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Tendencies of Scientific Investigations at the Faculty of Foreign Languages of TSPU // Tomsk State Pedagogical University Bulletin. 2006. Issue 9 (60). P. 5-8

This article presents the fundamental historic stages in the scientific and research development of the faculty of foreign languages of Tomsk State Pedagogical University. The authors point out the most significant scientific achievements in the sphere of linguistics and methods of foreign language teaching.

Instructional Design of Game Software for Foreign Language Teaching // Tomsk State Pedagogical University Bulletin. 2006. Issue 9 (60). P. 85-90

Game software has potential demand and can be used effectively in the process of foreign language teaching. There is a necessity of the theoretical foundation development of instructional design of these means of teaching. This article is devoted to specific features of designing game software for foreign language teaching, main principles of their working out and methodological features of using them.

TO THE QUIESTION ABOUT TEACHING OF SPECIALISTS IN INSTRUCTIONAL DESIGN // Tomsk State Pedagogical University Bulletin. 2009. Issue 2 (80). P. 23-26

Design and application of innovative means of teaching requires teaching specialists in instructional design. This article is devoted to the role and functions of an instructional designer. Tasks of specialists in instructional design are similar to methodical tasks; therefore some elements of instructional design should be included in the content of methodical teaching of students in teachers’ training universities.

Keywords: designer, e-learning (electronic learning), information resources, instructional design, instructional designer, learning course elements, means of teaching, methodologist

METHODICAL TASKS IN PROFESSIONAL TEACHERS’ TRAINING: CONTENT AND CLASSIFICATIONS // Tomsk State Pedagogical University Bulletin. 2009. Issue 7 (85). P. 20-23

Methodical tasks are units of learning activity and essential means of professional teachers’ training. Determinations of methodical tasks’ content and approaches to their classifications are variable. Methodical tasks are divided according to knowledge and creation levels, incorrect operations of different individuals of learning process, functional units of activity, types of aids presentation etc. Methodical tasks are used at the stages of thinking, design and realization of instructional activity.

Keywords: task, learning task, methodical task, professional training, means of teaching, content of teaching

PRESENT-DAY DOMESTIC TRAINING COURSES FOR METHODICAL TRAINING OF A FUTURE FOREIGN LANGUAGE TEACHER // Tomsk State Pedagogical University Bulletin. 2009. Issue 10 (88). P. 100-105

The article gives the analysis of present-day domestic training courses for methodical training of a foreign language teacher. These training courses are grouped according three categories. Parts and themes, aim orientation, groping specifics and kinds oftasks, additional materials, advantages and disadvantages are analysed. Generalized disadvantages ofmethodical training courses are described.

Keywords: a foreign language teacher, training course, teaching books, methodical training, professional training, foreign language teaching

TECHNOLOGIZATION AS A MODERN TENDENCY OF LANGUAGE PROFESSIONAL PEDAGOGICAL EDUCATION // Tomsk State Pedagogical University Bulletin. 2010. Issue 1 (91). P. 135-140

The article describes the characteristics of the increase of technolgization as a tendency in the system of language professional-pedagogical education. Realization of possibilities of this tendency is considered from the point of view of scientific essays, educational standards, and professional readiness.

Keywords: technologization as a modern tendency, language professional-pedagogical education, educational technologies, informational technologies, foreign language teachers

THE IMITATION (MODELING) TECHNOLOGY IN PROFESSIONAL METHODICAL TRAINING OF A FOREIGN LANGUAGE TEACHER // Tomsk State Pedagogical University Bulletin. 2011. Issue 9 (111). P. 186-190

In the article problems and ways to implement of imitation (modeling) technology in professional methodical training of a foreign language teacher are described. Tasks in modern practical works are analysed. Author’s tasks are offered which let implement the given technology in professional pedagogical education.

Keywords: a foreign language teacher, methodical training, imitation technology.

