Ksenia A. Kornilova

The transition of modern pedagogy from the model of transmitting "ready-made knowledge" to dialogic, activity-based and phenomenological practices exacerbates the need for a theoretical rethinking of the intersubjective foundations of education and their limits in the context of increasing social and cultural heterogeneity of educational communities. The accumulated phenomenological, sociological and communicative material shows that intersubjectivity simultaneously acts as a condition for the possibility of pedagogical co-existence and a source of fundamentally ineradicable zones of incomplete mutual understanding between participants in the educational process. The aim of the article is, based on the phenomenological, sociological and communicative traditions, to theoretically substantiate and explicate the limits of intersubjectivity in the pedagogical process, to describe their structure and to demonstrate the methodological consequences for the analysis and design of educational practices. The methodological basis of the study is formed by the phenomenological, social-constructivist, communicative, hermeneutic and systemic approaches. The main methods used are philosophical-pedagogical and normative-legal analysis, interpretation and typology of scientific sources, conceptual and structural-level modeling. The key results presented are: 1) clarified definition of the pedagogical process as a special form of social constructing educational reality and operationalization of the concepts of "educational intersubjectivity" and "limits of intersubjectivity in the pedagogical process"; 2) level description of educational intersubjectivity (dyadic, group and institutional levels), which makes it possible to link interpersonal, group and systemic mechanisms of joint construction of meanings; 3) expanded conceptual apparatus for analyzing the quality of intersubjective connections, including the categories of intersubjective density, transparency and gap, as well as the characteristics of the intersubjective position of the teacher and the student. 4) identifying the ontological, cognitive-linguistic, communicative-status and institutional-axiological limits of intersubjectivity and substantiating their role as an analytical tool for diagnosing the risks of misunderstanding, marginalization and "subjective invisibility" in education, setting guidelines for designing dialogic and inclusive educational practices. The theoretical significance of the work lies in clarifying the conceptual and categorical apparatus of the pedagogy of intersubjectivity and integrating phenomenological, sociological and communicative perspectives into a single conceptual framework for analyzing the pedagogical process. The practical significance lies in the possibility of using the proposed model in expert evaluation of educational programs and interaction situations, developing criteria and indicators for the quality of the intersubjective learning space, as well as in constructing teacher training modules aimed at supporting the complex intersubjective spaces of modern education.

The article is devoted to the theoretical conceptualization of the process of transforming teachers’ professional identity in the conditions of inclusive education. The relevance of the study is determined by the fact that the success of implementing inclusive practices critically depends on teachers’ readiness for a profound reconstruction of their professional self-awareness; however, the processes of this transformation remain insufficiently conceptualized in the scholarly literature. The aim of the research is to develop an integrative model of the transformation of teachers’ professional identity based on a systematic analysis of foreign and Russian studies. The methodological foundation comprises socio-constructivist, systemic, activity-based, and reflexive approaches; the primary method is theoretical analysis of scholarly literature using comparative analysis and conceptual modeling. The main research results include the identification of structural components of professional identity (cognitive, emotional, value-based, behavioral), transformation mechanisms (reflexive, adaptive, integrative), a typology of developmental trajectories of the process (constructive, adaptive, crisis, regressive), systematization of factors, barriers, and resources of transformation, as well as the development of an integrative model reflecting the multilevel and dynamic nature of the process. The scientific novelty lies in the holistic conceptualization of the transformation of professional identity as a non-linear process determined by the synergistic interaction of internal and external factors, and in the identification of culturally specific features of the Russian context. The theoretical significance consists in the systematization of contemporary scholarly perspectives and the creation of a conceptual framework for further research. The practical significance is determined by the possibility of using the model to develop professional training programs, systems of psychological-pedagogical support, and the creation of a supportive organizational environment in educational institutions.

