METHODOLOGICAL GUIDELINES FOR THE TRANSPROFESSIONALISM DEVELOPMENT AMONG VOCATIONAL EDUCATORS

Introduction. Nowadays, regarding the 6thwave of technological innovations and emergence of a phenomenon «transfession», there is a need for modernization of the vocational staff training in our country. Transfession is a type of the labour activity realized on the basis of synthesis and convergence of the professional competences that involve different specialized areas. Thus, the authors of the present article propose to use the professional and educational platform, developed by them, taking into account a specialists’ training specialty. The aims of the article are the following: to describe the phenomenon «transprofessionalism», to determine the initial attitudes towards its understanding; to present the block-modular model of the platform for the formation of the transprofessionalism of the teachers of the vocational school. Methodology and research methods. The research is based on the following theoretical and scientific methods: analysis, synthesis, concretization, generalization; hypothetical-deductive method; project-based method. The projecting of the transprofessionalism platform model was constructed on the basis of multidimensional, transdisciplinary, network and project approaches. Results and scientific novelty. The relevance of the discussed phenomenon in the productive-economic sphere is proved. The transprofessionalism requires a brand new content-informative and technological training of specialists. In particular, the concept «profession» has lost its original meaning as an area of the social division of labour during socio-technological development of the Russian economy. Therefore, transprofessionals are becoming more competitive and demanded in the employment market, being capable to perform a wide range of specialized types of professional activities. The structure, principles and mechanisms of the professional-educational platform functioning for transprofessionalism formation among the members of professional activities are presented. Heuristic opportunities for design of strategic academic units on the basis of transprofessionalism methodology are shown. Practical significance. The materials of the article can be useful for teachers, educators, educational supervisors and methodologists of the system of continued vocational education.  Введение. В настоящее время в связи с утверждением в экономике VI технологического уклада и возникновением феномена трансфессии – вида трудовой активности, реализуемой на основе синтеза и конвергенции профессиональных компетенций, принадлежащих к разным специализированным областям, – назрела необходимость в модернизации сложившейся в стране практики профессиональной подготовки кадров. Для этого авторы статьи предлагают использовать разработанную ими профессионально-образовательную платформу с учетом профиля подготовки специалистов. Цели публикации заключаются в описании феномена транспрофессионализма, определении исходных установок к его пониманию и в характеристике блочно-модульной модели платформы, предназначенной для формирования транспрофессионализма педагогов профессиональной школы. Методология и методы. В процессе исследования применялись такие теоретические научные методы, как анализ; синтез; конкретизация; обобщение; а также гипотетико-дедуктивный и проектный методы. Построение модели платформы формирования транспрофессионализма осуществлялось с опорой на многомерный, трансдисциплинарный, сетевой и проектный подходы. Результаты и научная новизна. Обоснована актуальность обсуждаемой проблемы распространения в производственно-экономической сфере и сфере оказания услуг явления транспрофессионализма, требующего качественно новой содержательной и технологической подготовки специалистов. В частности, констатируется, что в ходе социально-технологической эволюции мировой и российской экономики понятие «профессия» утрачивает свое первоначальное значение как область общественного разделения труда, а конкурентоспособными и востребованными на рынке занятости населения становятся транспрофессионалы, способные к выполнению широкого спектра специализированных видов профессиональной деятельности. Представлены структура, принципы и механизмы функционировния профессионально-образовательной платформы формирования транспрофессионализма субъектов профессиональной деятельности. Продемонстрированы эвристические возможности проектирования стратегических академических единиц на базе методологии транспрофессионализма. Практическая значимость. Материалы статьи могут представлять интерес для методологов, методистов и педагогов системы непрерывного профессионального образования. 

Review of International Research on Ethical and Psychological Barriers to Reproductive Donation

Received 24 January 2020. Accepted 19 June 2020. Published online 9 July 2020.This review examines the international research literature discussing the barriers for those considering the possibility of becoming donating sperm, eggs, or embryos or becoming surrogate mothers. While there is a significant body of research on donors’ motivations, less attention is given to the reasons why potential donors decide not to donate or withdraw from donation procedures. Nevertheless, we have collected about 70 studies, including journal articles, book chapters and reports. Contemporary findings show that as much as there is no single motivation for reproductive donation, there is also no single barrier to it. The studies we considered deal with two salient themes. First, barriers to reproductive donation serve as a space for negotiation of a donor’s beliefs, fears and perceived consequences of donation to themselves, the recipients and resulting offspring. Second, these barriers are a complex web of intersecting factors, influenced by secondary factors. This review reveals the limited nature of our current knowledge of barriers to reproductive donation. Indeed, research on this problem needs to catch up with research on motivation because obstacles to reproductive donation are no less important than the stimuli

