Tatyana Mamontova

This article explores the identification and systematization of the classification characteristics of educational gamification as a pedagogical technology for teaching modern schoolchildren and students. Gamification, as part of the the educational process digitalization in the 21st century, has become a priority area for the development of Russian education. Determining the place of gamification technology in the educational process at schools and universities within the hierarchy of modern pedagogical technologies defines the problem of this study. The relevance of this work is explained by the insufficient development of the theoretical foundations, by the practical potential, and the new digital capabilities of gamification technology at the current stage of the school and university education development both in Russia and abroad. The aim of this article is to provide a theoretical overview and summarize the results of theoretical and practical research on gamification technology in the educational process at schools and universities. The primary research method was an analysis of the works of Russian and international authors to clarify the definition of "gamification" concept as applied to the educational process, identify its structural components, implementation principles, and pedagogical features of its use in teaching schoolchildren and students. The main result of this article is a theoretical justification for defining educational gamification as a pedagogical technology for teaching schoolchildren and students and a clarification of the essence of this concept. The authors' classification characteristics of gamification as a pedagogical technology significantly complement the theoretical foundations of the gamification process in school and university education today. The theoretical significance of this study lies in identifying the theoretical and philosophical foundations of gamification, its educational functions, the challenges and risks of its application, and relevant areas for development and improvement. The practical significance of this work lies in the fact that the authors' findings can be used to develop practical mechanisms for gamifying the educational process as a pedagogical technology for teaching, nurturing, and developing students in both general schools and higher education institutions.

The article is devoted to the current problem of finding effective methods for stimulating students' motivation to choose a future profession within the framework of career guidance work at school. The purpose of the study was to identify and systematize such techniques in accordance with the main directions of improving the professional self-determination of school students. In the course of the work, theoretical research methods were used: analysis of approaches to defining the basic concepts of the problem under consideration, analysis of foreign and domestic literature on the issue of career guidance for school students, generalization of our own experience in organizing pre-profile and specialized training for high school students to choose a future profession and systematization of the identified techniques. The analysis of the concept of “career guidance work at school” was of a systematic nature, since this phenomenon was studied precisely as a combination of directions for improving the professional self-determination of school students forming a system of modern career guidance work in an educational institution. The main result of the article was the systematization of the main methods of stimulating the motivation of high school students to choose a future profession within the framework of professional work at school. The stages of career guidance work included: a) the initial stage of pre-profile preparation (initial vocational guidance), b) the main stage of professional self-determination, c) the stage of specialized training (training in their major with subject-oriented and professional tests), d) the stage of psychological and pedagogical supporting professional self-determination of high school students. The theoretical significance of the study lies in the presentation of career guidance work at school as a specially organized process based on the use of techniques to stimulate students’ motivation to make a conscious and confident choice of a future profession. The results obtained by the authors of the article can be used as the basis for in-school systematic career guidance work with any categories of students.

The question considered in the article is about the organization of methodical training of the future teacher of mathematics within the competence approach to education. The author reveals the essence of the notion "professional and methodical competence" of a future teacher of mathematics, determines the professional competences and views one of the approaches to determine the level of competence acquirement.