THE FORMATION OF SCIENCE-METHODICAL COMPETENCE OF A FUTURE FOREIGN LANGUAGE TEACHER // Tomsk State Pedagogical University Bulletin. 2011. Issue 9 (111). P. 199-203

The science-methodical competence of a foreign language teacher is characterized. The basics of formation of the competence during the period of professional development are described.

Keywords: a foreign language teacher, science-methodical competence, methodical competence.

COMPONENTS OF LANGUAGE TALENT AND FOREIGN LANGUAGE APTITUDE // Tomsk State Pedagogical University Bulletin. 2012. Issue 10 (125). P. 109-113

The article deals with the problem of components of language talent and foreign language aptitude. Language talent includes some specifi c abilities such as foreign language aptitude, language guessing, linguistic intuition, and communication skills. Different ideas about complexes of specifi c abilities are studied.

Keywords: language talent, foreign language aptitude, language guessing, language acquisition

TEACHING METHODICAL TASKS IN TRAINING STUDENTS OF PEDAGOGICAL UNIVERSITY TO ANALYZE A LESSON // Tomsk State Pedagogical University Bulletin. 2013. Issue 1 (129). P. 42-47

The article focuses on practical basis of teaching to analyse a lesson in professional teachers’ training. The definition of teaching methodical tasks as an effective basis at professional teachers’ training is given. Types of teaching methodical tasks for lesson analysis are offered and the examples of these tasks are given (on the data of language education).

Keywords: professional teachers’ training, analysis of a lesson, teaching to analyse a lesson, teaching methodical tasks, classifications of teaching methodical tasks

APPROACHES TO IDENTIFY THE LANGUAGE TALENT AND FOREIGN LANGUAGE APTITUDE // Tomsk State Pedagogical University Bulletin. 2013. Issue 3 (131). P. 115-119

The article deals with the existing approaches to the identification of the language talent and foreign language aptitude from a position of theorists and practitioners. Some difficulties in identifying the language talent are described. The groups of approaches to identifying the language talent and foreign language aptitude in foreign languages are characterized.

Keywords: talent, ability, language talent, foreign language aptitude, approaches to identifying talent

PROJECT TECHNOLOGY IN PROFESSIONAL-METHODICAL TRAINING OF TEACHERS // Tomsk State Pedagogical University Bulletin. 2014. Issue 10 (151). P. 207-211

According to the new educational standards project activity is a part of the professional competencies of teachers. Project technology is one of the most significant technologies of professional-methodical training of the teacher. This article discusses the features of the implementation of project technology in professional-methodical training of the teacher. Main principles of implementation of this technology, basis for the formation of subjects, issues of educational methodical projects are named. The paper presents the classifications of educational methodical projects, as well as its evaluation criteria. Important criteria for evaluating of the project are distributed according to the following stages of project technology: preparation stage, implementation stage, stages of presentation and discussion.

Keywords: educational methodical project, project technology, professional-methodical training of the teacher

TERMINOLOGICAL TASKS FOR METHODICAL TRAINING OF FOREIGN LANGUAGE TEACHERS // Tomsk State Pedagogical University Bulletin. 2015. Issue 10 (163). P. 94-99

Knowledge of professional terminology is the most complicated aspect of methodical knowledge of a teacher, and learning this terminology is carried out mainly in the process of his (her) methodical training. In addition foreign language teachers must possess methodical terminology of the foreign language. The article is devoted to terminological tasks as one of the most important kinds of methodical tasks for the training of foreign language teachers. The specifics of terms of language didactics and the reasons for difficulties of their acquisition are named. The article gives generalization of the ways and methods of the training of future teachers to use professional pedagogical, methodical terms which are offered by domestic scientists. Possible forms of methodical tasks for learning Russian terminology are presented and author’s examples of them are given.

