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

This article deals with a marketing approach to designing the profi le of higher school educational programmes and presents results of marketing research. The methodological basis of the study is the international algorithm for creating educational programmes, including surveys and focus groups. The study involved 1092 students of upper secondary schools in the period from January until December 2016. According to the analysis of trends in social and economic development and to educational needs of various social groups, the profi les of educational programmes in the humanities have been identifi ed. The model for developing educational programmes on the employer’s request in concordance with federal programmes for a specifi c administrative territory has been off ered. The organisational model using network forms is introduced to implement conditions for the eff ective management of vocational guidance and educational activities. The most attractive higher education programmes in the humanities now are “International Marketing”, “World Economy”, “Civil Law”, “Education Psychology” and “Personnel Management”.

design, profile of educational programme, marketing approach, target audience, research results

1. Djukarev I., Karavaeva E., Demchuk A., Benej tone P., Gonsales H., Vagenar R., eds., Na puti k sopostavimosti programm vysshego obrazovanija. Informacionnyj obzor, Bil'bao, 2013.
2. Federal'nyj zakon “Ob obrazovanii v Rossij skoj Federacii”: po sostojaniju na 2015 god: s kommentarijami k poslednim izmenenijam, Moscow, 2015.

Litvinova Svetlana

*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.

Tanvel Irina

This article deals with a problem of the harmonious combination of biblical and modern views on the world-universe-oecumene and aims to demonstrate that ignoring the cultural and historical context of the events described (such as the Flood, the settlement of ancient peoples) can lead to a possibility of the crisis of faith. This danger of cognitive dissonance and the crisis of faith is particularly possible if too simplistic an approach to teaching the course “Foundations of the Orthodox Culture” takes place in the secondary school, and to religious education in the Sunday school, as well in other spheres of missionary and catechetical work. In the fi rst hand, it pertains to the study and explanation of the fi rst chapters of the Book of Genesis, which always provoke interest with any readers. However, following the tradition of serious attention to the historical and cultural context, already established by early Christian commentators of the Bible, it is possible to preserve the traditional literal and historical understanding of the meaning of events that took place in the biblical universe-oecumene, to look at them through the eyes of their contemporaries and authoritative Orthodox commentators of divinely inspired texts. Moreover, this approach, namely the cultural-historical and semantic accomodation, forestalls the cognitive dissonance, ideological crisis of faith and marginalization.

biblical apologetics, universe, Great Flood, catechism, Orthodox culture, Orthodox worldview, Orthodox mission, Orthodox pedagogy, oecumene, exegesis

1. Alferov Timofei, sviashch., Dve kosmogonii. Evoliutsionnaia teoriia v svete sviatootecheskogo ucheniia i argumentov kreatsionnoi nauki, Moscow, 1999.
2. Beliaev L. A., “Geografi ia bibleiskaia”, in: Pravoslavnaia entsiklopediia, Moscow, 3, 2005, 649–652.
3. Beliaev L. A., Merpert N. Ia., “Arkheologiia bibleiskaia”, in: Pravoslavnaia entsiklopediia, Moscow, 3, 2001, 506.
4. Eluel U. i Kamfort F., eds., Bol'shoi bibleiskii slovar', Moscow, 2007.
5. Vert'ianov S., Proiskhozhdenie zhizni. Ocherk estestvoznaniia. Fakty. Gipotezy. Dokazatel'stva, Moscow, 2003.
6. Gerodot, Istoriia, Leningrad, 1972.
7. Golovin S. L., Vsemirnyi Potop: mif, legenda ili real'nost'? Populiarnoe vvedenie v bibleiskii katastrofizm, Moscow, 2000.
8. Ditmar A. B., Rubezhi oikumeny: Evoliutsiia predstavlenii antichnykh uchenykh ob obitaemoi zemle i prirodnoi shirotnoi zonal'nosti, Moscow, 1973.
9. Ieronim Stridonskii, Evreiskie voprosy na Knigu Bytiia, Moscow, 2009.
10. Klavdii Ptolemei, “Geografi ia (otryvki)”, in: Drevnii Vostok v antichnoi i rannekhristianskoi traditsii (Indiia, Kitai, Iugo-Vostochnaia Aziia), Moscow, 2007, 212–247.
11. Lomonosov M. V., “Iavlenie Venery na Solntse: Pribavlenie”, in: Polnoe sobranie sochinenii. Trudy po fizike, astronomii i priborostroeniiu 1744–1765 gg., Moscow, Leningrad, 1955, 4, 373–374.
12. Morris G., Bibleiskie osnovaniia sovremennoi nauki, St. Petersburg, 1995.
13. “Nekotorye teksty po geografi i”, in: Antichnaia geografiia, Moscow, 1953, 238–262.
14. Strabon, Geografiia, Moscow 1994.
15. “Khristianskaia topografiia (otryvki)”, in: Drevnii Vostok v antichnoi i rannekhristianskoi traditsii (Indiia, Kitai, Iugo-Vostochnaia Aziia), Moscow, 2007, 315–319.
16. Eratosfen, “Geografiia (fragmenty)”, in: Antichnaia geografiia, Moscow, 1953, 84–99.
17. Iunker R., Sherer Z., Istoriia proiskhozhdeniia i razvitiia zhizni, Minsk, 1997.

