EDUCATION QUALITY AND ISSUES OF PEDAGOGICAL STAFF TRAINING

The aim of the investigation is to reveal the reasons of deterioration of education quality at the Soviet and Post-Soviet school and, adopting the best experience of the countries that are recognised as world leaders in education; to plan the solution ways to current problems and situation at the Russian school. Methods. The principle of a historicism that expresses the necessity of concrete historical studying of the public phenomena is put in a basis of methodology of the research conducted by the author; it includes pedagogical phenomena (in the course of its origin), its development and transformation, taking into account variety of its communications, dependences and mediations. The concrete methods used in work, are typical for theoretical research: the analysis, an estimation and reduction in system of the empirical and generalised material on the selected theme. Large corpus of the scientific literature is studied. The data of the published international researches on education in which our country is widely involved (PISA, TIMSS), and also the national researches undertaken in the USA, Great Britain and other countries are considered. Methods of expert estimations, and direct supervision of educational process in secondary and higher educational institutions are applied. Results. The general characteristic of evolution of quality of the Russian education is presented during the Soviet and Post-Soviet periods. The factors which have had negative influence on quality of school training during the various periods are revealed. The estimation of the reasons which have caused failures of school reforms, carried out in the USSR in the 60–80s and within two last decades in modern Russia is given. The concurrent important positive shifts in this sphere, taking place in the same years are noted. Results of the international researches on education (PISA and TIMSS) are presented; the scoring of Russia among other states is defined, following the results of the testing of students revealing level of reading literacy, mathematical and natural-science competence. Scientific novelty. The author finds out the true reasons which have caused gradual decrease of quality indicators of education still long before disintegration of Soviet Union, aiming to overcome the settled representations and the stereotypes, concerning evolutions of school training quality in Russia. New elements of strategy of an education development in the countries which have become the powerful and leading nations in the given sphere are found out and considered based on the findings of the international researches. Practical significance. Perspective directions of preparation of the pedagogical personnel complying with the qualifying characteristics of modern requirements are allocated. Realisation of practical measures according to these directions and taking into account specificity of regions of Russia will promote training improvement of quality education in Russia that has the important strategic value for the future of our state

Multicultural education in the conditions of globalization

The paper presents some directions for improving education in view of the problems and challenges of contemporary globalization. The essential functional characteristics of multicultural education are substantiated. The individual approaches to an integral multicultural educational space of Russia are reveale

Digitalization of education: trends in teacher training

Taking into account interstate and national requirements, an analysis of the significance was carried out and trends in the preparation of teachers for professional activity in the context of the digitalization of education were identified. It is noted that the ongoing scientific research affects various areas of training future teachers, however, they mainly consider certain aspects of professional training of teachers. Among the promising directions for the development of the process of training teachers are identified: the development of methodological concepts, strategic national projects and programs for the training of teachers, taking into account the prospects for economic development, digitalization of society and the education system; the transition to understanding the digitalization of professional pedagogical education as a process that includes the formation of future teachers’ personal readiness for professional activity in the context of the digitalization of society and education; provision of the process of training pedagogical personnel with hardware, network and software resources adequate to the needs; reducing the level of academic load on teachers who train teachers; improving the quality of professional pedagogical education based on personalization and targeting; ensuring the parity of interests of commercial organizations, state and public institutions, personal interests of future teachers; purposeful formation of future teachers’ competence in the design and modernization of educational space based on IR technologies; formation of professional competence among future teachers in the field of ensuring the protection of children and youth in the information space

Development of future teachers readiness for academic mobility

The article deals with problematic issues of international student mobility of students as a means of professional and personal self-development of future teachers. The aim of the research is to determine theoretically and empirically the socio- managerial and psychological-pedagogical conditions for the development of future specialists in the field of education readiness to participate in the processes of international student mobility. Research methods: analysis of conceptual positions and a critical review of research on the problem of international student mobility, student questionnaires, methods of descriptive statistics. The results of an empirical study of incentives and inhibitors of future teachers ' participation in the processes of educational and scientific exchange between higher education institutions are presented. Based on the results of the study, the authors provide a justification for the need to develop systematic measures to overcome organizational and managerial, competence-activity, and socio-psychological barriers to international student mobility

Technological effectiveness of modern education: features, traditions, innovations

The purpose of the study is to analyze the experience in organizing the learning process at a university using digital technologies, aimed at realizing the content of pedagogical education in the context of its structural components and indicators of students’ readiness to work in an educational institution. The positive and negative aspects of the use of IT- technologies in the formation of the experience of professional and pedagogical activities of students in the direction of “Pedagogical education” are noted. The relevance of using digital technologies in the educational process is dictated by the prevailing socio-cultural conditions, the development of information and communication means of transmission and information. At the same time, the problem is the unwillingness of the faculty, students, to their use for several reasons: news, illiteracy, lack of equipment in detail-spatial environment of technical means, the quality of Internet connection. And technologies which provide ability to save dialogicality pedagogical culture, allowing to establish a dialogue in the systems “teacher-student”, “student-teacher” and the polylogue “student-teacher-students” are particularly in demand. The use of the technology “Immersion in professional and pedagogical activity through culture with the support of the teacher” allows the teacher to conduct a dialogue with students and purposefully form their readiness for pedagogical activity in modern conditions based on the acceptance of the values of pedagogical culture and identification in her, personal and semantic attitude to labor functions for the provision of educational services for the main educational programs of educational organizations of different levels

Climate response to the Samalas volcanic eruption in 1257 revealed by proxy records

The eruption of Samalas in Indonesia in 1257 ranks among the largest sulfur-rich eruptions of the Common Era with sulfur deposition in ice cores reaching twice the volume of the Tambora eruption in 1815. Sedimentological analyses of deposits confirm the exceptional size of the event, which had both an eruption magnitude and a volcanic explosivity index of 7. During the Samalas eruption, more than 40 km$^3$ of dense magma was expelled and the eruption column is estimated to have reached altitudes of 43 km. However, the climatic response to the Samalas event is debated since climate model simulations generally predict a stronger and more prolonged surface air cooling of Northern Hemisphere summers than inferred from tree-ring-based temperature reconstructions. Here, we draw on historical archives, ice-core data and tree-ring records to reconstruct the spatial and temporal climate response to the Samalas eruption. We find that 1258 and 1259 experienced some of the coldest Northern Hemisphere summers of the past millennium. However, cooling across the Northern Hemisphere was spatially heterogeneous. Western Europe, Siberia and Japan experienced strong cooling, coinciding with warmer-than-average conditions over Alaska and northern Canada. We suggest that in North America, volcanic radiative forcing was modulated by a positive phase of the El Niño–Southern Oscillation. Contemporary records attest to severe famines in England and Japan, but these began prior to the eruption. We conclude that the Samalas eruption aggravated existing crises, but did not trigger the famines.Era.Net RUSplus project ELVECS (SNF project number: IZRPZ0_164735