Marina G. Sergeeva

Economic processes are inseparable from the life of each person, therefore it is so important to form economic culture in students who, sooner or later, depending on their age and course of study, embark on the path of making independent economic decisions. In order to make rational economic decisions that are beneficial both to themselves and to the state of which they are members, it is necessary to develop a culture of this kind of activity. Ultimately, the dynamism and sustainability of the development of the economy of the entire state will depend on the degree of development of the economic culture of citizens. Therefore, teachers face the difficult task of economic education and enlightenment of the Russian student community. The aim of our article was to study and analyze the views of domestic and foreign authors on the essence of the concepts of "culture" and "economic culture", to determine the structural elements of the latter and to generalize the characteristics of its formation in university students. The study of the problem was carried out using such methods as analysis, synthesis, and generalization. The analysis of domestic and foreign literary sources allowed us to identify the essential characteristics of economic culture, its components, and, on their basis, to formulate the authors’ original definition of this concept. Besides, our study resulted in summarizing the characteristic features of the process of economic culture formation among students in the system of higher education. The theoretical significance of the article lies in the analysis of the views of domestic and foreign authors on the essence of the concepts of "culture" and "economic culture", the definition of its structural elements. The practical significance is in the generalization of the characteristic features of the formation of economic culture among students of higher educational institutions, which must be taken into account by teachers when developing and implementing educational programs, as well as extracurricular work with students. Among them, the following were identified: continuity and consistency, basic economic disciplines that form the core of the educational process, interdisciplinary approach, active learning, integration of theoretical knowledge with practical experience, the influence of digital literacy and international cooperation, the significant role of teachers and educational programs, regular assessment of results.

New standards of professional activity for teachers of various specialties establish a demand for teachers of the general education level to master a system of modern professional knowledge, skills, abilities, and competences. This system is innovative; however, not all elements of this system (professional competences, professional knowledge, etc.) are fully formed in teaching staff. The activities of educational organizations of the additional professional education system are aimed at their formation through the development of additional professional programs for advanced training, diagnostics of professional teachers’ deficiencies, organization of appropriate training, implementation of individualization of teacher education, etc. It is important to include a teacher in training, in which he/she is the subject of his/her educational activity, relying on his/her own professional subjectivity. The aim of this article is to present the specifics of the professional subjectivity of a teacher through the description of its main functions: motivation, organization, reflection. The basic foundations in our study were: evaluation of scientific sources on this issue and identification, description of the functions of the professional subjectivity of a teacher. The article resulted in the identified and described functions of the professional subjectivity of a teacher. The motivation function involves initiating activity, self-motivation for educational activities in an educational organization of additional professional education. The function of organizing the educational activities of a teacher in an educational organization of additional professional education is realized in a situation where a teacher independently develops his/her own educational activities and controls them. The reflection function is ensured by performing the procedure of comparing the set goal and the obtained result of the educational activities of a teacher in an educational organization of additional professional education. The theoretical significance of the study lies in identifying and defining the specifics of the professional subjectivity of a teacher. The practical significance of the article lies in creating characteristics of the main functions of the professional subjectivity of a teacher.

Modern provisions of the higher education system are conditioned by the transforming requirements of the labor market. In accordance with this, new, more flexible teaching methods appear that take into account the needs of not only business, but also the individual needs of students. Tools and methods are borrowed from other areas of application. Thus, the journey map tool came from marketing to education, which is aimed at studying the educational experience and needs of the student. The study of the student's educational path reflects the competence approach, the essence of which is focus on professional and personal abilities. The aim of the article is to determine the stages of developing a student journey map (SJM) as a tool for forming competences while training future managers; as well as the development of SJM in the discipline "Marketing". The study used theoretical and empirical methods, such as analysis, synthesis, generalization, semi-structured interview. As a result of the study, the main stages of SJM development were identified, which include: defining goals and objectives, collecting and analyzing data, creating a student portrait, defining key student actions, defining interaction points, analyzing emotions and needs, visualization. These stages can be applied when developing SJM in any area of education and at any stage, since they represent a system plan. The conducted semi-structured interview of students allowed us to create a portrait of a first-year student, whose main characteristics are: minimal knowledge of marketing, desire to gain new knowledge, active use of social networks, adaptation to a new social environment, desire for teamwork, adaptation to university requirements, high technological requirements. The theoretical significance of the study lies in the analysis of the literature of domestic and foreign authors studying the aspects of the competence-based approach in education; synthesis and generalization of the studied concepts of the competence-based approach. The practical significance of the study is represented by the definition of the stages of SJM development in the preparation of future managers.