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.

The article presents the results of analysis of moral aspects of the representation of the socially vulnerable groups in school textbooks. We consider the social classification as a factor that forms the social structure. The classification system is reflected in public discourse around issues of social policy, as having a moral dimension. It fixes codes of desirable and undesirable behavior, institutionalizes the behavioral practices and patterns of perception. The textbook becomes a tool for translation of existing practices to new generations. The empirical base of the study consisted of the textbooks on the subjects “World Around” (primary school) and “Social Science” (5-11 class). The set of textbooks for the elementary schools includes for the analysis 4 fragments, for grades 5-9 – 37 fragments, for grades 10-11 – 35 fragments. For characteristics of the articles were recorded 1) the objects (individuals and social groups or impersonal social structures), 2) causes and solutions. The consideration of the examples of vulnerable groups in school textbooks has allowed a) to trace changes in representation of themes in textbooks aimed at different age groups, b) to identify the degree of similarity in the representation of different groups, combined in the category of "social insecurity". A normalizing discourse is dominating in relation to the poor or unemployed. It attributes the actor's responsibility and guarantees equal access to important resources. People with disabilities, the elderly and single-parent families are represented in the discriminatory discourse, in which the individual represented as an object of care, or in the discourse of avoidance, aimed at the symbolic removing of the problem of reality.

moral motives, socially vulnerable groups, school textbook, discourse analysis, social categorization, moral order, social policy

