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THE PLACE OF THE PEDAGOGICAL RESEARCH IN THE PREPARATION AND PROFESSIONAL ACTIVITIES OF THE MASTER // Pedagogical Review. 2014. Issue 4 (6). P. 43-47

The role of the research in the professional activities of psycho-pedagogical direction is under the discussion. The research understanding and its role by the undergraduates studying in «Psycho-Pedagogical Education» is considered. The research competence is highlighted as a component of professional competence and professionalism of the modern teacher. The article emphasizes the relationship of teaching and research in the professional activity of a teacher. Empirical data on how undergraduates understand pedagogical research and research situation are given. The article presents the example of the research situation of the experience of primary school teacher and its analysis of the lesson with a masters course “Scientific research in the professional activities of psycho-pedagogical direction”. The possibilities include a description of research situations from their own teaching professional experience in scientific texts (articles, dissertations). The pedagogical research must be the main direction in Master’s Degree Programme in Tomsk State Pedagogical University.

Keywords: research, pedagogical research, research situation, undergraduate master training

SOCIALIZATION OF PRIMARY SCHOOL STUDENTS WITH DISABILITIES THE TOOLS BY MEANS OF EDUCATIONAL ACTIVITY AT SECONDARY SCHOOL // Pedagogical Review. 2015. Issue 3 (9). P. 83-91

The article considers the possibility of educational activities for the socialization of primary school pupils with disabilities at secondary school. The interaction of concepts, revealing the main approaches to the consideration of socialization was analysed. Presents methods of socialization that integrates target, organizational, program and methodical, technological and diagnostic conditions of educational activity. Provides the results of the study on the socialization of primary school students with disabilities by means of educational activities. Revealed substantial aspects of the academic component and life expertise. Presented social and adaptive capacities of the conditions of primary general education. Shows the structure of learning activities for individual and group work, presenting options for individual students' achievements. Presents evaluation methods and levels of socialization of students with disabilities at different stages of the experiment. Shows the observed in the experiment, educational and training effects.

Keywords: terms of socialization, students with disabilities, primary general education, social adaptation, individualization, educational activity, the structure of educational tasks

SOCIALIZATION OF PRIMARY SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS IN SECONDARY SCHOOL // Pedagogical Review. 2016. Issue 3 (13). P. 155-160

The article considers characteristic symptoms of autism spectrum disorders, difficulties of inclusion of students with autism in learning activities. Describes the dependence of the intelligence quotient of the form of autism, disintegrative cognitive development in the cognitive scope. Presents the experience of working with primary school students, who have autism spectrum disorders, in secondary schools in Seversk, Tomsk region: personal curriculum, which includes options for learning in the classroom, individually and remotely; practical methods to create the conditions for dialogue situations, the organization of flexible mode of psycho-emotional stress, ways to relieve tension. Positive dynamics of the social development of primary school students with autism spectrum disorders is confirmed by the analysis of curriculum, portfolio, biographical data of students.

Keywords: primary school students, autism spectrum disorders, secondary school, socialization, flexible curriculum, the creation of situations of communication, verbalization contacts

MENTORING: A POPULAR STREAM OR A CONSCIOUS NECESSITY? // Pedagogical Review. 2017. Issue 4 (18). P. 75-80

We examined the necessity to organize the work of teacher-mentors with young specialists and inexperienced teachers: attracting qualified personnel, transferring corporate culture, socialization in the professional community. We defined the concept of mentoring in an educational organization. We described the motivation of experienced teachers to engage in mentoring: recognition of authority, empowerment, financial support. We made an analysis of the questionnaires of teachers-mentors, which made it possible to identify the difficulties of teachers who do not have mentors at the beginning of work, have insufficient formation of mentor’s competencies, they need special training for mentoring, support and evaluation. We defined key indicators of success in the profession: communication with children, the social importance of the profession; the first years of work are a significant period for becoming and consolidating in the profession; communicative, mobility and learning; the absence of a mentor is one of the important reasons for the emergence of professional difficulties. We described the directions of development and diversity of forms of mentoring activities in school: accompaniment of a young teacher by a single or a group of mentors, rendering assistance to mentors in any area of extracurricular, project, lesson activity, IT-mentoring, preparation for participation in a professional competitions, joint development and implementation by teachers-mentors of free educational events for young professionals and beginners teachers.

Keywords: mentor, young teacher, choice of profession, professional formation, indicators of success, mentoring groups, cooperation, support, mutual learning