№ 07 (Jule)

The professional development of a teacher and his/her methodological competence is a purposeful process that influences the qualitative changes in all elements of educational activity. One of the important conditions for the professional development of a teacher is the teacher's participation in pedagogical competitions. The article reveals the importance of pedagogical competitions in improving the competence of a teacher, analyzes the competitive route of teachers. The aim of the research is to reveal the influence of the pedagogical competition on the improvement of the teacher's professional competence. The methodological foundations of the research were the provisions of the andragogical approach; the provisions of the subject activity-oriented approach, allowing us to turn to the subjectivity of the teacher, to the analysis and introspection of his/her educational needs, to the motivation of development and self-development. The scientific novelty of the research consists in clarifying the classification of the types of teachers’ professional competitions, highlighting the specifics of each type of competition. The theoretical significance of the work is due to the fact that the results of the study can serve as a basis for other scientific works in this field. The practical significance is due to the fact that the results of the research can be used for educational purposes, as well as for motivating teachers to participate in pedagogical competitions. The article made it possible to conclude that participation in pedagogical competitions is aimed at intensive and effective reflection of the problems discussed at the competitions. Collaboration of teachers with participation in pedagogical competitions contributes to the exchange of experience between educators, demonstration of their research works, and improvement of their professional pedagogical skills.

This study is caused by the presence of a contradiction between the modern tasks facing education related to the competence approach and the established practice of teaching physics. Changes in life that have arisen due to restrictions in communication and mobility, on the one hand, and the development and spread of mobile technologies on the other hand, have led to the emergence of new teaching methods. Therefore, the aim of the research is to find an answer to the question: how to make the learning of physical laws more effective, understandable and interesting for students using mobile devices? Learning outcomes depend both on the correct setting of goals and selecting the content of education, and on the ways to achieve goals, i.e. methods. But teaching methods are a social category, since they depend on the social order of society to an educational institution. The transition of higher professional education to the federal state standards of the third generation and the replacement of traditional basic educational programs with competence-based ones issues new challenges. Within the framework of the Federal State Educational Standard for Higher Education, competence is understood as the ability to apply knowledge, skills and personal qualities for successful activity in a certain area. From the whole set of teaching methods: verbal, visual and practical, we will consider the latter as the most important for the competence approach. Practical training methods are problem solving, laboratory work and home experiments. At the same time, students develop the ability to apply theoretical knowledge, measurement skills and mathematical data processing. Therefore, the purpose of this study is to develop a methodology for conducting creative laboratory work in physics using a smartphone as a measuring device. It is the cognitive activity of students in the process of conducting laboratory work that is the object of this study, and the conduct of laboratory work in physics, where such gadgets as a smartphone are used as a measuring complex, is the subject of research. For this purpose, let us examine the Physics Toolbox Sensor Suite smartphone application (a set of tools for using smartphone sensors in physics). We will analyze in detail the conduct of a specific laboratory work carried out with the help of a smartphone, obtaining and processing the results of experience confirming the well-known law of wave optics – the Malus law. This laboratory work is just one of many examples of physical experiments carried out using a smartphone without special equipment, but with the use of household items and a smartphone as a measuring device. But most of the works related to the topic consider mechanical processes, but in this one, a smartphone is used for optical measurements. With this study, we will try to confirm the hypothesis that conducting such experiments will ensure the transformation of students' attitude to electronic devices – from considering gadgets as means of communication and devices for consuming game and music content and communication in social networks – to the factor of on-line education, and further – to the knowledge of having a powerful tool for research, measurement, data fixation in their hands. The use of portable devices is considered as a means of improving the quality of education, bringing the learning process closer to the daily life of students, expanding skills and competences, forming methods of independent creative activity that can be transferred to professional activity. The significance of this study is in the fact that it demonstrated the practical possibility and expediency of conducting laboratory work using a smartphone without special laboratory equipment. This work provides an example of the introduction of laboratory and creative works with elements of scientific research into pedagogical practice with the help of modern devices, the use of which acquires a new practical meaning.

