Alexey A. Miroshnichenko

The relevance of the study is due to the complex of modern challenges faced by the Russian education system: geopolitical changes, globalization and digitalization processes. In these conditions, the task of preserving and developing ethnocultural diversity, in particular, the culture and traditions of the Udmurt people, is of particular importance. A key role in solving this problem is given to the teacher, whose own developed national identity and the ability to use modern tools to educate schoolchildren are becoming especially important. The aim of the article is to determine the role and potential of media pedagogy in the development of the Finno-Ugric identity of student teachers in the Udmurt Republic. The work is experimental in nature and relies on a combination of methods: questioning and interviewing students of a pedagogical university, analyzing essays by schoolchildren and student teachers, as well as a method of expert assessments to identify key factors affecting the development of national identity. The study revealed a contradictory situation. On the one hand, student teachers have a fairly high level of personal Finno-Ugric identity. On the other hand, significant gaps were found in their preparation for the use of media technologies to develop this identity among schoolchildren. Analysis of the essays showed that students understand insufficient manifestation of the ethnocultural component in the work of a modern school and expect its strengthening in the "school of the future." At the same time, preservice teachers demonstrate limited awareness of specific media resources and weak readiness for their practical use for educational purposes. The results of the work emphasize the need to integrate media pedagogy into the teacher training system. At the theoretical level, the study justifies the importance of the teacher's media competence as a key condition for effective ethnocultural education. At the practical level, recommendations have been developed for the educational policy of the Udmurt Republic: the introduction of special courses in media pedagogy into the curricula of pedagogical universities, the creation of school media centers focused on the production of ethnocultural content, and the development of partnerships between educational organizations and national media.

The changes taking place in the education system lead to the emergence of new educative situations for classroom teachers associated with the introduction of a cycle of extracurricular activities "Conversations about important things"; the creation of the all-Russian social state movement of children and youth "Movement of the First"; the return of socially useful work in schools, etc. Due to the innovations, special training of classroom teachers is required to resolve educative situations. As an analysis of the programs presented on the Federal Portal of the Digital Environment of Continuing Professional Education has shown, programs dedicated to preparation for educative work make up no more than 9%. At the same time, the number of hours dedicated to preparing classroom teachers to resolve educative situations is less than 1%. Therefore, it seems necessary to develop and implement a program aimed at preparing classroom teachers to resolve educative situations. The aim of the study is to substantiate the structure and content of an additional professional program that allows the classroom teacher to be ready to resolve educative situations. The study was conducted on the basis of qualimetric, system activity-oriented, and competence-based approaches. Tasks: 1. To substantiate the structure of the additional professional program. 2. To specify the content of the components of the program structure. 3. To describe, using the example of a specific educative situation, the process of preparing classroom teachers to resolve educative situations. The article presents the structure of the program aimed at preparing classroom teachers to resolve educative situations. The theoretical significance of the article lies in the substantiation of the procedural components and content of the program for preparing classroom teachers to resolve educative situations. The practical significance of the research results lies in the possibility of applying the research results as part of the professional development of classroom teachers. The article will be useful for teachers and specialists dealing with issues of educative work, the preparation of classroom teachers, preservice teachers for educativework.

One of the urgent problems in the field of education is the preparation of class teachers to resolve educational situations. The relevance of this problem is explained by the changes taking place in the education system, such as the introduction of a cycle of extracurricular activities "Talking about important things"; the return of socially useful work in schools; the creation of the all-Russian social state movement of children and youth "Movement of the First", etc. The introduction of these transformations contributes to the emergence of new educational situations for teachers. The issue of determining the list of educational situations relevant to the class teacher requires special attention. The purpose of the study is to form a bank of educational situations relevant to the class teacher which require training to resolve them. The process of forming a bank of educational situations includes solving the following tasks: 1. To specify the role of the educational situation in ensuring the effectiveness of educational work in a general education organization. 2. To develop a tool that makes it possible in a dialogue with educational organizations to identify a bank of educational situations relevant to the class teacher. 3. To create a bank of educational situations relevant to the class teacher and analyze it. The article presents empirical data from a survey of teachers in order to determine the educational situations relevant to them. The presented analysis of the results of ranking the proposed educational situations made it possible to identify the most problematic situations that require special attention and additional training of class teachers. The theoretical significance of the article lies in the substantiation of the possibility of applying the method of group expert assessments to develop a tool that allows forming a bank of educational situations relevant to the class teacher; in the revealed distribution of educational situations by groups, within a group, by respondents living in settlements of various sizes. The practical significance of the research results lies in the possibility of applying the research results in the design and analysis of work programs for general education organizations, to improve the skills of class teachers. The article will be useful for teachers and specialists dealing with issues of educational work, for the preparation of class teachers and student teachers for educational work.

One of the significant stages of ensuring the effectiveness of educational work is its evaluation. The issue of evaluating the effectiveness of educational work is explained, as a rule, by the latent, delayed period of obtaining the results of educational work, by the polysubject nature of the education process. Big Data technologies have a huge potential in obtaining information about the results of education. They provide opportunities for more effective data analysis, making more informed decisions and improving the quality of educational work. The issue of working out methodology for evaluating the effectiveness of educational work in an educational organization using Big Data technologies requires special attention, as well as the problem of obtaining a variety of information from different subjects of educational relations, classification of the information received in the form necessary for Big Data technologies. The purpose of the study is to determine the list of information sources that allow obtaining information in the form necessary for working with big data about the effectiveness of educational work in an educational organization and the methods of obtaining information corresponding to them. The article justifies the need for the use of Big Data technologies in evaluating the effectiveness of educational work in an educational organization. The study resulted in identifying the methods of obtaining information that can be applied within the framework of Big Data technologies. The empirical data of the teachers’ questionnaire are presented in order to determine their readiness to use methods of obtaining information and to classify the information necessary to download documents into the MongoDB system. The theoretical significance of the article lies in the fact that the problem of evaluating the results of educational work with the use of Big Data technologies is considered. The practical significance of the study results lies in determining the list of information sources that allow obtaining information in the form necessary for working with big data about the effectiveness of educational work in an educational organization and the methods of obtaining information corresponding to them. The article will be useful for teachers and specialists dealing with issues of educational work and evaluation of its effectiveness.