Dialectics of correlation of the school student personality socialization and individualization in pedagogical theory and practice

Personality socialization has gained a versatile coverage though it is not sufficiently investigated in the context of radically changing social-economic and political situation in society; this circumstance provides the relevance of the studied problem. The objective of the paper is to substantiate theoretically and prove experimentally an integrative concept of dialectic correlation between socialization and individualization of school student?s personality, creation of an integrative model of socialization and individualization of the learner?s personality, development of social-pedagogical mechanisms of the school student?s personality formation as a result of socialization and individualization interaction in the context of training and education. The leading method to the research of this problem is the dialectic research method of development of society and the human allowing to reveal the following objective natural tendencies influencing relations between socialization and in

On The Formation of the Pedagogical Culture of Future Mathematics Teachers in the Context of the Implementation of the Competence- Based Approach

The relevance of the problem under study is due to the need to modernize the professional training of future teachers in the context of the implementation of the competence approach. One of the most effective methods for improving the training of a modern teacher is his subject and methodological training. In modern times, competitive teachers are in demand, possessing the necessary and sufficient types of professional activity, a high level of pedagogical culture. In the process of studying the formation of pedagogical culture, there was an elected teacher of mathematics. In the focus of the problems of the formation of the pedagogical culture of the future teacher, the problems of the formation of the pedagogical culture in the context of the implementation of the competence approach, associated with the specificity of the formation of the pedagogical culture of the teacher of mathematics, remain insufficiently studied. The article shows the content of the structural components of the teacher's pedagogical culture, developed and implemented the conditions for the formation of the pedagogical culture of the future mathematics teacher in the context of the competence approach. The leading research technologies are metacognitive technologies of a reflexive character with the means of information and communication technologies. The following methods were used in the study: theoretical (analysis of philosophical, psychological and pedagogical literature on the problem of research, study of mass and generalization of advanced pedagogical experience, pedagogical modeling), empirical (pedagogical observation, conversation, questionnaire, interviewing, testing). The materials of the article can be useful to future mathematics teachers, graduate students, teachers of higher educational institutions interested in the formation of teacher's pedagogical culture, and professional training of subject specialists

On The Formation of the Pedagogical Culture of Future Mathematics Teachers in the Context of the Implementation of the Competence- Based Approach

The relevance of the problem under study is due to the need to modernize the professional training of future teachers in the context of the implementation of the competence approach. One of the most effective methods for improving the training of a modern teacher is his subject and methodological training. In modern times, competitive teachers are in demand, possessing the necessary and sufficient types of professional activity, a high level of pedagogical culture. In the process of studying the formation of pedagogical culture, there was an elected teacher of mathematics. In the focus of the problems of the formation of the pedagogical culture of the future teacher, the problems of the formation of the pedagogical culture in the context of the implementation of the competence approach, associated with the specificity of the formation of the pedagogical culture of the teacher of mathematics, remain insufficiently studied. The article shows the content of the structural components of the teacher's pedagogical culture, developed and implemented the conditions for the formation of the pedagogical culture of the future mathematics teacher in the context of the competence approach. The leading research technologies are metacognitive technologies of a reflexive character with the means of information and communication technologies. The following methods were used in the study: theoretical (analysis of philosophical, psychological and pedagogical literature on the problem of research, study of mass and generalization of advanced pedagogical experience, pedagogical modeling), empirical (pedagogical observation, conversation, questionnaire, interviewing, testing). The materials of the article can be useful to future mathematics teachers, graduate students, teachers of higher educational institutions interested in the formation of teacher's pedagogical culture, and professional training of subject specialists

On The Formation of the Pedagogical Culture of Future Mathematics Teachers in the Context of the Implementation of the Competence- Based Approach

The relevance of the problem under study is due to the need to modernize the professional training of future teachers in the context of the implementation of the competence approach. One of the most effective methods for improving the training of a modern teacher is his subject and methodological training. In modern times, competitive teachers are in demand, possessing the necessary and sufficient types of professional activity, a high level of pedagogical culture. In the process of studying the formation of pedagogical culture, there was an elected teacher of mathematics. In the focus of the problems of the formation of the pedagogical culture of the future teacher, the problems of the formation of the pedagogical culture in the context of the implementation of the competence approach, associated with the specificity of the formation of the pedagogical culture of the teacher of mathematics, remain insufficiently studied. The article shows the content of the structural components of the teacher's pedagogical culture, developed and implemented the conditions for the formation of the pedagogical culture of the future mathematics teacher in the context of the competence approach. The leading research technologies are metacognitive technologies of a reflexive character with the means of information and communication technologies. The following methods were used in the study: theoretical (analysis of philosophical, psychological and pedagogical literature on the problem of research, study of mass and generalization of advanced pedagogical experience, pedagogical modeling), empirical (pedagogical observation, conversation, questionnaire, interviewing, testing). The materials of the article can be useful to future mathematics teachers, graduate students, teachers of higher educational institutions interested in the formation of teacher's pedagogical culture, and professional training of subject specialists

Nasibullov, R.R., Kashapova, L.M., Shavaliyeva, Z.S. Conditions of formation of social successfulness of students with disabilities in the system of continuous inclusive education on the basis of value approach //International Journal of Environmental and Science Education, Volume 10, Issue 4, August 2015, Pages 543-552

The thematic justification is due to the fact that the problem of inclusive education implementation in the modern period is very popular and requires close examination. Object of the article is to determine the conditions of formation of social successfulness of students with disabilities in the system of continuous inclusive education on the basis of value approach. Basic methods of research are the study of research and methodological materials and regulatory documentation, analysis and synthesis, interpretation of findings; main research approach is axiological value approach implementable based on the principles of continuity, consistency and purposefulness

Rural school as a resource for the intellectual and labour potential formation of the rural society

© 2016 by iSER, International Society of Educational Research.The relevance of the research problem is reasoned by the need to create conceptual grounds of life organization variants in the rural school as a resource of intellectual and labor potential formation of rural society taking into account the socio-economic realities of Russia's development in the beginning of the twenty-first century, as well as by the need to maintain the competitiveness of Russia in the agricultural sector. The aim of this article is to present the theoretical and methodological substantiation of the model of the rural school system “school-employer-society”, to disclose terms and principles of its construction. A leading approach to the study of this problem is poly paradigm approach implying a dialectical unity of systematic, integrative and differentiated, activity and competence, technological and axiological approaches, the totality of which is directed on problem solving how to transform a rural school into building and strengthening resource of intellectual and labor potential of rural society. The article reveals the author's understanding of the concepts “intellectual potential of rural society”, “labor potential of rural society”, presents the formulation of the theoretical and methodological terms, conditions and principles of constructing a model of the rural school as a resource to form intellectual and labor potential of rural society, reveals the peculiarities of the model, which first of all is oriented on rural school student's comprehensive training for independent activity in the conditions of market economy in agrarian society

Diagnostics of elementary school children social representations, concepts, knowledge development level

© 2016 by iSER, International Society of Educational Research.The article aims to identify the level of elementary school children social knowledge, representations, concepts development, to define the dynamics of their development at this age stage. It presents the results of a pilot study to testify that the transition from one “age stage” to another is characterized by positive changes that take place in the social sphere of elementary school children personality: with growing up the level of elementary school children understanding of the main social representations, concepts, knowledge increases; the number of social categories used in the speech extends; the content component of the studied notions changes due to the increase of signs and categories that are included in the active vocabulary and as a result of already available data specification