St. Tikhon’s University Review . Series IV: Pedagogy. Psychology

This article raises the problem of using domestic pedagogical experience, namely, the experience of the rural school of S.A.Rachinsky, in the realities of modern education.The purpose of the article is to substantiate the possibility of using the author's educational system S.A.Rachinsky in the national school today.Responding to this goal, the article is conditionally divided into two semantic parts.The first part reveals the commonality of the teaching and educational tasks of the Tatev rural school and the modern school.The setting of general tasks is an indicator that allows us to talk about the possibility of using the primitive pedagogical experience of Rachinsky.Another important indicator is the priority attitude towards education in the Tatev school, which is of great importance for modern society.In the second part of the article, the pillars of the author's system of Rachinsky are highlighted, which the school, having adapted to modern educational opportunities, can use when building educational activities.These include following the example of the teacher and the priest, relying on the national orientation and peasant realities in which the students of the Tatev school existed.The principles and features that make up the listed pillars of the Rachinsky system are already being implemented in many modern schools, so the conclusion of this article was the statement of the possibility of using the experience of the rural school of S.A.Rachinsky in modern education.

upbringing, domestic pedagogy, Tatev rural school, S.A.Rachinsky, teaching and educational tasks of the Tatev school, the commonality of the tasks of the Tatev and modern schools, the pillars of the author's system of S.A.Rachinsky, the pedagogical experience of the Rachinsky school today

1. Bagge M. (1999) Shkola S. A. Rachinskogo kak pedagogicheskaia sistema. St. Petersburg (in Russian).
2. Chukhin S. (2023) Osnovy dukhovno-nravstvennogo vospitaniia shkol’nikov. Moscow (in Russian).
3. Divnogortseva S. (2008) Dukhovno-nravstvennoe vospitanie v teorii i opyte pravoslavnoi pedagogicheskoi kul’tury. Moscow (in Russian).
4. Divnogortseva S. (2006) “Smysl, sushhnost’ i tsel’ vospitaniia v kontekste pravoslavnoi pedagogicheskoi kul’tury”. Vestnik Pravoslavnogo Sviato-Tikhonovskogo gumanitarnogo universiteta. Seriia IV: Pedagogika. Psihologiia, 2006, no. 3, pp. 68–87 (in Russian).
5. Gruzinskii A. (1928) Pis’ma Tolstogo i k Tolstomu. Moscow (in Russian).
6. Marchenkova V. (2009) Sergei Rachinskii — uchitel’ veka. Tatevo (in Russian).
7. Rachinskii S. (2013) “Iz dobrogo sokrovishcha serdtsa svoego…” Nizhny Novgorod (in Russian).
8. Rachinskii S. (2022) 1001 zadacha dlia umstvennogo shcheta. Moscow (in Russian).

Bezhevets Mariya

Bezhevets Dmitry

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The article defines the place occupied by Orthodox secondary schools in the state and Orthodox education system of modern Russia. The use of statistical, comparative, as well as interviewing methods, conversations and analysis of materials from official websites, reports on the activities of Orthodox schools, information provided by directors, teachers and employees of Orthodox secondary schools, made it possible to establish the following. Orthodox general secondary schools undergo state licensing and accreditation procedures and are required to conduct educational activities in accordance with the basic component of the Federal State Educational Standards. To implement the religious component as part of the main educational programs and to be included in the register of Orthodox schools, it is necessary to obtain a confessional representation of the Russian Orthodox Church. Control and verification of the level and quality of training of students, their final performance in the subjects of the Orthodox cycle is carried out by the Synodal Department of Religious Education and Catechization of the Russian Orthodox Church. The Standard of the Orthodox component of primary general, basic general, secondary (complete) general education for educational institutions of the Russian Federation presents the requirements for the results of mastering the Orthodox component. The Orthodox general education schools that exist today perform the function of meeting the educational needs of Orthodox believers, the function of including students in Orthodox culture through the introduction of the Orthodox component into the main educational programs of general education and the implementation of the sacral component of spiritual and moral education.

