№ 11 (November)

The development of academic mobility, the desire for internationalization of universities leads to an increase in the number of foreign students throughout Russia. However, in some regions, when teaching Russian as a foreign language, textbooks published in the central cities of Russia (Moscow, St. Petersburg) are used, and they do not reflect the realities of the country's regions. Nevertheless, practical work shows that learning in isolation from the reality surrounding the foreigner does not contribute to successful adaptation and the formation of communicative competence. In this regard, teachers of Russian as a foreign language in Russian regions build training taking into account the regional component. The concept of "regional component" in the domestic pedagogical system was associated with educational standards. Despite the fact that the regional component was canceled in the Federal State Educational Standard, this concept is still used in the scientific everyday life of researchers. In addition, the regional component as a term is not recorded in modern specialized dictionaries. The purpose of this article is to clarify the concept of "regional component" from the point of view of teaching foreign languages in general and Russian as a foreign language in particular. The work is based on the analysis of scientific and methodological research of Russian and foreign scientists. The results of the research are expressed in the author's proposed definition of the concept of "regional component" from the position of teaching foreign languages and in the designation of its tasks. We define the regional component as a sum of knowledge that reflects the cultural, ethnic, historical, natural, and economic characteristics of a particular region. In our understanding, the inclusion of a regional component in the content of teaching Russian as a foreign language should solve the following tasks: formation of the communicative competence of foreign students; help foreigners learn the realities of the region of residence, which contributes to the activation of socio-cultural and linguo-cultural adaptation; formation of the speech culture of a foreign student, taking into account the linguistic situation of the region of residence; increasing educational motivation for learning the Russian language; development of intercultural competence for successful intercultural communication. The research results can be included in specialized dictionaries on the theory and methodology of teaching foreign languages and applied in the practice of teaching Russian as a foreign language in Russian regions.

The urgency of developing effective methods of managing a modern institution of additional education for children is due to the economic and social changes taking place in the modern world. Technological and economic changes, modernization of the education system require the organization to introduce innovations and flexibly adapt its structures and methods of work to changing requirements and conditions. The search for new approaches to education management takes an important place in this process. The article emphasizes the relevance of the use of project management methods in the institution for its improvement and optimization of the work and development of the institution as a whole. The purpose of the article is to reveal some aspects of the work of the head in the organization of project activities for the effective solution of the main tasks of the institution development within the situational approach. The situational approach implies considering the situation as a sum of various situational variables in their interrelations. A specific feature of the situational approach we are considering is the use of flexible (adaptive) elements of the management structure. The management system of an educational institution is based on changing variables, factors of the external and internal environment and taking into account the principles of situational management: efficiency, flexibility, variability and optimality. The analysis of project activities practical use in the field of additional education has shown that the solution of project tasks in the institution is carried out taking into account the social and cultural context of the problems under consideration. The theoretical significance of the article lies in the fact that in the course of the study, the components of situational management were identified, the main aspects of the application of project management in an institution were determined, an analysis of project activities in an institution of additional education for children was made. The practical significance of the study is due to the fact that the theoretical provisions contained in it and the practical experience of implementing the ideas of project management in running of an institution of additional education can be used in the work of educational institutions of various types. The novelty of the study is in the identification of the relationship between project management and situational management in an institution of additional education, which has not been practically considered in the scientific literature.