1. Bogdanova E. A., “Sovetskij opyt regulirovanij a pravovyh otnoshenij, ili «v ozhidanii zaboty»”, in: Zhurnal sociologii i social'noj antropologii, IX, 1 (34), 2006, 77–90.
2. V. G. Bezrogov, T. S. Markarova, eds., “«Nachalo uchenij a dѣtem»: rol' knigi dlja nachal'nogo obuchenij a v istorii obrazovanij a i kul'tury: Sbornik statej”, in: Trudy seminara “Kul'tura detstva: normy, cennosti, praktiki”, Moscow, 16, 2014.
3. “Kartinki v moem bukvare”. Pedagogicheskaja semantika illjustracij v uchebnike dlja nachal'noj shkoly, Moscow, 2013.
4. L. N. Bogoljubov, ed., Obshhestvoznanie. 10 klass: uchebnik dlja obshheobrazovatel'nyh uchrezhdenij, Moscow, 2014.
5. L. N. Bogoljubov, ed., Obshhestvoznanie. 11 klass: uchebnik dlja obshheobrazovatel'nyh uchrezhdenij, Moscow, 2014.
6. L. N. Bogoljubov, L. F. Ivanova, eds., Obshhestvoznanie. 6 klass: uchebnik dlja obshheobrazovatel'nyh uchrezhdenij, Moscow, 2012.
7. L. N. Bogoljubov, L. F. Ivanova, eds. Obshhestvoznanie. 7 klass: uchebnik dlja obshheobrazovatel'nyh uchrezhdenij, Moscow, 2013.
8. L. N. Bogoljubov, L. F. Ivanova, eds., Obshhestvoznanie. 8 klass: uchebnik dlja obshheobrazovatel'nyh uchrezhdenij, Moscow, 2011.
9. L. N. Bogoljubov, L. F. Ivanova, eds. Obshhestvoznanie. 9 klass: uchebnik dlja obshheobrazovatel'nyh uchrezhdenij, Moscow, 2012.
10. Orlova G.? «Karty dlja slepyh»: politika i politizacija zrenija v stalinskuju jepohu, in: E. Jarskaja-Smirnova, P. Romanov, eds., Vizual'naja antropologija: rezhimy vidimosti pri socializme, Moscow, 2009, 57–105.
11. Pleshakov A. A., Mir vokrug nas. Ucheb. dlja 3 kl. nach. shk. V 2 ch. Moscow, 2, 2005.
12. Jarskaja-Smirnova E. R., Sociokul'turnyj analiz netipichnosti, Saratov, 1997.
13. Apple M. W., Christian-Smith L. K., eds., The Politics of the Textbook, New York, 1991.
14. Douglas M., Purity and Danger: An Analysis of the Concepts of Pollution and Taboo, New York, 1966.
15. Foucault M., The History of Sexuality, Vol. 1, An Introduction, London, New York, 1978.
16. Habermas J., The Structural Transformation of the Public Sphere: An Inquiry into a Cate gory of Bourgeois Society, Cambridge, 1989.
17. Hunter J. D. Culture Wars, New York, 1991.
18. Scheff T. J., Retzinger S. M., Violence and emotions: Shame and rage, in: destructive conflicts, Lexington, 1991.
19. Steensland B., Moral Classification and Social Policy, in: S. Hitlin, S. Vaisey, eds., Handbook of the Sociology of Morality, Springer Science+Business Media, LLC, 2010, 455–468.
20. Tilly C., Durable Inequality. Berkeley and Los Angeles, CA, 1998.
21. Turner J. H., Stets J. E., The sociology of emotions, Cambridge, 2005.

Kozlova Maria

*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.

Исследование выполнено в рамках Программы фундаментальных исследований Национального исследовательского университета «Высшая школа экономики» (НИУ ВШЭ) и с использованием средств субсидии на государственную поддержку ведущих университетов Российской Федерации в целях повышения их конкурентоспособности среди ведущих мировых научно-образовательных центров, выделенной НИУ ВШЭ

Within the 19th and 20th centuries the visual components of the primers acquired an independent didactic value. It was a crucial change in the role of visuals in the manuals for initial literacy. In particular, a variety of pictorial materials have become widely used in the elementary religious instruction. In our study, we traced their historical evolution throughout the "long nineteenth century" in Russia. The sample for the article are the Russian primers published in 1800-1917 in capital and provincial cities by state, church and private publishers, N 209. Religion visuals were used by publishers in 63 manuals. The number of primers with visual religious content is growing, but their relative percentage does not change. 1800-1864: 9 from 29. 1865-1899: 31 from 95. 1900-1917: 28 from 85 manuals. All visuals we have identified according the following types of their content: religious emblems and symbols; multi-figured illustrations for biblical persons and narratives; depicting of religious practices. In the study, we show the dynamics of the use of religious visuals in primary textbooks: from small drawings of a decorative character, not related to texts, to an illustrated Holy Bible narratives without any textual content. We see qualitative changes in the functions of religious visual elements in elementary textbooks printed in 1800-1917 from the dominance of decorative and orienting functions to the appearance and development of didactic ones. We consider that this process demonstrates us the progression and crucial changes within the approaches to religious education for the initial schooling. To reconstruct the practice of using religious visuals in Russian schooling during the 19th century we need additional research of teachers’ guides, memoirs of pupils and many other sources.