Today, the Federal project “University Technological Entrepreneurship Platform” is becoming increasingly popular in the student community. The results of the project can be a large-scale attraction of young people into the business community and the development of interest in entrepreneurship problems on the part of educational institutions and the state. At the state level, this will help increase the investment attractiveness of the scientific research and design sphere of research and development through the creation of student (youth) startups. The socio-cultural environment in the country is an important condition for the formation of the main elements of the business sector. The aim of the study is to identify the mechanism of the need to develop entrepreneurial competences among students of higher educational institutions and the procedure for support from the government. As a result of effective measures, it is possible to form an effective system for commercializing the results of intellectual activity of students throughout the country. Successful startups with attracted investments are able to supply the market and, accordingly, the population with necessary goods and services and satisfy their needs; and we can also note the possible creation of values and the provision of social benefits, support for such areas of society as medicine, education, culture, etc. Student entrepreneurship can be very beneficial for students as it helps them develop skills needed for a successful career such as leadership, problem solving, communication and financial management. In addition, it can lead to the creation of new jobs and economic growth. The development of entrepreneurial competences in students is an important aspect of education. There are various methods and approaches that can help students develop the necessary skills and knowledge. The theoretical significance of the study lies in the developed model – a program for preparing students for entrepreneurial activity (development of entrepreneurial competences) in the interaction of the university and government agencies. The practical significance of the work lies in the possibility of testing the factor analysis proposed by the authors to monitor the condition of student entrepreneurship at the level of universities in a particular region or country.

A corporate information portal is a necessary element of the educational institution structure for a number of reasons. Firstly, the corporate portal provides centralized access to information and resources, which makes the management and training processes more efficient and interactive. Staff and students can get access to up-to-date materials, class schedules, curricula and other important data at any time and from anywhere. In addition, the portal is the only information resource that is available for the interaction of potential applicants and current employees of an educational institution. Secondly, the corporate portal allows for communication and interaction between employees and students of an educational institution. You can create forums, discussion groups, hold online conferences by means of the portal. This promotes the exchange of knowledge and experience, which is an important aspect of the educational process. Thirdly, the corporate portal can be used to automate administrative procedures, and this ensures the optimization of educational and methodological processes. The purpose of the study is to identify the characteristics of the corporate portal of the educational institution and assess its role as an element of the educational system. Within the framework of the tasks, the characteristics of the components – elements of the educational institution's information portal are analyzed. The trends of modern portals are revealed and the problems that arise as a result of their functioning are noted. In addition, the authors proposed a mathematical model of the impact of the corporate portal quality on the effectiveness of admission to an educational institution. In connection with the identified characteristics of the corporate portal, the issue of the need to improve its quality and information transparency is rather relevant in order to optimize the educational process and attract applicants. The theoretical significance of the study consists in the development of improved algorithm for managing corporate information of the educational process in the context of a corporate portal. The practical significance is manifested in the possibility of forming a rating of educational institutions according to the criterion of the portal information quality, since this factor finds its reflection in the effectiveness of attracting new students. The research will be relevant and necessary for specialists in optimization of the news content and the administration of the educational institution to build a unified concept of the corporate portal design model.

Professionals in different spheres need to improve their skills, and employees of the Federal Tax Service of the Russian Federation are no exception. Professional development of tax service specialists is necessary for several reasons: changes in tax legislation, computerization of taxation processes, improvement of the quality of services and the procedure for consulting taxpayers, the overall level of service culture. The result of systematic professional development of tax professionals and improvement of skills is the improvement of the overall quality of service to taxpayers and the efficiency of tax administration, intensification of the work against tax violations. The purpose of the study is to identify the specific features of the system of additional professional education for specialists of the Federal Tax Service and opportunities for its improvement, taking into account the needs of the taxation institution. Within the framework of these tasks, the legal aspects of this educational form were analyzed and the structure of additional education was revealed. In addition, the motivation stimuli of employees for taking refresher courses were defined and weak sides of additional education system in Russia were revealed. The trends of studying this issue through a systemic approach are determined; it is noted that additional education is an opportunity not only to improve qualifications in the field of professional competences, but also to deepen general cultural and interdisciplinary knowledge. In this connection, the issue of employees’ motivation to constantly improve their qualification not only within the framework of normative regulations is relevant. Theoretical significance of the research consists in the worked out improved map of motivational development programs for tax professionals which includes the structure of three program components and can be used in the preparation of training programs within the framework of advanced education system. The authors have proposed an index model reflecting the results of the professional development of Federal Tax Service specialists in the Russian Federation. The practical significance of the study lies in the option of using the model to form a digital portfolio of a tax specialist and maps of the effectiveness of professional activity.