Study of pedagogical culture in the educational process for training highly qualified military personnel is an urgent and scientifically significant task. In connection with the adoption of the federal state educational standard for higher education "Special purpose vehicles" (Order of the Ministry of Education and Science No. 948 of August 11, 2020), one of the most important requirements for the system of higher military education is the effective development of pedagogical culture in all its components diversity (general pedagogical, sub-pedagogical, military-professional, and personal). The aim of the study was to diagnose pedagogical culture, transform it during the educational research experiment and fix the obtained changes. The object of the research was the pedagogical culture of the adjuncts of a military university on the example of the Omsk Automotive Armored Units Engineering Institute; the subject – "I-concept" of an adjunct teacher. The methodological rationale is a strategy of mixing methods: an expert survey, a focus group method, in-depth interviews, and a case study method. The expert survey was necessary for the study and assessment of the changes in the higher education of the Russian Federation by the faculty corporation on the example of military universities. Focus groups consisted of adjuncts and were to help in finding answers to the following questions: the main problems and trends in the development of the higher education system; traditional and new paradigms of higher education; competence-based approach in education: problems, concepts, tools. In-depth interviews with adjuncts were conducted to trace the trajectories of understanding and assimilating the technologies of military pedagogical activity. Case studies were the central method and they were aimed at studying the practices of implementing pedagogical experience. Practical cases involved immersion in the pedagogical process, fixed observation, including video recording. We kept an observation diary, which included the main elements of the training session. Adjuncts performed the preparation of a structural and functional diagram of the learning process; tables of objects, stages, and forms of designing the educational process; matrices of intra- and interdisciplinary connections for a specific training course. It was necessary to work out teaching materials for a lecture, group classes, seminar, practical lesson. The adjuncts demonstrated fragments of the training sessions, which were recorded on video, based on which the analysis and evaluation of the tasks presented by the teacher and students were carried out. The theoretical significance of the work lies in the fact that new methodological approaches to the gradual development of the pedagogical culture of an adjunct of a military higher educational institution are proposed. The practical significance of the work lies in the possibility of introducing a special course "Pedagogical culture of a military lecturer and its development" into the educational process.

The relevance of the topic discussed in the article is conditioned, on the one hand, by the systematic implementation of the national project «Education» of the federal project «Digital Educational Environment» aimed at creating and introducing a digital educational environment in educational organizations. On the other hand, it is the fact that over the past year the epidemiological situation in the country has caused a significant acceleration of this process without taking into account the available resources and opportunities of specific educational organizations. This has resulted in practical actions, often significantly different, concerning the digitalization of education in general and the digitalization of training in particular. Nonuniformity of processes requires comprehension, analysis to identify productive digitalization options and, possibly, their active use in the future. The purpose of the article is to describe the impact of digitalization of professional training at a university on the attitude of students to distance and face-to-face learning (based on the experience of the Institute of Childhood of Novosibirsk State Pedagogical University). To achieve it, a theoretical analysis of publications on problems close to the topic of the article was used; an empirical study was carried out, in which a questionnaire survey of students was used and their progress was analyzed. As a result of theoretical comprehension of scientific publications devoted to the current aspects of the education digitalization, it was concluded that domestic researchers are striving for a more accurate definition of the fundamental concepts that describe this process. In addition, they summarize the positive experience of education digitalization and the development of digital education during the period of the pandemic. Foreign authors, describing the digitalization process, present options for the requirements for the activities of teachers in the digital educational environment in the implementation of professional training with an emphasis on creative disciplines. The attention of researchers is also focused on the analysis of the attitude of students to digitalization. The main results of the empirical research include: the perception of students as positive - the transition to distance learning opened opportunities to save time due to the absence of the need to travel to the place of study, the option to work with electronic versions of the materials of all training courses, independently plan their workload during the day; perception by students as difficulties - the weak technical equipment available to them, not sufficient to participate in distance learning. The analysis of students' academic results showed that the transition to fully distance learning influenced more the progress of those students who, by the time it began, had studied full-time for only one semester. It influenced less senior students of full-time form of education. In a theoretical context, the material of the article may be useful for conducting further research on the impact of digitalization on the professional training of students. The presented results of the experimental work can serve as guidelines for the scientifically grounded building of digitalization practice in educational organizations.