Отношение жителей мегаполиса к репродуктивному донорству (на примере Екатеринбурга)

Аbstract. The paper presents the findings of a population survey conducted in the city of Ekaterinburg in 2019 (1300 respondents). The study aimed at measuring the citizens' awareness about reproductive donation and their attitudes to different types of reproductive donation in general and in connection with the specificity of reproductive material. The data were analyzed in the context of Goffman's concept of social stigma and the results of similar works by other authors. The majority of the respondents are aware of reproductive donation and have a positive attitude towards it. The level of awareness, as well as the prevalence of positive attitudes, depends on the specificity of the reproductive material. The most wellknown and accepted technology is sperm donation, while the most controversial is embryonic donation. More than half of the respondents (52%) consider the embryo a human being, and 47% have a negative attitude towards embryo donation. Perceptions of embryo status are correlated with gender, family history, and religious beliefs. Most of the respondents say that they themselves are not ready to become donors of genetic material, and the main motive of those who become a reproductive donor is financial interest. The study reveals a clear gap between the general attitudes towards donation, when it is perceived in abstract, and situations of personal relatedness to the field of reproductive donation. In the latter case, the attitude towards reproductive donation becomes much more positive. The results of the study strongly suggest that the involvement of third parties in the parenting process is ethically and psychologically ambiguous, and it requires further study together with the position of the involved parties. Since Ekaterinburg, on the one hand, demonstrates trends inherent in capital cities, and on the other, has a clear regional specificity, this data may reflect the current attitude of the population of all large Russian cities towards reproductive donation. © 2021 Russian Public Opinion Research Center, VCIOM. All rights reserved

Вызов пандемии

Original manuscript received August 31, 2020.Revised manuscript accepted September 28, 2020.First published online November 13, 2020

Contours of Implementation of Neurotechnologies in Education

The possibilities of neurotechnologies in education are analyzed, the main ways of their implementation are given, and the problems of their implementation are identified. The main trends of transformation of the educational environment under the influence of neurotechnologies are specified.Анализируются возможности нейротехнологий в образовании, приводятся основные способы их реализации, обозначаются проблемы их внедрения. Конкретизируются основные тренды преобразования образовательной среды под влиянием нейротехнологий.Исследование подготовлено при поддержке гранта РФФИ 20-013-00790 «Преодоление кризиса утраты профессиональной деятельности у педагогов в период поздней зрелости»

Factors of motivation in the professional activity of medical staff

© 2017. The article presents an analysis of the satisfaction of medical staff with material, organizational, and moralpsychological conditions of professional activity. The research method is sociological poll of the personnel of medical-sanitary department of Kazan Federal University - "University Clinic" (Kazan, Tatarstan Republic, Russian Federation). The research objective is to reveal the attitude of the medical staff to the existing working conditions and the process of the medical institution reorganization. Basing on the analysis of the obtained sociological data, the priority factors motivating the labor activity are defined, the problem zones demanding managerial decisions are revealed, recommendations are suggested aimed at satisfaction of the value-motivation demands of the medical staff

Theoretical and Applied Foundations of Personalized Education: Development Prospects

Цель статьи - обосновать научно-образовательную значимость инновационной парадигмы персонализированного обучения, раскрыть его тематическое ядро: развитие личности в процессе самостоятельного проектирования и реализации себя в практико-ориентированной деятельности.The purpose of the article is to substantiate the scientific and educational significance of the innovative paradigm of personalized learning, to reveal its thematic core: the development of personality in the process of independent design and self-realization in practice-oriented activities

