How to help foster teens form a positive self-concept in sports and exercise activities

Purpose of the study: The purpose of the study is to develop and experimentally verify the psychological and pedagogical conditions for the formation of a positive self-concept for adolescents from a foster family as the foundation for their effective social adaptation and harmonious personal development. Methodology: Pedagogical experiment (stating, forming and control stages of the experiment) was chosen as the leading method of the study. It allowed to implement a set of developed psychological and pedagogical measures. The study featured 26 adolescents and 18 parents. Results: As part of the efforts invested, there was experimentally verified the effectiveness of the developed psychological and pedagogical conditions for the formation of a positive self-concept of adolescents from a foster family. There were also defined statistically significant positive changes in the indicators of self-concept components (cognitive, emotional-evaluative, and behavioural). Teenagers began to set more realistic goals, to adequately relate to their personal qualities, to their status among peers and in the family. There has been a positive tendency to accepting oneself as a holistic and consistent self-image, aligned with the ideal-self modality. Applications of this study: The results of the study can become an additional source for specifying modern theories of the formation of a positive self-concept, the developed programs can be used in the practice of social educators, educators-psychologists working with foster children. Novelty/Originality of this study: The development of a methodological basis and effective psychological and pedagogical measures to form a positive self-concept for adolescents brought up in foster families is the scientific novelty of the study

Development of professionakl competences of students, future school psychologists

This article discusses different aspects of competence and professional competence. The structure of the pedagogue- psychologist’s professional competence is presented. Forms and methods of students’ methodological and emotional competence as components of the pedagogue-psychologist’s professional competence are proposed

Comparative Study of Social and Professional Values of Modern Teachers with Various Pedagogical Experience (the Case of Russia and Belarus)

Альбина Р. Дроздикова-Зарипова, Наталья Н. Калацкая, Мария Жигалова. Сравнительное изучение социальных и профессиональных ценностей. Современные учителя с различным педагогическим опытом (в России и Белоруссии)The paper investigated the changing system of values and value orientations of teachers belonging to different generations and cultures in the context of variability in globalization processes. The paper is aimed to identify cross-cultural features of social-professional values and value orientations of Russian and Belarusian teachers divided into three groups in compliance with their pedagogical experience and phases of professional development (from 0 to 5 years - a young teacher, from 6 to 20 years - a teacher - professional, and in case of more than 20 years - a teacher - expert). The leading research methods are questionnaires, experiment and comparison. Student's t-test, concordance coefficient and correlation analyses were applied to conduct statistical processing of research results. The study recruited 118 Russian secondary school teachers in the Republic of Tatarstan and 160 teachers of Brest region in the Republic of Belarus. It has been revealed that the value sphere of Belarusian teachers throughout their professional development is less subject to change in comparison with Russian teachers. We found out that both in Russian and Belarusian samples, teachers with various teaching experience mostly implement spiritual and moral values. Russian and Belarusian teachers are focused on displaying their decency throughout their professional career. Health and Happy Family Life refer to key values of teachers in two cultures regardless of the length of their professional experience. The structure of value sphere in Russian and Belarusian teachers with different teaching experience has its own specificity. Obtained results enabled to determine promising areas of highly qualified teachers’ training and retraining for work in modern multicultural educational systems