Elizaveta Omelchenko

In modern theory and practice of education, significant attention is paid to educational strategies. One of the important places among them is occupied by strategies for learning the content of education. These strategies provide students who use them with educational outcomes that are acceptable to them. This fully applies to the professional training of students at the university. The purpose of the article is to present an option for involving university students in the development of strategies for learning the content of professional training based on the study of the academic strategies they use. The work uses a theoretical analysis of publications on relevant topics, examines the general nature of students’ activity strategies. The results of the theoretical analysis make it possible to present the author's classification of educational strategies developed and applied in the process of modern professional training. The groups of strategies included in it are described: those designed by teachers for students; and those created by students for themselves and/or other students. The first group of strategies contains a large number of various options described by domestic and foreign scholars. The significance of the strategies of this group is to create an indicative basis for students to choose the most appropriate ones to ensure the success of mastering their future profession. The significance of the strategies of the second group is the implementation by students of their own way of mastering the profession using individual methods and means that allow them to achieve the goals they aspire to. The strategies of the third group expand the range of educational strategies of students due to the fact that they include educational strategies already used by other students and producing positive results. The results of the empirical study showed that less than a half of the first- and second-year students had a conscious goal of their activity, which they strived to achieve in the course of professional training. It was found out that more than a half of them used activity strategies that were of an academic nature, which gave positive results in the process of professional training. At the same time, it was revealed that almost half of the respondents did not determine or only partially determine the strategies they use. The presented material can be used from a theoretical point of view to continue the systematization of educational strategies; from a practical point of view, it is useful for organizing, implementing and improving the process of professional training at a university.

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.

At present, there is a rather large number of strategic directions of the education system development offered by scientific pedagogy or emanating from the practice of education. All of them, striving for the fundamental, global goal - to preserve and improve the level of society development through the reproduction and accumulation of human capital, go to its achievement following their own trajectories, solving certain particular tasks. This leads sometimes to intermediate results lacking coordination, slowing down the process of achieving the main goal of education. In this regard, it becomes urgent to find an answer to the question of perspective educational strategies coordination from both theoretical and practical points of view. A strategy is needed that would be able to either absorb all existing ones or be present in each of them, introducing a balance with other educational strategies in a certain way. The aim of the article is to describe possible types of pedagogical models and conceptual approaches to their construction for such a strategy – the promotion of self-expression culture development for subjects of education. To achieve this goal, we relied on a theoretical analysis of information on the promising educational strategies, which appeared in Russia and all over the world, about self-expression, the culture of self-expression and its development. As a result, it was concluded that promising education strategies can be divided into particular and general ones. The first group of strategies is focused on specific action plans leading to education goal achievement. The second group determines the long-term directions of education development. We have identified four main subgroups within this group: educational management strategies, human capital formation, lifelong education, and professional training. Analysis of each of these subgroups strategies made it possible to note the opportunities for the promotion of self-expression culture development among subjects of education. This resulted in the idea of constructing a model for self-expression culture development. For this purpose, the possibilities of dynamic, factor, typological, content, structural, functional pedagogical models were considered and a conclusion was made about the importance of their construction, taking into account the provisions of one or more of the following conceptual approaches: humanistic, anthropological, personality-oriented, creative, axiological, culturological, technological, task, synergetic. Theoretical generalization and systematization of their essence showed the advisability of constructing a factor-dynamic model of self-expression culture development on the basis of axiological, culturological and system-activity conceptual approaches. The theoretical significance of our research is in identifying the types of personal self-expression culture development models most suitable for working out and their presentation, and in identifying conceptual approaches for their development. The introduction of a strategy for promotion of self-expression culture development into educational practice can lead to the harmonization of currently existing but still fragmented strategies.

The article poses an urgent problem of transition from a set of scientific paradigms of education to one new paradigm. The presence of a full-fledged scientific paradigm becomes the most important condition for solving both the most common and many specific problems of modern education. The aim of the article is to develop methodological support for education that corresponds to the development of a modern scientific and technical information society. The study of the problem was carried out on the basis of the concept of the historical dynamics of the scientific knowledge by Thomas Kuhn. This approach allows to consider modern methodological models of education as components of revolutionary transformation in the period of a new education paradigm formation. On the base of domestic and foreign literature review, it was concluded that the development of pedagogical ideas within the technocratic paradigm was in the direction of the knowledge base and the creative state of the individual strengthening, provided with his worldview potential. It is shown that the consistent implementation of humanistic ideas in theory and practice of Russian science since the 80's of the XX century led to approval of the personality-oriented education paradigm. It is argued that many new paradigms resulting from the formation of new pedagogical vision can be defined as applied or "particular new" ones. All " particular new" paradigms are associated with the "old" paradigm, which gave birth to them. Between themselves, " particular new" paradigms are connected through the "old" paradigm as a source. They are also connected to each other by the subject of research. It is proposed to unite paradigms on the basis of the methodological principle of complementarity, since each " particular new" education paradigm contains model elements of the "old" paradigm. Theoretically it is shown, that in the search for a new paradigm, there is a convergence and a consistent unification of separate particular paradigms. The article presents a dialogue of paradigms, currently taking place in science, leading to their definite conjugation and formation of one common new paradigm. The fundamentalization of modern education practice in mastering nonclassical and post-non-classical paradigms is substantiated. This is necessary for highly qualified specialist training who is interested in self-change, capable of creating his own image of the studied academic discipline, ready for professional self-realization. The article gives an analysis of the conditions for the professional self-realization of a specialist's personality, important for the practice of modern education, including his personal-semantic, motivational and needful, instrumental, emotional-volitional, reflexive-evaluative characteristics. It is argued that self-realization considering as a complex concept was the result of the unification, convergence of particular paradigms in pedagogy and psychology in achieving a common goal - understanding the essence of self-realization phenomenon. At the same time, the contents of the concepts "self-expression" and "culture of self-expression" are revealed. In conclusion, it is asserted that the modern period of pedagogy development corresponds, in the context of the concept by T. Kuhn, to the period of scientific revolution, preceding the design of a holistic, time-appropriate, new scientific education paradigm.