Orthodox general education schools, religious education, Orthodox education system, Orthodox pedagogy, history of pedagogy, school with Orthodox component,

1. Dukhanina L., Mertsalova T., Belikov A., Gorbovskii R., Zair-Bek S., Matiunenko Iu. (2019) “Chastnye shkoly Rossii: sostoianie, tendentsii i perspektivy razvitiia: Analiticheskii doklad”. Sovremennaia analitika obrazovaniia, 2019, no. 3 (24), pp. 4–70 (in Russian).
2. Krat A. (2022) “Istoriko-pedagogicheskie predposylki, usloviia i faktory otkrytiia pravoslavnykh obshcheobrazovatel˜nykh shkol v noveishei istorii Rossii”. Vestnik PSTGU. Seriia IV: Pedagogika. Psikhologiia, 2022, vol. 64, pp. 52–64 (in Russian).
3. Zen’kovskii V. (1996) Pedagogika. Moscow (in Russian).

Krat Anna

This article provides a brief historical overview of the Christian mission in Indonesia, which was started by the Roman Catholic Church in the 14th century, interrupted by the Protestants in the 17th century, and was resumed by the Catholics at the beginning of the 19th century. The author of the article confers a brief description of the historical events in Indonesia during these periods and dwells on the problems of mission and education in the country. The period when access to education, including pedagogical education, was available only to the Indonesian privileged, ended at the beginning of the 20th century with the start of the missionary activity of the Dutch Jesuit missionary, Franciscus Georgius Josephus van Lith. He established Catholic educational institutions, among them, in 1906, the Hollandsch Inlandsche Kweekschool, a system of teacher training schools to prepare indigenous Indonesian boys to become the new class of society — indigenous teachers. The school later developed into the first Jesuit college in Indonesia, Xaverius Muntilan College, which also became the first Catholic boarding school to offer secondary education to the indigenous people of Java and beyond. Xavier College subsequently influenced various areas of social life in Indonesia, preparing a cultural as well as political elite from the indigenous Indonesians who became partakers in the Catholic mission. The article discusses the history of the creation of this school, characterises the pedagogical views of Romo van Lit, his approaches to the organisation of pedagogical activity and teacher training. In conclusion, it is noted that Romo van Lit was able to create an unprecedented system of educational institutions in a foreign land, which, for more than a century of existence, has gained academic recognition, by reason of its unique professional training programs for Catholic school teachers, which include the traditional values of the Indonesian people. This historical feature of teacher training in Indonesia continues to the present time.

Catholic school, education, teacher, missionary, Indonesia, indigenous education, teacher training.

1. Aritonang J. S. (1993) Missionary Schools in Batacland (Indonesia), 1861–1940. Leiden.
2. Aritonang J. S, Stenbrink K. A. (eds) (2008) The History of Christianity in Indonesia. Leiden.
3. Hoiken A. Sj. (2008) Orang Kristen di Asia. Jilid I Dari Yerusalem ke Beij ing: dari abad I hingga XV. Jakarta.
4. Lishchak V. (2011) “Pordenone”. Anthropology of Integra, 2011, vol. 2, no. 2, pp. 63–74.
5. Taylor J. G. (2013) Global Indonesia. New York.

Idrus Asrinda

The present article attempts to answer the question of the possibility and pedagogical expediency of harmonizing religious and natural science knowledge in the classroom within the framework of the parish education of children. For quite a long time, natural science knowledge was used as a powerful means of atheistic propaganda and destruction of any thought about faith and religion among the people. At present, there remain difficulties in combining scientific knowledge and religious faith in science and educational practice. As a result of the materialistic approach to teaching natural science subjects at school, the young believers reject the biblical picture of the world offered in Sunday School as contradicting scientific knowledge and suffer from ideological dualism.The purpose of the present work is to substantiate the necessity and value of integrating elements of natural science knowledge into the educational process of Sunday School through effective ways of its implementation. The article reveals the theoretical aspects of the indicated problem and describes practical methods of integrating natural science knowledge into religious education within the framework of parish activity. Such forms of integration as natural science laboratories of a young naturalist, master classes, creative workshops and others are singled out as the most efficient. Basing on the available practical experience, the article presents the real and expected educational effects and highlights the pedagogical conditions that contribute to their achievement.The author expresses the hope that due to the integration of elements of natural science knowledge into the religious education of children, it will be possible to avoid the ideological and religious crisis among teenage schoolchildren and reduce the number of children who abandon the faith planted by parents and teachers and leave the confines of the church.