primer, ABC-book, textbook, visuals, literacy, visual studies, religion, religious education

1. Barannikova N. B., Bezrogov V. G., Kozlova M. A., eds., «Kartinki v tvoem bukvare»: pedagogicheskaja semantika illjustracij v uchebnike dlja nachal'noj shkoly, Moscow, 2013.
2. Borodina A. V., Osnovy pravoslavnoj kul'tury. My i nasha kul'tura. Uchebnoe posobie dlja 1 klassa, Moscow, 2005.
3. Dorofeev V., prot., Janushkjavichene O. L., Osnovy pravoslavnoj kul'tury: Uch. pos. dlja 1 kl, Moscow, 2006.
4. Pravoslavnyj bukvar' dlja obuchenij a gramote po Chasoslovu i Psaltiri, Moscow, 2007.
5. Romashina E. Ju., “«Zabava i pol'za dlja detej»: azbuka v kartinkah v uchebnom knigoizdanii Rossii XIX veka”, in: Tekst. Kniga. Knigoizdanie, 2, available at: http:/=/journals.tsu.ru/book
6. Tendrjakova M. V., Bezrogov V. G., eds., «Na fone Pushkina vospitannoe detstvo»: pedagogika vizual'nogo v uchebnike i na kartine. Moscow, 2011.
7. Tendrjakova M. V., Bezrogov V. G., eds., «V Rossii nado zhit' po knige»: nachal'noe obuchenie chtenij u i pis'mu (stanovlenie uchebnoj knigi v XVI–XIX vv.), Moscow, 2015.
8. Tihomirov D. I., Tihomirova E. N., Bukvar', Minsk, 2011.
9. Alwall E., The religious trend in secular English- Irish schoolbooks 1850–1861 and 1871– 1880: with a survey of the corresponding development in the U.S.A., Lund, 1974.
10. Alwall E., The religious trend in secular Scottish school-books: 1850–1861 and 1873–1882; with a survey of the debate on education in Scotland in the middle and late 19 century. Lund, 1970.
11. Bayer G., Die religiöse Dimension der Erstlesefi beln und Lesebücher der bayerischen Grundschule von 1870 bis 1960. Inaugural- Dissertation zur Erlangung des Doktorgrades der Filosophischen Fakultäten der Universität Augsburg vorgelegt von Gerhard Bayer aus Neusäss. 1993.
12. Brodeur R., Catéchisme et identité culturelle dans le diocèse de Québec de 1815, Sainte- Foy, 1998.
13. Brodeur R., Les catéchismes au Québec 1702–1963. Sainte-Foy, Paris, 1990.
14. Götz G., Das Gottes und Jesusbild in Fibeln des 19. und 20. Jahrhunderts. Inaugural-Dissertation zur Erlangung des akademischen Grades Doktor der Philosophie an der Kulturwissenschaftlichen Fakultät der Universität Bayreuth vorgelegt von Gerhard Götz (Dipl. Theol./Dipl.Päd.) aus Bayreuth. 1992, Augsburg, 1993.
15. Lindmark D., ed., Religious Education in History — Confessional and Inter-Confessional Experiences, Umea, 2003.
16. Tiana A., “Textbooks for the Teaching of Religion at Primaty School in Spain, 1808–1931” in: Padagogica historica. Supplementary series, 5, 1999, 119–132.

Romashina Ekaterina

*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.

The article is written within the framework of the project № 16-06-00113а supported by RFBR Foundation

This article, which deals with historical and pedagogical legacy of the Russian educationalist of the second half of the 19th century V. Ya. Stojunin, discusses his understanding of objectives of educational reforms of Alexander I, particularly the establishment of the Ministry of Education and the system of school education. Based on the civilisational approach, the article seeks to clarify the scholar’s view on historical features of the national system of education. Using Stojunin’s views as an example, the article exposes the attitude to the Russian history of education as a row of unsuccessful imitations of West-European patterns. This attitude was typical of educational circles of the second half of the 19th century. Stojunin sets out various standpoints of public offi cers and bewails the victory of the state approach over the public, emphasising several failings that in his opinion were typical of the Russian education and upbringing of all epochs, namely the excessive control of the state and state offi cials over the school, absence of public initiative in the school sphere, dominance of foreign teachers, priority of foreign languages in education in the capital cities. He also proposes ways of eliminating these shortcomings.