This scientific article devoted to the study of the system of assessing the knowledge and skills of students – future journalists – in the discipline "Stylistics and literary editing" is very relevant. The relevance of the work is due to the growing interest of employers in the selection of specialists in the field of journalism, who not only have a good command of basic knowledge in the field of language, but are also able to creatively write and edit texts. The task of a high school teacher is to form competences in this area and train a specialist who is able to easily write a text and creatively approach its editing. The problem faced by teachers of this discipline is due to the fact that modern students do not read much, and therefore they are reluctant to write texts and, as a result, often do not see mistakes made in their own works or in manuscripts proposed for editing. It is also extremely difficult to evaluate students' work, since the overall score (on a five-point scale) does not always clearly reflect true knowledge and skills, not to mention creative competences. Unfortunately, it is not an isolated situation when students refuse to write texts, despite the fact that they should do it with ease. The purpose of this study was to develop a system for assessing students' creative competences when teaching the stylistics of the Russian language. The main empirical method was observation during the pedagogical process, the statistical methods were registration and the rating method. The result of the article was not only an assessment system, but also a description of all rating levels. The practical significance of the study lies in the fact that the assessment tables can be used by teachers of language disciplines in the process of working with students of the specialty "Journalism". Also, based on the proposed formulations, it is possible to create rating systems for assessing the creative abilities of students when they write advertising texts and slogans, where creativity is the basis of the professionalism of the future specialist.

Changes in society require the transformation of traditional educational process, which needs the implementation of innovative methods and technologies. The modern education system neither keeps up with scientific and technological progress nor fully meets the new requirements of the labor market and sufficiently reflects the needs of the society, the information stage of development of which is gradually replacing the industrial one, when information technologies come to the fore. Therefore, we need significant changes in education. The formation of such skills in children as the ability for productive thinking, invention, creativity and making of objectively new things is becoming relevant today. In this regard, priority is given to the theory of solving inventive tasks (TRIZ), the methods and instruments of which are advisable to use in all lessons, including foreign language lessons. The article is devoted to substantiating the importance of using TRIZ technology in English teaching and developing new creative tasks based on creative thinking enhancing methods. The possibilities of their application are shown not only for effective foreign language teaching of younger schoolchildren, but also for the development of their creative abilities as well as the ability to solve any task in life. The article is targeted at composing innovative creative tasks in English classes by using the methods of a focal object, morphological analysis and associations focused on the formation of the lexical and grammatical side of speech, the development of thinking originality and students’ creative activity. Completing tasks is fun via insights thanks to switching efforts to other objects, without memorizing the rules by heart and performing boring exercises, and all stages of the creative process are the interaction of consciously selected strategies for solving any problem. The developed set of tasks focused on the creative thinking formation of children can be offered for implementation in school educational institutions.

Today, the issue of developing and implementing innovative forms of interaction and functioning of integral educational structures that would improve the quality of vocational education at all levels, as well as create an effective model of experience exchange, interaction, professional development and employment of specialists is rather urgent in the theory and practice of the domestic education system organization. One of such models is the cluster system, which is already being actively implemented in the educational practice of many regions, so there is a need to analyze and generalize existing experience to develop recommendations for further optimization of the process. The cluster model is based on the idea of cooperation, collaboration, dialogue between various subjects: educational organizations, enterprises, employers, public bodies, government bodies. We consider the scientific and educational cluster as a form of such cooperation. The purpose of the article is to analyze and summarize the practical experience of pedagogical clusters formation in the regions from the point of view of scientific and methodological interaction of educational organizations. The leading approaches in the article are the description and analysis of the "educational cluster" definitions as well as the existing practical experience of organizing regional educational clusters. The article presents the possibilities of forming a regional pedagogical (educational) cluster based on the cluster approach. This article is of particular importance for the development of continuous pedagogical education, improving the quality of pedagogical personnel training, mutual use of resources of educational and scientific organizations in the region. Based on scientific publications of foreign and domestic authors, it was revealed that the pedagogical educational cluster is a mechanism for strengthening the integration of equal opportunities, technologies and human resources in close contact with each other to meet the needs of a competitive teacher in a certain region. As a result of the study, the approaches to the creation of a regional cluster model of scientific and methodological interaction between pedagogical universities and Education Development Institutes in the implementation of the federal project "Teacher of the Future" in the subjects of the Russian Federation on the basis of the systemic and process interaction principles are considered. The analysis of the experience of creating educational clusters in certain regions of Russia suggests that the implementation of the cluster in the region requires the creation of special pedagogical conditions and testing in order to determine the effectiveness of the pedagogical specialists’ competences formation.