Keywords: terminological task, term of language didactics, methodical task, methodical training, training of foreign language teachers

KEY AIMS AND PRINCIPLES OF CONTEMPORARY TEACHERS‘ TRAINING // Tomsk State Pedagogical University Bulletin. 2015. Issue 12 (165). P. 36-41

The article deals with the contemporary aims of teachers’ training that are connected with the actual tendency of transition to the educational paradigm of post-industrial society. The key principles of contemporary teachers’ training based on the analysis of the common principles of professional training and general university training are summarized and characterized. In the article the principles of contemporary professional teacher’ training are grouped and characterized. The most important of them are: adoption of requirements of competence-based approach; fundamentalization; studentcentered teaching; individual professional “growing”; outrunning nature of teachers’ education; continuity, succession, integration, variability, flexibility and openness of teachers’ education; practical orientation (processability) of teachers’ training.

Keywords: contemporary professional training, professional teachers’ training, aims of contemporary teachers’ training, principles of contemporary teachers’ training

EDUCATIONAL METHODICAL TASKS FOR LEARNING THE ENGLISH TERMINOLOGY OF LANGUAGE DIDACTICS // Tomsk State Pedagogical University Bulletin. 2016. Issue 2 (167). P. 98-101

The article deals with the problems of learning the English terminology of language didactics. The knowledge of terminology refers to one of the most complicated aspects of language didactics. The future teacher of a foreign language must also possess methodical terminology in a foreign language. It is known that this terminology (unlike the Russian language) is more polysemous, heterogeneous, dynamic, “lax”. This article suggests the use of educational methodical tasks as an effective basis for learning the English terminology of language didactics. It also states possible types of these tasks, including some author’s examples (search of synonymous expressions of classroom vocabulary, grouping of terms, search of false (incorrect) translation of classroom vocabulary, explanation of abbreviations, and choice of Russian equivalents of the terms in English).

Keywords: terminological task, language didactics, a term of language didactics, English terminology of language didactics, learning terminology of language didactics

LEVELS OF METHODICAL TRAINING OF THE FUTURE AND PRACTICING TEACHERS OF FOREIGN LANGUAGES (BASED ON RESEARCH FINDINGS) // Tomsk State Pedagogical University Bulletin. 2016. Issue 6 (171). P. 103-105

The purpose of this publication is to state the main results and conclusions of the study on identification of methodical training level of future and practicing teachers of foreign language. Research objectives included not only discovering the differences in the levels of their methodical training, but also identifying certain difficulties in methodological activities, methodological knowledge and skills and priority ranking (recognition of efficiency) of fundamental principles behind methodical training. Level of methodical training, defined according to the ability to address educational methodological tasks and problematic situations, was graded in three levels: low, medium, high. The criteria for successful implementation of these tasks are: independence, criticism, productivity, the usage of examples. Besides, some more aspects were taken into account: the knowledge of methodological terminology; the validity of methods, forms and tools of education; objectiveness of professional work analysis and introspection, and others.

Keywords: methodical training, level of methodical training, foreign language teacher, practicing teacher, future teacher

THE FUTURE TEACHERS’ SELF-APPRAISAL OF THE PROFESSIONAL TRAINING LEVEL (BACHELOR’S DEGREE) // Tomsk State Pedagogical University Bulletin. 2016. Issue 6 (171). P. 125-127

The article presents the results of the practical research, which is devoted to the self-appraisal of the professional training level of the future teachers, senior students of the Programme “Pedagogical Education, Foreign Language and Foreign language”. The investigation was carried out in the Faculty of Foreign Languages of Tomsk State Pedagogical University. The questionnaire, the written test and the discussion were the main methods of the investigation; they are presented in the article. The aim was to show the results of the senior students’ self-appraisal of the professional training level (its methodical, linguistic, psychological and pedagogical aspects) and professional competences which are set in the State Standard of the Higher Professional Education. The professional level of the students was analyzed by means of the test in methods of foreign language teaching and it was compared with the results of the students’ self-appraisal.