V. Ya. Stojunin, pedagogy, history of education, State, society, national school, reform of Alexander I, Ministry of Education, universities, pensions, private school

1. Belenchuk L. N., Ianushkiavichene O. L., Istoriia zarubezhnoi i russkoi pedagogiki, Moscow, 2011.
2. Gogol' N. V., Izbrannoe, Moscow, 1999.
3. Zen'kovskii V. V., Pedagogika, Klin, 2004.
4. Pushkin A. S., “O narodnom vospitanii”, in: A. V. Ovchinnikov, L. N. Belenchuk, E. N. Nikulina, sost., Khrestomatiia po istorii pedagogiki, Moscow, 2016.
5. Spitsyn E. Iu., Polnyi kurs istorii Rossii. Kniga 2. Rossiiskaia imperiia XVIII — nachala XX vv., Moscow, 2016.

Larisa Belenchuk

*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 emphasizes that one of the most significant problems associated with the civic World-perception is the subjectivity of his understanding, which creates difficulties in his upbringing. Nevertheless, it is asserted that it is possible to teach a person to manifest civic activity by enriching him with a variety of World-perception sources and creating conditions for the development of civil positioning. The world-perception, in this article, is considered as the ability of a person, which can, as well as other abilities, develop and form in activity. At the same time, in the article the author finds reasoned approaches to the reconciliation of the eternal contradiction - the freedom to choose a civic perception of the world or its external predetermination. Denoting the main stages in the development of the personality, it is shown how the formation of a civilian World-perception in the dialectical unity of the identified oppositions (freedom of choice and external predetermination) is taking place.

World-perception, civic positioning, ability, freedom, sources, free choice, upbringing, development, formation, culture, citizenship

Shneider Lidia

*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.

The article is written in within the framework of the project № 15-06-10681 "Civil worldview by youth: structure, content, socio-pedagogical conditions of formation" supported by RFBR Foundation

The author analyzes the scientific category "civil world-view", justifies the relevance of research of this phenomenon in the modern conditions of the social world, points to the lack of diagnostic tools aimed at studying various components of the civil world view, types of civil perception of the world, types of personality with peculiarities of the content of the civil world view. The article describes the social conditions for the formation of the civil worldview of modern youth, describes the impact of these conditions on the formation of civilian views of the world. The species is considered as a manifestation of the degree of expression of the common signs of a particular phenomenon. It describes the conduct and results of a projective drawing methodology aimed at diagnosing the types of civic world-view of young people. The projective methodology makes it possible to distinguish the experience experienced by the subject, the weakly structured stimulus allows us to record in the figures the indicators of civic identity, prosocial activity and indirectly, indirectly, to determine the features of personal maturity. With the help of the classifier developed for this method, two types of civil perception of the world are distinguished: fragmentary and holistic. Specificity of the types of civil attitude is determined by the degree of expression and balance of the three components: civil identity, personal maturity and prosocial activity.

civil worldview, young people, diagnostics, projective methods, classifi er, personality, integrity of the civil worldview, fragmentation of the civil worldview, civil identity, subjectivity