This article is of interest from a methodological point of view, since it examines the problem of the formation of skills in non-verbal foreign language communication in preparing students of a transport university for intercultural interaction. Researchers of intercultural communication note that misunderstandings, hindrances and failures in intercultural communication often give rise to culturally different discursive and socio-cultural phenomena. The author of the article believes that these phenomena can be overcome only with a purposeful study of communicative behavior and knowledge of non-verbal communication signals of representatives of other cultures. The urgency of this problem is due to the prevailing contradictions between the need of modern society for highly qualified specialists who are called upon not only to speak foreign languages, but also to resolve issues of interaction with representatives of different countries and cultures on the verbal and non-verbal levels and the real readiness of our students for intercultural communication. The relevance and social significance of this problem determined the choice of the topic «Formation of non-verbal communication skills in teaching intercultural interaction of students of a transport university». The purpose of the presented work is to determine the features of non-verbal communication and their use in teaching students intercultural interaction; to improve the quality of students' preparation for intercultural communication, taking into account non-verbal means of communication, using a set of developed exercises. In the course of the research, the following methods were used: general scientific – analytical (analysis of scientific literature on psychology, pedagogy, teaching methods of foreign language); pedagogical – observation and generalization of empirical material for preparing students for non-verbal foreign language communication. The article presents the taxonomy of non-verbal behavior and the interpretation of non-verbal communication signs in various cultures. As a result of the work done, the author of the article presents a developed set of exercises that can be used by teachers of a foreign language in practical classes to improve the students’ skills for intercultural interaction taking into account non-verbal means of communication.

The relevance of the article is due to the problems of modern pedagogical reality: the loss of interest in the study of pedagogical disciplines in universities that are not related to the training of professional teachers. Long-term experience of practical pedagogical activity in the universities of the Ministry of Internal Affairs of Russia allows the author to talk about the loss of students' interest in the study of pedagogical disciplines. The author sees the need to overcome value neutrality in the study of pedagogical disciplines, which will activate the subjective position in the educational process, form positive motives in educational and cognitive activity and make the learning process personally significant for the student. The main purpose of the article is to make a theoretical analysis of works on the research problem and the wish to show the importance of referring to a literary text in the process of studying pedagogical disciplines. It is also important to refer to the works reflecting the relationship between the teacher and the student, to the peculiarities of their behavior, to the pedagogical techniques and methods used by the teacher, to his individual skill, speech, ways of solving pedagogical problems. All this does not always correspond to the methods and ways of solving pedagogical problems described in textbooks on pedagogy, but, according to the author, it is necessary and relevant in modern conditions. Based on the analysis of scientific and pedagogical literature, the necessity of developing a new concept of artistic and figurative cognition of pedagogical reality is shown and the experience of working with a literary text is presented. The methodological basis of our research is the work of domestic and foreign authors on the problem of pedagogical hermeneutics and pedagogy of the text. To achieve the purpose of the article, we used theoretical methods (analysis of publications on research problems) and empirical methods (the author's experience of working with a literary text when teaching pedagogical disciplines). A number of conclusions are formulated about the need to develop methods, techniques and tools in the practice of teaching that form interest in pedagogical disciplines within vocational education. The proposed literary texts, which present characters of teachers, and most importantly, complex pedagogical situations, can be used in the process of teaching pedagogical disciplines in order to overcome the value neutrality of the student's personality and the formation of an artistic and vivid perception of reality.