Speaking is one of the key speech skills by which direct proficiency in a foreign language is assessed. The development of coherent speech skills in monologic, dialogic, polylogic forms, an adequate response to the formulation of a communicative task shows the speaker's complex skills: his/her general linguistic, pragmatic, grammatical, lexical and other competences. Analysis of domestic and foreign scientific literature allows us to speak of a consistently high interest of both theorists and practitioners of teaching methodology in the development of various aspects of speaking (fluency and tempo, purity of speech, the use of varied vocabulary), the development of speaking skills in a specialized environment, as well as the use of information and communication technologies for teaching and testing monologue / dialogue speech. The purpose of this article is to describe proven techniques for the development of oral speech at a high level of language proficiency. The purpose of the research determines the methods: general scientific methods of analysis and synthesis, generalization and systematization. Also, the method of pedagogical observation was used to assess the feedback of students and the effectiveness of the proposed techniques. Techniques for enhancing and improving speaking skills are described in the practical part of the study. The authors single out among the effective techniques: a) specific situational tasks (prepared in advance and spontaneous, this category also includes game situations); b) polylogues (this type of speech activity allows you to learn thematic vocabulary and practice grammatical structures, defend your position, listen to the opinions of others); c) it is effective to use online technologies for interdependent teaching of listening, writing, reading and speaking in a foreign language (selection and correlation of the corresponding types of online platforms and sites is important); d) creating conditions for the development of not educational, but cognitive activity, so that the communicative motive is triggered by the cognitive; e) the author's method of developing speaking skills, which is based on the psychological comfort of students. The description of productive techniques for the development of various aspects of speaking is an important practical priority of the work. The above techniques can be used with some adaptation / correction or without adaptation at levels from B1 and higher. The conclusions summarize the information and outline the prospects for further research.

The purpose of this scientific article is to consider the methodological potential of psychology as the most important component of the anthropological corpus of knowledge about a Human: using effective methods of cognition, psychological anthropology allows us to reveal authentically the "requests-needs-desires" of a modern person as a collective subject of action. The result of the study was the analysis of mass tourism practices as a mirror of the psychology of a “mass Human” (H. Ortega-Gasset) as an opposition to alternative forms of tourist behavior using, in particular, the methods of humanistic psychology of A. Maslow, which focuses on the nonlinear nature of human needs relationships, the theory of personality by K. Horney, the concept of logotherapy by W. Frankl and the theory of a person self-determination by E. Disi and R. Rain. The study is of an applied nature: its results can be used by professionals in the tourism industry, which, since the end of the twentieth century, has been viewed exclusively as the anthropological practice of the Other.

The current situation of the information technologies dominance arouses research interest in relation to the influence of this fact on the structure and characteristics of self-realization of young men, because it is adolescence that is recognized as the most relevant in the formation of self-realization. The purpose of the research was to identify the features of self-realization of young men studying in an institution of secondary professional education. The results obtained show the average indices of all diagnostic scales, which were reduced to four factors by means of factorization that form the structure of self-realization of the examined young men.

The increase in the number of suicide attempts among adolescents requires us to work out the measures for early prevention of the risk of suicidal behavior. The relevance of the article lies in the search for effective methodologically grounded ways of psychological prevention of suicidal behavior among adolescents. The purpose of the article is to present the author's approach to reducing the risk of developing suicidal behavior in adolescents by means of the resource state training "Emotional stability". This approach is based on the integration of several theoretical and methodological ideas: the concept of A.G. Ambrumova and V.A. Tikhorenko on maladjustment in conditions of microsocial conflict as the reason for the formation of suicidal behavior; understanding the University resource states 20.35; method of socio-psychological training as an effective method of organizing psychological work with adolescents. The training is based on the key idea of teaching methods of self-regulation and actualization of resource states. On the basis of the above-mentioned ideas, a series of trainings on resource states was designed as a way to prevent suicidal behavior in adolescence. The article presents the results of the training "Emotional stability" testing in work with adolescents aged 14-17 years with different risk levels of developing suicidal behavior. Based on the results of testing, the training has proven its effectiveness for the early prevention of suicidal behavior in adolescents. The materials of the article are significant for practicing psychologists working with different categories of adolescents.

The purpose of the article is to study theoretical approaches to the formation and implementation of investment policy at the regional level. The relevance of the chosen research topic is due to the fact that the investment policy ensures the creation of a favorable environment, promotes the inflow of attracted investments and increases the efficiency of their use and, as a consequence, the social environment and economy in the region develops positively. The purpose of the article is to study theoretical approaches to the formation and implementation of investment policy at the regional level. Taking into account the fact that power in the Russian Federation has a decentralized nature, the role of its formation and implementation at the regional level is especially great. Only at the level of a specific region it is possible to work out such a development strategy that will take into account the specifics of this particular territory and will allow to achieve the set goals more quickly and efficiently, increase the level of key indicators and take a leading position at the country level.