1. Anastazi A., Urbina S., Psihologicheskoe testirovanie, St. Petersburg, 2007.
2. Ajanjan A. N., Golubeva A. N., Marcinkovskaja T. D., Poleva N. S., “Specifi ka stanovlenij a identichnosti detej i podrostkov v situacii tranzitivnosti”, in: Psihologicheskie issledovanija, 9, 50, 2016, 5, available at: http://psystudy.ru
3. Bahtin M. M., “K fi losofi i postupka”, in: Filosofija i sociologija nauki i tehniki. Ezhegodnik 1984–1985, Moscow, 1986, 80–160.
4. Bochaver A., “Perspektivy sovremennyh podrostkov v kontekste zhiznennoj traektorii”, in: Sovremennaja zarubezhnaja psihologija, 5, 2, 2016, 31–38.
5. Burlachuk L. F., Slovar'-spravochnik po psihodiagnostike. 3-e izd, St. Petersburg, 2007.
6. Volkov B. S., Volkova N. V., Metody issledovanija v psihologii: uchebno-prakticheskoe posobie, Moscow, 2002.
7. Gosudarstvennaja programma «Patrioticheskoe vospitanie grazhdan Rossij skoj Federacii na 2016–2020 gg., available at: http://government.ru/media/files/8qqYUwwzHUxzVkH1jsKAErrx2dE4q0ws.pdf
8. Egorov I. V., “Osnovanija i principy metodiki diagnostiki grazhdanskogo mirovosprijatija lichnosti”, in: Vestnik PSTGU. Ser. IV. Pedagogika. Psihologija, 4 (39), 2015, 142–148.

Naumova Diana

*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 is written in within the framework of the project № 15-06-10681 "Civil worldview by youth: structure, content, socio-pedagogical conditions of formation" supported by RFBR Foundation

The article is devoted to problem of diagnosis meta-subject educational outcomes, which are reflected in the Federal government educational standards of secondary school. The approach to design tasks for diagnosis meta-subject educational outcomes (based on texts materials) is considered. Foreign and International experience of design of diagnostic tasks in researches PISA, PIRLS and NEPS are analyzed. The example of diagnostic task (on base of working with texts) for pupil for V to IX class is provided. The results of approbation of diagnostic task on first and second stages of longitudinal research with pupil grades 5-8 are considered. Among other things, a comparative analysis of the results of solving diagnostic tasks between pupils among fifth, sixth, seventh and eighth grade is provided. Quality of solving diagnostics tasks is assessed; reserves of development meta-subject competencies are discussed. The opportunity to uses the tasks for pupil for V to IX class is considered.

meta-subject educational outcomes, meta-subject competences, assessment of meta-subject educational outcomes, reading literacy, Federal Government Educational Standards for Secondary School, metacognitive control, metacognitive regulation, metacognitive knowledge, longitudinal study, designing assessment tasks, semantic reading

1. Guruzhapov V. A., Shilenkova L. N., “Umenie analizirovat' uslovie zadachi kak metapredmetnyi rezul'tat obucheniia”, in: Psikhologicheskaia nauka i obrazovanie psyedu.ru 2013, 5, available at: http://psyjournals.ru/psyedu_ru/2013/n5/Gurugapov_Schilenkova.shtml
2. Kovaleva G. S., ed. Osnovnye rezul'taty mezhdunarodnogo issledovaniia chitatel'skoi gramotnosti PIRLS-2011: Analiticheskii otchet, Moscow, 2013.
3. Sokolov V. L., “Opyt diagnostiki analiza i refleksii kak universal'nykh uchebnykh deistvii”, in: Psikhologicheskaia nauka i obrazovanie, 3, 2012, 29–33.
4. Sokolov V. L., Fomin A. A., Opyt diagnostiki metapredmetnykh kompetentsii uchashchikhsia osnovnoi shkoly (na matematicheskom materiale), available at: Psikhologicheskaia nauka i obrazovanie psyedu.ru. 2016, 8, 4, 174–184.
5. Ulanovskaia I. M., Komp'iuternyi paket metodik otsenki metapredmetnykh rezul'tatov nachal'noi shkoly, available at: Psikhologicheskaia nauka i obrazovanie psyedu.ru. 2014, 6, 2, 306–319.
6. Federal'nyi gosudarstvennyi obrazovatel'nyi standart osnovnogo obshchego obrazovaniia, available at: http://minobrnauki.rf/dokumenty/543/fail/749/prikaz%20Ob%20utverzhdenii%201897.rtf
7. Tsukerman G. A., “Otsenka chitatel'skoi gramotnosti”, in: Prezentatsiia i obsuzhdenie pervykh rezul'tatov mezhdunarodnoi programmy PISA-2009, 7 dekabria 2010 g. Moscow, 2010, 67.
8. Artelt C., Weinert S., Carstensen C. H., Assessing competencies across thelifespan within the German National Educational Panel Study (NEPS0), Editorial, 2013.
9. Händel M., Artelt C., Weinert S., “Asses sing metacognitive knowledge: Development and evaluation of a test instrument”, in: Journal for Educational Research Online, 5, 2013, 2.
10. PISA 2015: assessment and analytical framework: science, reading, mathematic and financial literacy, in: OECD 2016.