Sunday school, Orthodox enlightenment, parish care of children, natural science knowledge, religious education, Christian worldview, activity approach.

1. Gapontsev V., Gapontseva M. (2015) “Estestvenno-nauchnoe obrazovanie: sootnoshenie nauchnogo i religioznogo znaniia v svete printsipa simmetrii. Ch. 2: Primery otbora soderzhaniia obshchego estestvenno-nauchnogo kursa na osnove printsipa simmetrii”. Obrazovanie i nauka, 2015, no. 6 (125), pp. 4–18 (in Russian).
2. Gribov L. (1993) “Nauka i religiia: ot konfrontatsii k dopolnitel’nosti”. Vysshee obrazovanie v Rossii, 1993, no. 2, pp. 26–33 (in Russian).
3. Gryzhankova M. (2014) “Dukhovno-nravstvennye tsennosti khristianstva kak osnovanie traditsionnykh kul’turno-obrazovatel’nykh i vospitatel’nykh form”. Integratsija obrazovaniia, 2014, no. 4, pp. 60–64 (in Russian).
4. Lifintseva N. (2008) “K. D. Ushinskii o formakh vzaimnogo sootneseniia i garmonii very i nauchnogo znaniia v obrazovanii”. Vestnik PSTGU. Seriia IV: Pedagogika. Psikhologia, 2008, vol. 2 (9), pp. 29–38 (in Russian).
5. Mikhalkin V. (2010) “Metodologicheskii resurs kursa fi ziki v dostizhenii tselostnosti vospitaniia i obrazovaniia”. Integracija obrazovanija, 2010, no. 1, pp. 91–93.
6. Mikhalkin V. (2015) “Integratsiia i dopolnitel’nost’ obshchenauchnykh i religioznykh znanii v mirovozzrencheskom aspekte vysshego obrazovaniia”. Integratsija obrazovaniia, 2015, vol. 19, no. 3, pp. 108–114 (in Russian).
7. Smyk A. (2011) “Vzgliady Lui de Broilia na prepodavanie fiziki”. Fizicheskoe obrazovanie v vuzakh, 2011, vol. 17, no. 4, pp. 72–76 (in Russian).
8. Urbanovich L. (2022) “K diskussii o primenenii sovremennykh razvlekatel’nyh″ i uvlekatel’- nyh″ form i metodov pravoslavnogo prosveshchenia detei v prikhodskoi deiatel˜nosti”. Teologicheskii vestnik Smolenskoi pravoslavnoi dukhovnoi seminarii, 2022, no. 2, pp. 122–132 (in Russian).
9. Urbanovich L. (2022) “K voprosu ob usloviiakh formirovaniia blagoraspolozhennoi k detiam sredy″ na pravoslavnom prikhode v kontekste novoi paradigmy”. Teologicheskii vestnik Smolenskoi pravoslavnoi dukhovnoi seminarii, 2022, no. 1, pp. 126–140 (in Russian).
10. Urbanovich L. (2021) “Pravoslavnaia voskresnaia shkola na poroge peremen: osmyslenie istoricheskogo opyta i kontseptual’naia perezagruzka”. Teologicheskii vestnik Smolenskoi pravoslavnoi dukhovnoj seminarii, 2021, no. 3, pp. 105–120.
11. Vasilevskaia V. (1993) “Uchenie Ushinskogo o vospitanii”, in S. Kulomzina (ed.), Nasha Tserkov’ i nashi deti. Moscow (in Russian).