Modern professional standards of specialists in the field of education and upbringing set certain requirements for professional work functions, actions, operations of teachers in general education organizations. Such requirements are of an innovative nature, some professional competences have not been developed in modern teachers, since professional programs for their training did not include such competences. For this reason, the system of additional professional education faces the task of developing the required competences. To solve such a problem, the work of a teacher of an institution in the additional professional education system is important, because it is aimed at compensating for the lacking professional skills of teaching staff, at constantly updating their competences. The specificity of the activity of a teacher in the additional professional education system is such an organization of training in which conditions are created for further professional development of the teacher. The aim of this article is to present a clustered system of teacher skills. The main approaches in our study were the assessment of literature on this issue and clustering of teacher skills. The result of the article is presentation of the main clusters of teacher skills in the system of the additional professional education: 1 – the analytical cluster of teacher skills includes those related to the study of modern aspects of adult education; 2 – the prognostic cluster of teacher skills includes those related to planning adult education; 3 – the projective cluster of teacher skills includes skills in building a project for the adult learning process; 4 – the reflective cluster of teacher skills includes skills in correlating the results of the learning process with its goals and objectives; 5 – the organizational cluster of teacher skills includes those of organizing adult learning; 6 – the communicative cluster of skills ‒ skills of interaction with the teaching staff. The theoretical significance of the article lies in the analysis of current research by Russian, European and American scientists on issues of studying the specifics of the teacher activities in organizing adult education. The practical significance lies in identifying the specific features of the teacher activities in the system of additional professional education, in formulating clusters of teacher skills and their characteristics.

Currently, everything innovative very quickly becomes traditional, and traditional ways of solving problems are adapted to modern realities. Storytelling is an ancient skill that has evolved over the centuries and it has been updated by technology. In the educational process, stories occupy a special place, which researchers pay great attention to, but not all teachers use storytelling in teaching practice, due to the fact that a good story requires a creative approach. The aim of this article is to study and analyze the literature of domestic and foreign authors who study aspects of storytelling in various fields of activity, including education, as well as to identify storytelling methods and techniques in the professional training of future managers. The study used theoretical and empirical methods such as analysis and comparison. Analysis of the literature allowed us to consider storytelling techniques in different fields, from politics to the restaurant business. And in every field, storytelling is used for the same purposes – to convey information, form listeners’ opinions about a problem, and call for action. All these goals are related to the goals of education, according to which there is a need to identify methods and techniques of storytelling in education. As a result of the study, the main methods of storytelling in education were defined, which include “Hero’s path”, “False start”, “Main event”, “Similar ideas”, “Circles on the water”, “Sparkline”, “Petals”. Each of the listed techniques is applicable in teaching practice and can be adapted to any topic being studied. The pedagogical storytelling techniques include analogy, surprise, environment, anaphora and metaphor, emotionality and vivid elements. Moreover, these techniques can be used both in textual and oral storytelling. Based on the analysis, we can talk about the advantages of using storytelling in teaching practice. The theoretical significance of the study lies in the analysis of the works of domestic and foreign authors studying aspects of storytelling in various fields of activity, including education. The practical significance of the study is represented by the identification of techniques and methods of pedagogical storytelling, which can be adapted and applied in both theoretical and practical professional training of future managers.