Fomin Anatoliy

This article, based on theoretical and experimental studies of various aspects of professional identity as one of the essential components of the present-day qualifi ed specialist, introduces and describes a structural and functional model of specialists of bionomic spheres, which includes a system of axiological, emotional, motivational, cognitive and activity-oriented elements, whose degree of completeness determines processes of self-identifi cation and identifying the person with the group. The article identifi es and describes main forms and methods of work of a university teacher directed at the development of professional identity of future specialists in bionomic spheres. They are distinguished on the following conditions: acceptability for the student audience; provoking interest; effi ciency in infl uencing the spheres of an individual’s uniqueness; time-eff ectiveness. Due to the fact that the process of development of professional identity should be purposefully organised, it is reasonable to implement it in the process of teaching one of the disciplines of the core syllabus. In connection with this, we propose a range of techniques for the development of professional identity of future specialists in bionomic spheres, eff ectively exemplifi ed by the teaching of one of the disciplines of the core syllabus to students of zootechnology.

bionomic professions, professional identity, students, model, methodology

1. Baranovskij P. N., Zajceva A. A., Nasonova N. A., “Jeksperimental'nye issledovanij a nachala pozitivnoj professional'noj deformacii u studentov bionomicheskih professij”, in: Izvestija Baltijskoj gosudarstvennoj akademii rybopromyslovogo flota: psihologopedagogicheskie nauki (teorija i metodika professional'nogo obrazovanija), 2 (36), 2016, 124–139.
2. Vershinin S. I., Savina M. S., Mahmudov L. Sh., Borisova M. V., “Oprosnik professional'noj gotovnosti (OPG)”, in: Osnovy proforientologii: ucheb. posobie dlja studentov vysshih uchebnyh zavedenij, Moscow, 2009, 168–173.
3. Garbuzova G. V., “Process formirovanij a professional'noj identichnosti studentov”, in: Izvestija Rossijskogo gosudarstvennogo pedagogicheskogo universiteta im. A. I. Gercena, 44, 18, 2007, available at: https://cyberleninka.ru/article/n/protsess-formirovaniya-professionalnoy-identichnosti-studentov.
4. Klimov E. A., Put' v professiju: posobie dlja starshih klassov obshheobrazovatel'nyh shkol, Leningrad, 1974.
5. Libin A. V., Libina A. V., Libin V. V., Psihografi cheskij test: Konstruktivnyj risunok cheloveka iz geometricheskih form, Moscow, 2008.
6. Odegov Ju. G., Rudenko G. G., Apen'ko S. N., Merko A. I., Motivacija personala: ucheb. posobie. Prakticheskie zadanija (praktikum), Moscow, 2010, available at: http://uchebnik.online/uch-motivatsiya/motivatsiyapersonala-odegov.html.
7. Povarenkov Ju. P., Psihologicheskoe soderzhanie professional'nogo stanovlenija cheloveka, Moscow, 2002.
8. Golovej L. A., Rybalko E. F., eds., Praktikum po vozrastnoj psihologii: ucheb. Posobie, St. Petersburg, 2006.
9. Filimonova O. G., “Modifi kacij a karty interesov”, in: Shkol'nyj psiholog, Moscow, 2, 2007, 40–45.

Serykh Anna

*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.

Zajtseva Alexandra