Urbanovich Liubov

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The article describes and substantiates the use of a new pedagogical technology – a workshop in a Sunday school. The actual problems of the organization of educational activities in Sunday schools in the context of their development history are identified and the expediency of teachers' appeal to new pedagogical technologies is shown. The text briefly describes the existing experience of using a pedagogical workshop in general education organizations, describes in detail the stages of workshops, justifies the names of each stage and presents their compliance with the requirements for Sunday school classes. For clarity and persuasiveness, the article provides a lesson plan in Sunday school with pupils of different ages on the topic "About the creation of the world". Special attention is focused on the most important stages of the workshop, such as induction, rupture and reflection. In conclusion, the article concludes that the use of a pedagogical workshop in Sunday school classes allows overcoming a number of difficulties, such as the lack of a material base and the multi-age nature of pupils, contributes to the personal experience of the student and teacher of his meeting with God and revelation, which should lead to the inner work of a person on himself and his spiritual transformation.

pedagogical workshop, revelation, Sunday school, teaching principles, values, way, meeting

1. Belova N. (1994) “Ia znanie postroiu v masterskoi. Iz opyta ispol’zovaniia metodiki pedagogicheskoi masterskoi v obuchenii biologii”. St. Petersburg (in Russian).
2. Galitskikh E. (2003) “Ot serdtsa k serdtsu. Masterskie tsennostnykh orientatsii dlia pedagogov i shkol’nikov”. St. Petersburg (in Russian).
3. Galitskikh E. (2006) “Vstrecha vzroslogo i rebenka”. Upravlenie shkoloi, 2006. no. 9 (in Russian).
4. Mukhina I. (2002) “Chto takoe pedagogicheskaia masterskaia?”, in I. Muhina, T. Eremina (eds), Masterskie po literature: integratsiia innovatsionnogo i traditsionnogo opyta. St. Petersburg.
5. Ushinskii K. (2015) “Russkaia shkola”. Moscow (in Russian).

Gusakova Victoria

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The article considers the prerequisites for the construction of personalized educational systems in rural primary schools. Modern conditions force the rural school to reconsider the main tasks of its activities, primarily related to the professional mobility of students, which is directly expressed in a conscious and responsible choice of their future profession. In this regard, the conditions and possibilities of the personalized education system (PSV) in the professional orientation of high school students of rural primary school are analyzed. The necessity of the use of PSV in the formation of professional self-determination of schoolchildren in the conditions of rural basic secondary school is identified and justified. The practical experience of cooperation between the school and the family is summarized, which allows, on the basis of an individually differentiated approach, to build the interaction of PSV participants in the plane of professional self-determination. The experience of pedagogical interaction of schools of the Klin city district of the Moscow region in the construction of PSV is presented. The approbation of methods and means of building a PSV, implemented in the conditions of a rural primary school, was carried out. The specifics of the conditions of the main rural school, favorable to the creation of an environment in which personalized educational systems will be designed and implemented, are summarized. Based on the data obtained, conclusions are drawn about the dependence of the probability of participation of high school students in building their own personalized educational system in a rural primary school on the level of educational potential of their family.

education, personalized system of education, federal state educational standard (FGOS), professionally-oriented activity, professional self-determination of high school students, educational potential of the family, rural basic secondary school, rural school conditions

1. Baiborodova L. (2019) Pedagogicheskoe obespechenie dostupnosti dopolnitelnogo obrazovaniia selskikh shkolnikov. Moscow (in Russian).
2. Baiborodova L., Sokolov A., Korneeva M. (2009) Izuchenie istorii v srednei shkole. Yaroslavl (in Russian).
3. Kot’kova G. (2019) “O kategorii tsennosti″ v sovremennom vospitanii sel˜skogo shkol˜nika”, in Problemy i perspektivy razvitiia selskih obrazovatel’nykh organizatsii: materialy Mezhdunarodnoi nauchno-prakticheskoi konferencii (Yaroslavl, 28–30 marta 2019 g.). Yaroslavl, 2019, pp. 101–107 (in Russian).
4. Kuz’min R. (2003) “Shkola v gorode i shkola na sele, ili naidite desiat’ otlichii”. Gaudeamus: Psikhologo-pedagogicheskii zhurnal, 2003, vol. 2, no. 4, pp. 202–204 (in Russian).
5. Simakova T. (2017) “Sem’ia kak sub″ekt personifitsirovannoi sistemy vospitaniia rebenka”. Klassnyi rukovoditel’, 2017, no. 3, pp. 30–38 (in Russian).
6. Stepanov E. (2017) “Personifitsirovannaia sistema vospitaniia: pervonachal˜nye predstavleniia”. Klassnyi rukovoditel’, 2017, no. 3, pp. 5–16 (in Russian).