The relevance of the study on the problem of student teachers' practice in the Netherlands (within the framework of the realistic approach) is due to the complexity of a full and effective connection between theory and practice in teacher education. In this regard, the search for productive mechanisms, models of successful combining of theoretical and practical training involving governments, universities, educational institutions, becomes topical. This is implemented in order to provide highly qualified teaching staff in the regions of the country, education sectors, and programs of educational institutions. The aim of the study is to analyze the realistic approach used in the designing and implementing the pedagogical practice programs in the Netherlands; to identify and justify the regularities and principles of the student teachers’ practicum realized in the framework of the realistic approach. The main approach to the research is a system-structural approach: it reflects the connection and interdependence of objects, phenomena, and processes of pedagogical reality in the national educational context. The study was conducted with the advisory support of researchers from Dutch higher schools. The author performed the analysis and the synthesis of philosophical, psychological and pedagogical literature on the problem of study, academic papers, published in Russian, English and Dutch; the work with primary sources – statutory acts, protocols, administrative documents of the Government of the Netherlands. In the course of the study, the author identified and substantiated the principles of the student teachers practicum, implemented within the realistic approach in the Dutch context of higher teacher education: the principle of student-centeredness with providing transparency of the situational professional position of a teacher educator; the principle of research implementing priority; the principle of collegiality. The results of the study can be used in the development of theoretical disciplines’ working programs, practicum’s programs for student teachers, strategic planning and management of the practicum process realized in secondary special education institution, higher education institution; in comparative education researches.

The relevance of the study is due to the need to update the training methods for designers in drawing with the aim of their readiness for project activities. Design learners should not only be able to draw from life, but also be ready to make drawings that express design ideas. To do this, you need to be able to transform images, putting a design intent into the drawings. If no special work is carried out in this direction, then even good drawings cannot be used in the project and the student will not be ready to express the design intent by graphic means. The purpose of the article is to propose a worked out set of tasks, which provides for the development of skills to make drawings and transform them in the direction of designing an object. The following methods were applied: observation of the process of making drawings, analysis of drawings and a pedagogical experiment. The tasks have been worked out, in which, in addition to academic tasks, a complex of special tasks should be solved, taking into account project activities. The essence of the tasks is to transform the image object by association with the shape and content of the object, endowing the object with certain qualities, giving the image of the object a figurative interpretation and various spatial characteristics, as well as using the resulting image in any object of design. It was revealed that the worked out tasks contribute to the development of skills in expressing design ideas by graphic means. Tasks, in which the student must apply his/her drawing in any object of the designer's professional activity, imparts a conscious and purposeful character to the student's actions. The examples of students' drawings made in the course of the pedagogical experiment demonstrating the meaning of the tasks are given. As a result of testing the worked out tasks in the experimental group, we recorded an increase in the number of students who showed a high level of readiness to use a drawing in the professional activity of a designer. The experience of working with students has shown that the fulfillment of tasks for transforming the image of an object expands the range of created artistic images and their use in design. The worked out set of tasks is approved for use in the process of teaching drawing to designers. It is intended for teachers of drawing and those educational institutions that carry out artistic and functional training of students.

The relevance of the research presented in the article is due to the change in the requirements for the professional training of university graduates in the modern labor market. The purpose of the article is to substantiate the need for the formation of psychological readiness to manage in training of psychologists at the stage of university education. The phenomenon of management in personality psychology is a special issue, since the readiness to management is associated with the essential characteristics of a person, his/her potential ability to be the subject of personal development and the self-made person. The result of the theoretical and methodological analysis presented in the article was the provision that, within the framework of professional training of students – future psychologists, it is necessary to cultivate the development of their ability: 1) to recognize themselves as subjects of their own development; 2) to admit the psychological readiness to manage as one of the values of self-development; 3) to realize the motivation for the development of psychological readiness to management; 4) to instrumental readiness to control themselves and others.

The study of the professional validation of teachers is of particular relevance and importance, which is due to the complexity, versatility of pedagogical activity. Professional development of a teacher in activities is accompanied by the experience of various contradictions and crisis situations. Within the framework of the study, we identified the type of crisis that occurs in the course of the teacher's professionalization - the crisis of professional validation. The aim of the work is to reveal the metasystem plan for examining the crisis of the teacher's professional validation. The main results of the study: the concept of "professional validation crisis" has been operationalized as metasystem education, which is functionally embedded in the system of professional activity and has a significant impact on the work of the entire system of teacher's professional activity; a psychological portrait of teachers who are experiencing a crisis of professional validation has been worked out. The materials of the article can be used to work out practical tools for the development of professional validation of teachers and for overcoming the crisis of professional validation.