Marina G. Sergeeva

Modern teaching technologies require new skills from teachers, which they will be able to implement in their professional activities. The requirements of society, government and labor market change regularly. However, there are traditional teaching methods that are taking on new forms and modifications. Narration is a traditional form of teaching, which is used by lecturers, teachers, and mentors. People have always passed on their knowledge and experience through narration. Traditional lectures still remain relevant, but most often they do not contribute to the emergence of motivation for student learning. In this regard, a new form of narration is emerging - storytelling, thanks to which the process of transferring knowledge becomes more interesting and involving. Telling a story in any case involves feedback, which can be expressed in verbal and non-verbal signals, as well as in the form of reflection, and feedback, in turn, leads to the development of social interaction. The purpose of this article is to study and analyze the literature of domestic and foreign authors studying aspects of storytelling in education, as well as to determine the level of awareness of future managers about storytelling technology, and to analyze the readiness of students to use storytelling in the educational process. The study used theoretical and empirical methods such as questionnaires and observation. The main results of the study are the survey data obtained, confirming that storytelling technology is interesting to students as an educational method, as well as a method of interaction in management activities. In this regard, it was concluded that this technology needs to be introduced into the educational process of higher education institutions for preparing future managers. The theoretical significance of the study lies in the analysis of the works of domestic and foreign authors studying aspects of storytelling in education. The practical significance of the study is due to determining the level of awareness of future managers about storytelling technology, as well as in analyzing the readiness of students to use storytelling in the educational process.

Modern additional professional education sets the task of continuous education for teachers of general education organizations for the systematic updating of their professional competences and the development of teachers’ professional subjectivity. The professional subjectivity of a teacher is subjectivity that is realized in the professional field and allows the teacher to find solutions to professional contradictions, engage in professional self-development, and “remove” professional deficits in teaching and self-education. For the development of teacher’s professional subjectivity, appropriate conditions are necessary, one of which is the development and implementation of the concept for the development of teacher’s professional subjectivity in the system of additional professional education. The purpose of this article is to review and analyze the works of modern researchers who analyze the essence of subjectivity, professional subjectivity, its specifics, general characteristics, as well as presenting the basic grounds for the development of teacher’s professional subjectivity. The article resulted in the main provisions of the concept of teachers’ professional subjectivity development in the system of additional professional education. These are the following: 1- the development of any concept is determined by its relevance, social reasons, public demand; 2 – the concept of developing the professional subjectivity of a teacher in the system of additional professional education is based on the study of subjectivity phenomenon; 3 – the presented concept of the development of teachers’ professional subjectivity in the system of additional professional education is a system of theoretical-methodological and methodological-technological knowledge about the development of a teachers’ professional subjectivity, which contributes to more complete professional self-realization of the teacher. The theoretical significance of the study lies in the analysis of modern works of domestic and foreign scientists on issues of subjectivity, professional subjectivity. The practical significance of the study is in the development of the main provisions of the concept of developing the professional subjectivity of a teacher in the system of additional professional education, which can be applied in the process of upgrading teacher training.

Modern education pays increasing attention to innovative teaching methods that contribute to the development of key skills and competences among future specialists. One of these methods is storytelling, which is actively being introduced into the educational process of universities as a gaming technology for training future managers. The combination of the emotional appeal of stories and the ability to apply acquired knowledge in practice makes storytelling an effective tool for developing leadership skills, developing analytical thinking and decision-making in management majors. In this context, it is important to consider how storytelling can be used to successfully prepare future managers for the challenges of modern business. The aim of the article is to study and analyze the literature of domestic and foreign authors on the issue of using storytelling technology, as well as to determine the structure and characteristics of storytelling use as a pedagogical technology for training future managers in the higher education system. The main results of the article present the structure of storytelling as a pedagogical technology for training future managers in the higher education system, which includes 5 stages: introduction, the task of which is to establish contact with the audience; development of the plot, including a description of the actions of the characters and the consequences to which these actions lead; climax, in which the highest point of tension is reached; conclusion, accompanied by suppositions and summaries of the main lessons; discussion and interaction aimed at obtaining feedback from students. The characteristics of storytelling in the educational process are also identified, which include attractiveness and memorability, establishment of an emotional connection, development of creative thinking, participation and interaction, and the use of cases in real life. The theoretical significance of the study lies in the study and analysis of literature by domestic and foreign authors on the issue of using storytelling technology. The practical significance of the study lies in the development of the structure of storytelling as a pedagogical technology that can be used by teachers when preparing lecture and practical materials for future managers.