Neklyudova Lyudmila

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

Mukhametova Olga

The present study is the result of empirical studies devoted to the study of the possibilities of forming components of traditional family consciousness among university students. The relevance of the work is due to the destabilization of the institution of the family with the emergence of demographic problems, which encourages the search for ways to revive the family lifestyle, which is based on traditional family consciousness, which contributes to the solution of life-meaning problems related to the acquisition of identity in intersex and marital-family relations, and is the basis for the creation of a traditional family, which is the most important way to prevent demographic problems and anthropogeny. The paper presents the author's approach in understanding the traditional family consciousness, the possibilities of its study and formation in an educational environment. A diagnostic algorithm has been developed that includes a set of techniques that allow identifying the initial level of the components of family consciousness (attitude-cognitive, value-semantic, activity-behavioral) and its individual components (ideas about family, expectations from family, emotional stereotypes associated with family, family meanings, family values, family image, attitudes, behavioral practices related to family, etc.). The results of a formative experiment conducted among university students, including the implementation of family-oriented programs developed by the author of the work ("Orthodox family studies" for students of SAMDS, as well as "Development of family consciousness of personality" for students of universities of SamGUPS), are presented. The results obtained, processed using methods of mathematical statistics and modeling, allowed us to conclude that there is a positive dynamics among some students in the context of the formation of components of family consciousness within the framework of the traditional model based on essential fundamentals, which encourages further work in this direction.

traditional family consciousness, youth, educational environment, formation, family-oriented disciplines, dynamics, results.

1. Zaharchenko M. (2016) Dukhovno-nravstvennoe razvitie i vospitanie shkol̓nikov: teoriia, praktika, opyt. St. Petersburg (in Russian).
2. Il˜in I. (1993) Put’ k ochevidnosti. Moscow (in Russian).
3. Il˜inykh S. (2014) “Tipologiia semeinogo soznaniia studencheskoi molodezhi: opyt sotsiologicheskogo analiza”. Vestnik Buriatskogo gosudarstvennogo universiteta, 2014, no. 14 (1), pp. 50–57 (in Russian).
4. Morozova E. (2018) “K voprosu ob aktualizatsii poniatiia fenomen semeinogo soznaniia″ v pedagogicheskoj nauke. Kul’turno-istoricheskii i psikhologicheskii analiz konteksta”. Izvestiia Samarskogo nauchnogo tsentra RAN. Sotsial’nye, gumanitarnye, mediko-biologicheskie nauki, 2018, vol. 20, no. 4, pp. 27–33 (in Russian).
5. Rean A. (2016) “Otnoshenie molodezhi k institutu sem’i i semeinym tsennostiam”. Natsional’nyj psikhologicheskii zhurnal, 2016, no. 1 (21), pp. 3–8 (in Russian).
6. Savenkov A. (2008) “Obrazovatel’naia sreda”. Shkol̓nyi psikholog, 2008, no. 19, pp. 4–9 (in Russian).

Morozova Elena

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The relevance of this article is due to the need for the formation of environmental knowledge of younger schoolchildren in modern conditions. One of the interesting and promising areas is the study of succession in the wild. The article reflects the essence of the concept of "succession", describes the work on the formation of environmental knowledge in primary school children through the study of succession in the wild, presents the results of the experiment, clearly demonstrating positive changes in indicators in the field of environmental knowledge.As is known, succession is a natural sequential change in the ecosystem, in which one biocenosis in a given area of the lithosphere is gradually replaced by another. If the conditions for the change of biocenoses are not violated by external factors, the succession is directed, predictable. Although physical factors determine the nature of succession, it is controlled by the biological community. The conducted pedagogical experiment speaks about the effectiveness of the use of visual. Elementary school children were able to learn about the concept of "succession," despite the fact that this topic is not usually taught in elementary school.

junior high school student, ecological knowledge, succession, wildlife, conditions for the formation of ecological knowledge, pedagogical experiment, education program