Stability of development of future professionals' emotional intelligence

Introduction. Considerable changes in the world of professions, the intensity of production and consumption of new knowledge, strengthening of a communicative component of professional activity are characteristic features of post-industrial society. Workers who have such professional and psychological qualities as self-control, psychological self-control and ability to operate own emotions and emotions of people around (partners and colleagues) are more in demand in labour market. In this regard, the problem of emotional competency formation of future experts is becoming topical in the system of vocational training. The aim of this paper is to generalize the results of the study on the sustainable development of student emotional intelligence by means of active forms of education (training sessions and workshops). Methodology and research methods. The research methodology is based on the model concept of “Emotional Intelligence” developed by D. V. Lyusin. During the experiment, the method of D. V. Lyusin's questionnaire EmIn (Emotional Intelligence), D. P. Gilford's Social Intelligence Test and also the authors' set of tool-kits (tasks for recognition of facial expression and detection of the active dictionary of emotions) were applied. Results and scientific novelty. The authors proved the importance of the high level of emotional intelligence for the modern person irrespective of the sphere of professional employment. The main zones of this type of intelligence and their structural components which should be developed in future experts were highlighted. Features and conditions of formation of practical and academic intelligence were designated. Having tested the hypothesis, it was revealed that social and psychological training is aimed at promoting the acquisition and development of practical intelligence; workshop sessions contribute to academic intelligence. According to hypothetical statements, the authors have developed two options for the experimental course included in the schedule of student's groups (similar in characteristics) of Ural Federal University (Yekaterinburg). Results of both forms of training (training sessions and workshops) have confirmed the validity of the assumptions made. To clarify the degree of stability of purposefully created emotional intelligence, repeated diagnostics of the competencies mastered by students was carried out one and a half years after. The comparative analysis of outcome indicators of the forming experiment and the revealed residual knowledge and skills has shown not only firmness of psychological changes in students in the field of emotional competency, but also the start of mechanisms of its self-development. Practical significance. Contrary to the opinions of a number of scientists that the emotional intelligence does not change significantly through studentship as main development comes to the end during the teenage period, the authors have proved potential opportunities of increase in the level of emotional competency in the higher education institution. Materials of the research offer prospects for detailed studying of the mechanisms which start and support steady self-development of the emotional intelligence of future experts to provide their continuing competitiveness in rapidly changing social and economic realities. © 2018 Institute of Europe Russian Academy of Sciences. All Rights Reserved

Cтратегии преодоления кризиса профессионального развития педагогов

Original manuscript received February 12, 2021. Revised manuscript accepted April 09, 2021.В статье анализируются профессиональные кризисы и стратегии их преодоления. Исследование проводилось в Екатеринбурге (Россия) с участием 291 учителя средней школы. Учителя писали психобиографические эссе, которые обрабатывались методом контент-анализа. В результате были определены два типа копинг-стратегий: реактивный и проактивный. Реактивные стратегии предполагают проявление инициативы, а не просто приспособление к ситуации; в проактивных стратегиях преобладают механизмы защиты и адаптации. В ходе исследования выявлено, что в процессе повышения квалификации учителя переключаются с реактивных стратегий на проактивные. Реактивные стратегии преобладают в кризисах профессиональной и образовательной ориентации и выбора профессии, а проактивные — в кризисах выбора карьеры, профессионального роста, профессиональных ожиданий.This article discusses professional crises and strategies of coping with them. The study was conducted in Yekaterinburg (Russia) and involved 291 secondary school teachers. The teachers wrote psychobiographical essays, which were processed through content analysis methods. As a result, two types of coping strategies were identified: reactive and proactive. Reactive strategies imply taking the initiative rather than merely adjusting to the situation while in proactive strategies defence and adaptation mechanisms prevail. We found that in their professional development teachers switch from reactive to proactive strategies. Reactive strategies predominate in professional and educational orientation and profession choice crises while proactive ones, in crises of career choice, professional growth, professional expectations and non-normative crises

THE STUDY OF STRATEGIES OF OVERCOMING BEHAVIOR AMONG TEACHERS IN LATE ADULTHOOD

The article presents a study of overcoming behavior strategies aimed at eliminating personality disharmony and developing constructive professional interaction among teachers during late adulthood. The study used the methodology of studying strategies for overcoming stressful situations (sacs) by S. Hobfall (russian version by N. Vodopyanova, E. Starchenkova). The experimental base of the study was made up of a group of teachers from yekaterinburg (354 people) aged 50 to 68 years.Представлено исследование стратегий преодолевающего поведения, нацеленных на устранение дисгармонии личности и развитие конструктивного профессионального взаимодействия у педагогов в период поздней зрелости. При проведении исследования использовалась методика изучения стратегий преодоления стрессовых ситуаций (SACS) С. Хобфолла (русскоязычная версия Н. Водопьяновой, Е. Старченковой). Экспериментальную базу исследования составила группа педагогов г. Екатеринбурга (354 человека) в возрасте от 50 до 68 лет