Keyword: «pedagogical university»

The reduction in the number of representatives of younger generations among university teachers and the emerging problems of intergenerational interaction have set the task of finding conditions and factors of group solidarity. The article discusses the hypothesis that historical memory can become one of such foundations. In the context of preparation for the 80th anniversary of the Victory in the Great Patriotic War, the issue of preserving the historical memory of these events is becoming urgent. All this allowed us to formulate the goal of the article: to determine the possibilities of using the historical memory of modern generations of university teachers as a basis for group solidarity. The theory of generations, the theory of "imagined communities" and the theory of memorial culture ("memory studies") served as the theoretical basis for the study. The main research methods were theoretical (analysis, synthesis) and empirical (questionnaire) methods. 23 teachers from Omsk State Pedagogical University took part in the survey. The results of the empirical study allowed us to identify differences in modern generations of teachers: in priority sources and mechanisms for constructing memory of the war (school or works of art); in the heroes who personify it; priority commemorative practices associated with the memory of the war which are determined by individual characteristics and preferences. Despite the different conditions and events of generations’ emergence into adulthood, the historical memory of the war can be considered as the basis for group solidarity of the professional and pedagogical community. Historical memory, is not only the basis for group solidarity, it can strengthen it due to the similarity in the emotional perception of the tragic events of the war, intimate images of the war and the values that it generates. The obtained results and conclusions of the work allow us to adjust the scope of application of the theory of generations, to highlight the spaces of intergenerational integration. The practical significance of the study consists in the possibility of using it to select optimal sources, mechanisms and forms of constructing the historical memory of university teachers.

The relevance of this research is determined by the need for the digital transformation of teacher education and the search for effective models for training student teachers capable of working professionally in the new digital reality. Methodological training, as the core of a teacher's professional development, is of particular importance. It requires updating of content and technologies considering the didactic potential of neural network tools. The aim of the article is to provide a theoretical justification and a substantive description of promising directions for using neural networks in the methodological training of preservice mathematics teachers. The leading research method was a pilot study, implemented at the Institute of Mathematics, Physics, and Computer Science of V.P. Astafyev KSPU and at the Faculty of Mathematics of A.I. Herzen RSPU, with the participation of 48 students and 11 mentor teachers. During the pilot study, a semi-structured interview was used, which made it possible to identify the educational effects of integrating neural network tools into the methodological training process. The main results of the study: three strategic directions for using neural networks are substantiated and described – creating a "digital twin of a classroom," using neural networks as a simulator for testing lesson fragments, and using an AI simulator for complex pedagogical situations; a differentiation of the methodological competences of a preservice mathematics teacher is developed based on the criterion of the optimal environment for their formation (digital, traditional classroom, real pedagogical practice); pedagogical risks (substitution of live communication, devaluation of empathy) are identified, and a compensatory strategy of "augmented practice" is proposed. The theoretical significance of the article lies in substantiating the role of neural networks as an "intellectual opponent" and a "simulator of pedagogical situations," expanding scientific understanding of the possibilities for the digital transformation of methodological training. The practical significance is that the identified directions can be directly implemented into the educational process of pedagogical universities to modernize the content of methodological training and create educational and methodological support for a new generation.

This article examines the problem of organizing a health-preserving education system in higher education institutions for students majoring in pedagogy and psychology. The relevance of the study stems from the need for a systematic updating the content of teaching staff training in the field of health preservation in the context of implementing the "Core of Higher Pedagogical Education" concept. The preservice teacher is considered from three perspectives: as an individual of adolescence with inherent health risks; as a subject of the educational process, experiencing a number of negative factors in the social environment; and as a preservice teacher who, in the future, should be the bearer of healthy lifestyle standards for students. The aim of the work is to create a structural and substantive model of organizing a health-preserving education system in a humanitarian and pedagogical university, including target, substantive, organizational-procedural and evaluative-result blocks aimed at improving the effectiveness of educational and health-improving work in the educational organization. The following approaches were applied in the article to define the organization of a health-preserving education system in a humanitarian and pedagogical university: pedagogical (environment as a set of conditions and technologies organized by the teacher), psychological (environment as a space of psychological safety and comfort), medical and hygienic (environment as compliance with sanitary and epidemiological standards), socio-cultural (integrative) (environment as a way of life and health culture adopted in the organization). The key components of the institute's health-preserving system model are revealed, as well as the organizational and pedagogical conditions for the successful implementation of a health-preserving system at a pedagogical university. This study has high practical significance, as it not only proposes a model for organizing a health-preserving education system at a university but also provides a review of the scientific literature, allowing us to formulate the concept of a health-preserving educational environment as an open concept. This approach allows us to address the issue of the holistic development of preservice teachers, not just their professional competences. Summarizing the branch's many years of experience allows us to transfer successful practices to other educational institutions. This solves the problem of methodological support for the educational process by providing teachers with ready-made models, technologies, and forms of work in the field of a modern approach to the system of developing healthy lifestyle attitudes among students of a humanitarian and pedagogical university.