1. Grzhimek B. (1988) Ekologicheskie ocherki o prirode i cheloveke. Moscow (in Russian).
2. Daniliuk A., Kondakov A., Tishkov V. (2010) “Kontseptsiia dukhovno-nravstvennogo razvitiia i vospitaniia lichnosti grazhdanina Rossii: izvlecheniia”. Narodnoe obrazovanie, 2010, no. 1, pp. 39–46 (in Russian).
3. Zarubina L., Konovalov V. (2014) Ekologo-fiziologicheskie osobennosti eli v berezniakakh chernichnykh. Arkhangelsk (in Russian).
4. Kiselev V. (2000) Osnovy ekologii. Minsk (in Russian).
5. Morozov G. (1949) Uchenie o lese. Leningrad (in Russian).
6. Razumovskii S. (1981) Zakonomernosti dinamiki biotsenozov. Moscow (in Russian).
7. Sukachiov V. (1945) “Biogeotsenologiia i fi totsenologiia”. Doklady AN SSSR, 1945, vol. 47, no. 6, pp. 447–449 (in Russian).
8. Chernova N., Bylova A. (1981) Ekologiia. Moscow (in Russian).

Mumrikov Oleg, archpriest

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

Konstantinova Vasilisa

The issues of improving the quality of education in the context of the growing environmental crisis and the decline in the population health of students require thinking of the lessons within the scope of nature-friendly organization of the educational process, which is especially important in the context of the current pandemic period.Objective of the study is to consider a new type of educational lesson for a university – a “fresh” lesson in the open air, developing a plan for a ‘fresh” lesson in physics.Methodology and research methods: the article reveals the methodological aspects of domestic and similar foreign experience in organizing outdoor training lessons, the prototypes of “fresh” training lessons in the pedagogical heritage of the classics are considered; a sociological survey on the research problem was conducted.Scientific novelty: the concepts of “fresh lesson” and “pedagogical fresh technologies” are substantiated and introduced into scientific circulation, empirical data on the problem under study are obtained, and didactic tools for a “fresh” lesson are developed.Practical significance: practical recommendations are proposed for organizing “fresh” training lessons on the territory of the green zone of an educational institution, recommendations and the development of a training lesson in Physics for undergraduate students of universities, colleges or high school students.Results: the changes in the motivation of students in the conditions of a new type of practical training for a university, college and school - a “fresh” lesson in nature are considered, the importance of “fresh” pedagogical fresh technologies for the health keeping of students and the greening of the educational process is disclosed, the results of an empirical study on implementation of “fresh” training lessons in the educational process of the university.

“fresh” educational lesson, greening, health preservation, pandemic, pedagogical fresh technologies, methodical development, physics lesson, light dispersion.

1. Golovko O., Lej V., Mikhailova A., Smirnova T. (2022) “Svezhee″ uchebnoe zaniatie: novyi vzgliad na privychnoe”. Fizicheskaia kul’tura: vospitanie, obrazovanie, trenirovka. 2022, no. 1, pp. 31–33 (in Russian).
2. Zakhlebnyi A., Dziatkovskaia E. (eds) (2017) Idei ustoichivogo razvitiia v shkole: otechestvennyi i zarubezhnyi opyt adaptatsii idei ustoichivogo razvitiia k predmetnym oblastiam obshchego obrazovaniia. Moscow (in Russian).
3. Lej V. (2018) “Svezhii″ urok kak zdorov’esberegaiushchaia forma organizatsii obucheniia”, in Sbornik nauchnykh trudov II Mezhdunarodnoi nauchno-prakticheskoi konferentsii “Dobrodeevskie chteniia-2018” (18–19.10.2018, Moscow), pp. 226–227 (in Russian).
4. Podlasyi I. (2010) Energoinformatsionnaia pedagogika. Moscow (in Russian).
5. Sukhomlinskii V. (1982) Razgovor s molodym direktorom shkoly. Moscow (in Russian).
6. Tailakova E. (2012) “Vospitanie ekologicheskoi kul˜tury detei i molodezhi v Finliandii i Shvetsii”. Vestnik Bashkirskogo universiteta, 2012, vol. 17, no. 3, pp. 1398–1402 (in Russian).
7. Tiumaseva Z. (2006) Ekologiia, obrazovatel’naia sreda i modernizatsiia obrazovaniia. Chelyabinsk (in Russian).
8. Tolmacheva E. (2021) “Teoreticheskie aspekty defi nitsii “prirodosoobraznoe obuchenie” i “pedagogicheskaia model˜”. Nauchnyi zhurnal NovaUm.Ru. 2021, no. 33, p. 128 (in Russian).

