the Novocherkassk Gymnasium that was the most prominent scientific and educational center in the Don region in the 19th century and that boasted a teaching personnel of renowned local figures. Remarkably, the material on the actual pedagogical process in the gymnasium was already collected before 1917, mainly in the initiative to celebrate the facility’s centenary, and as many appropriate documents lacked, much attention was paid to gathering information from former gymnasium students. As a result, the knowledge of real teaching practices used in the gymnasium is based both on official documents and on informal, often critical, accounts by contemporaries of its teachers, and the group of teachers include persons who played an important role in the Don history. The second part of the paper is dedicated to the evolution of theoretical pedagogical thought and educational methods in the Novocherkassk Gymnasium from 1810 to 1850. The paper demonstrates that the educational process became relatively streamlined only since this period – this happened at the end of 1830 when I.Ya. Zolotarev, the first Don Cossack, who taught at a higher educational institution (Kharkov University), was appointed its director. It was he who introduced for teachers regular reporting on class attendance, topics covered, firmly required teachers to prepare curricula and drove other changes. Parallel to the process, there were shifting theoretical views of Novocherkassk teachers as advocates of practice-oriented and applied education, helpful in building a career, strengthened their position. The Novocherkassk gymnasium was envisioned as a “military” educational institution that served the interests of the Don Host by training officers and administrators. However, the plans were hindered by excessive formalism in teaching, lack of focus on actual cognitive abilities of children and too a scholastic educational process that had no touch with reality. By 1850, a certain development crisis had began looming over the Novocherkassk Gymnasium: the number of people willing to be students at practice-oriented courses gradually went down while the needs of the Don Host were not addressed.
Recent years have witnessed the publication of a variety of scholarly papers highlighting region-specific peculiarities of education in the Russian Empire. However, they tend to focus on statistical information regarding the number of schools, the number of students, etc. Therefore, theoretical and pedagogical views and unique features of the methodological work done by major provincial teachers remain poorly researched. The paper discusses the case study of the Novocherkassk Gymnasium that was the most prominent scientific and educational center in the Don region in the 19th century and that boasted a teaching personnel of renowned local figures. Remarkably, the material on the actual pedagogical process in the gymnasium was already collected before 1917, mainly in the initiative to celebrate the facility’s centenary, and as many appropriate documents lacked, much attention was paid to gathering information from former gymnasium students. As a result, the knowledge of real teaching practices used in the gymnasium is based both on official documents and on informal, often critical, accounts by contemporaries of its teachers, and the group of teachers include persons who played an important role in the Don history. The second part of the paper is dedicated to the evolution of theoretical pedagogical thought and educational methods in the Novocherkassk Gymnasium from 1810 to 1850. The paper demonstrates that the educational process became relatively streamlined only since this period – this happened at the end of 1830 when I.Ya. Zolotarev, the first Don Cossack, who taught at a higher educational institution (Kharkov University), was appointed its director. It was he who introduced for teachers regular reporting on class attendance, topics covered, firmly required teachers to prepare curricula and drove other changes. Parallel to the process, there were shifting theoretical views of Novocherkassk teachers as advocates of practice-oriented and applied education, helpful in building a career, strengthened their position. The Novocherkassk gymnasium was envisioned as a “military” educational institution that served the interests of the Don Host by training officers and administrators. However, the plans were hindered by excessive formalism in teaching, lack of focus on actual cognitive abilities of children and too a scholastic educational process that had no touch with reality. By 1850, a certain development crisis had began looming over the Novocherkassk Gymnasium: the number of people willing to be students at practice-oriented courses gradually went down while the needs of the Don Host were not addressed.
Number of views: 639 Download in PDF