Education has rapidly begun to change its format with the introduction of artificial intelligence technologies into our lives. Traditional teaching methods are being modified to keep up with digital advances. Schoolchildren and students are already actively using artificial intelligence (hereinafter AI) and chat-GPT capabilities as a learning assistant. The purpose of this paper is to develop an experimental technology of implementing AI tools in the educational process of teaching a foreign language. The tasks of this study include a bibliographic review of available educational programmes based on artificial intelligence and trial testing of the developed technology. A review of scientific literature was conducted on articles devoted to the use of artificial intelligence in foreign language teaching, which resulted in the identification of promising methodological developments and weaknesses that negatively affect the teaching of a foreign language. Subsequent work included the development of a three-stage technology of using AI-based programmes in the formation of various aspects of foreign language speech in learners. The research base for the experimental work included 50 1st year medical students of the Peoples' Friendship University of Russia named after Patrice Lumumba. The training took place during the first academic semester from September to December 2023. Participants of the control group (25 students) studied a foreign language (English) according to the standard programme, the training of the experimental group with the same number of participants took place with the introduction of a step-by-step algorithm for the application of AI in the classroom and the use of AI programmes for independent work. The results of the conducted work consisted in the observation of an increase in the students' motivation to fulfil learning tasks, more active involvement in the learning process. Comparison of the final testing data showed a significant increase in the phonetic development of speech. The experimental group almost twice surpassed the control group in the correctness of pronunciation of lexical units (56% against 25%). The development of lexical skills and grammatical aspect of speech did not show big differences between the groups. Taking into account the stated results, we can conclude that the use of AI in the framework of students' language training programmes with a step-by-step technology of AI implementation has a great potential in the formation of various aspects of speech, especially its phonetic side.

Training and education are characterized by regular pedagogical conflicts, caused by contradictions that are characteristic of the educational process. The purpose of the article is to study, prevent and resolve pedagogical conflicts with the participation of its direct subjects: conflicts that arise within the framework of teaching and educational agency as a reaction to the difficulty of implementing its main or additional tasks (conflicts of this type occur due to complications in “business” relationships) ; conflicts of unjustified expectations that occur in the classroom or as part of extracurricular activities as a reaction to actions that diverge from the established rules of interaction between teachers and students, diverging from the mutual result that they naturally expect (conflicts of this type occur due to complications of “role” relationships); conflicts associated with psychological incompatibility that occur in the classroom or as part of extracurricular activities in connection with the individual specifics of the teacher and his/her students, not entirely harmonious combination of their temperaments and characters. The main results of the article are the consideration of a conflict of a pedagogical nature as a special phenomenon, as well as its aspects and functional properties, which allow us to conclude that this type of interpersonal clashes is a mandatory element of the education system, and anyone can be involved in this confrontation – from teachers and administration representatives to students and members of their families. The degree of negative impact of conflict on those who participate in it is directly dependent on such personal characteristics as conflict, which is present in some students, but absent in others. In addition, the wish to overcome differences in every of the opponents is of great importance. These factors are very significant for our research. In the framework of neutralizing a conflict situation, an important role is played by the implementation of a cooperation scenario (interaction, partnership), which is characterized by a high degree of involvement of all participants in the conflict in the process of overcoming it, the desire for compromise, balancing claims, and awareness of the importance of mutual communication. The main behavioral algorithm is designed to take into account approaches to conflict resolution at different stages in the context of the current conflict management model based on the principles of mediation. The integrated use of communication, administrative, mediation, and leadership skills of teaching staff is a primary factor influencing conflict management.