Golovko Olga

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

Mikhaylova Alla

Higher education, being primarily professional education, aims to train a specialist with the necessary qualifications aimed at solving professional problems in a particular sector of the economy, and is also focused on the formation of a harmoniously developed personality. In this regard, pedagogical education, also focused on the training of a teacher of a certain qualification, puts the foundation of professional knowledge and practical pedagogical skills as pedagogical and methodological competencies as the basis of training, and for a teacher of a foreign language, the subject competence is the formation of a foreign language communicative competence of a certain level. This article describes the theoretical features of the formation of professional competence of a teacher in undergraduate studies as a basic level of professional education based on theoretical and methodological provisions and functional components of education; also, on the basis of an experimental study, the formed communicative and methodological levels of readiness of future teachers of a foreign language were determined, as a result of which a lack of methodological knowledge of future teachers in terms of the practical organization of the teacher's work was established. One can also note the absence in the education standards of specific requirements necessary for professional activity. In particular, for a foreign language teacher, the specific knowledge, skills and abilities required for further work are not indicated.

higher pedagogical education, bachelor's degree, teacher training, foreign language, professional competence, professional competences, pedagogical competence, methodological competence

1. Ariian M. (2018) “Professional̓naia podgotovka uchitelia inostrannogo iazyka v novykh obrazovatel̕nykh usloviiakh”. Prepodavatel’ XXI vek, 2018, no. 1/1, pp. 41–54 (in Russian).
2. Kulikova G. (2019) “Osnovnye tendentsii razvitiia skvoznykh tekhnologii tsifrovoi ekonomiki Rossii”. Vestnik obrazovatel>nogo konsortsiuma Srednerusskii universitet. Informatsionnye tekhnologii, 2019, no. 2, pp. 38–42 (in Russian).
3. Lodatko E. (2014) “Tipologiia pedagogicheskikh modelei”. Vektor nauki Tol’iattinskogo gosudarstvennogo universiteta. Seriia: Pedagogika, psikhologija, 2014, no. 1 (16), pp. 126–128 (in Russian).
4. Pisareva S., Puchkov M., Rivkina S., Triapitsyna A. (2019) “Model’ urovnevoi otsenki professional’noi kompetentnosti uchitelia”. Science for Education Today, 2019, vol. 9, no. 3, pp. 151–168 (in Russian).
5. Rybakina N. (2018) “Obrazovatel̕naia kompetentsiia: sushhnost’ i pedagogicheskaia model’ formirovaniia v kontekste nepreryvnogo obrazovaniia”. Obrazovanie i nauka, 2018, vol. 20, no. 5, pp. 32–55 (in Russian).
6. Shevtsova K. (2019) “Dvukhurovnevaia sistema obrazovaniia v Rossii. Preimushchestva i nedostatki”, in Sovremennye tendentsii i innovatsii v nauke i proizvodstve: VIII Mezhdunarodnaia nauchno-prakticheskaia konferentsiia (Mezhdurechensk, 03–04.04.2019). Kemerovo, pp. 359–364 (in Russian).
7. Todzhibaeva K. (2018) “Professional’naia pedagogicheskaia kompetentnost’ uchitelia: fenomenologiia poniatiia”. Voprosy nauki i obrazovaniia, 2018, no. 27 (39), pp. 95–97 (in Russian).
8. Trubina L., Erokhina E. (2022) “Soderzhanie i novye formy organizatsii predmetno-metodicheskoi podgotovki v usloviiakh vnedreniia ‘iadra pedagogicheskogo obrazovaniia’”. Nauka i shkola, 2022, no. 4, pp. 34–44 (in Russian).
9. Zav’ialova G., Panibratenko M., Reut L. (2018) “Sravnitel’nyi analiz obrazovatel̕nykh standartov FGOS VO (FGOS 3+) i FGOS VO (FGOS 3++) po napravleniiu ‘Pedagogicheskoe obrazovanie’ (s dvumja profi ljami podgotovki)”. Grani poznaniia, 2018, no. 3, pp. 21–25 (in Russian).

Danko Yury