Keywords: professional pedagogical training, self-appraisal of the training level, bachelor, foreign language teacher, pedagogical university

ABOUT THE TYPES OF TASKS FOR UNIVERSITY OLYMPIADS ON THE METHODS OF FOREIGN LANGUAGE TEACHING // Tomsk State Pedagogical University Bulletin. 2016. Issue 11 (176). P. 105-108

The paper summarizes the types of tasks that were included in the contents of university Olympiads on methods of foreign language teaching in the last 10 years (All-Russian students’ Olympiads and their regional stages). The author of the article, based on her extensive experience in the development of tasks for Olympiads on methods of foreign languages teaching on regional and All-Russian level and her experience of training students of foreign languages department of Tomsk State Pedagogical University to participate in them, gives examples of certain types of author’s tasks (close-test on use of methodical terminology in context), translation of terminology of language didactics, methodical comment).

Keywords: All-Russian students’ Olympiad, language didactics, foreign languages, methodical tasks, types of Olympiad tasks

METHODICAL COMMENT AS A MEANS OF DEVELOPMENT AND EVALUATION OF PROFESSIONAL COMPETENCE OF A FOREIGN LANGUAGE TEACHER // Tomsk State Pedagogical University Bulletin. 2017. Issue 3 (180). P. 75-79

In the scientific-methodical aspect the methodical comment exists in two basic forms: as a type of information-methodical products and as an expert evaluation. Both forms are significant and necessary for theoreticians and practitioners of the educational process. In this article methodical comment is examined as a means of development and evaluation of the professional competence of the teacher of a foreign language. The most appropriate base (informative material) for methodical comments in the course of teachers’ training is proposed (methodical statements, quotes from scientific and educational literature, a description of the methods, techniques, methods, forms of teaching, educational activity results). Examples of tasks from foreign textbooks, which can be considered analogous to methodological commentary and author’s examples of methodological comments are provided. Such tasks were developed by the author of this publication for National Students’ Olympiads on the methods of foreign language teaching “Foreign language (English) and methods of teaching it” (Tomsk, Tomsk State Pedagogical University, 2016), and their use has fully justified their scientific and methodological value as a form of evaluation of professional competence of foreign language teachers. The criteria of evaluation of the methodical comments are given (pithiness, validity and completeness of the comment, actuality of the comment in terms of matching the realities of modern language education, knowledge of professional terminology, examples as a support to the comment, observance of time limits).

Keywords: methodical comment, professional competence, means of development of professional competence, foreign language, foreign language teacher

CLASSIFICATION OF TECHNOLOGIES OF FOREIGN LANGUAGE TEACHING BASED ON THE PRINCIPLE OF INSTRUMENTALITY // Tomsk State Pedagogical University Bulletin. 2017. Issue 6 (183). P. 148-153

In spite of the fact that the importance and need for teaching technologies in the educational process (at all levels) is clearly recognized, the precise and universal classifications of teaching technologies (regardless of the subject area) are currently nonexistent. There is a vast variety of names and types of teaching technologies, including numerous authors’ technologies, developed by both creative and professional communities and individual teachers. One may observe lack of system, scientific basis and unified approaches to the classifications of pedagogical, educational and teaching technologies. The author justifies the specifics and the necessity to consider the instrumentality principle in the process of classification of foreign languages teaching technologies, and states the main tools of foreign languages teaching technologies. The principle of instrumentality as the primary basis for the classification of teaching technologies requires to take tools (basis) of the subject teaching into account. The classification of foreign languages teaching technologies may include mono-tool (poly-target), poly-tool (mono-target) and tool-target teaching technologies. Each type of teaching technologies is illustrated by the scheme of implementation model. The third type of teaching technologies (tool-target) is the most accurately and exactly formulated and effectively implemented type. The article includes some examples of technologies of teaching foreign languages based on the principle of instrumentality (evidence from the titles of foreign languages teaching technologies found in the articles published in the well-known Russian scientific journal “Foreign languages at school”). In spite of the fact that the importance and need for teaching technologies in the educational process (at all levels) is clearly recognized, the precise and universal classifications of teaching technologies (regardless of the subject area) are currently nonexistent. There is a vast variety of names and types of teaching technologies, including numerous authors’ technologies, developed by both creative and professional communities and individual teachers. One may observe lack of system, scientific basis and unified approaches to the classifications of pedagogical, educational and teaching technologies. The author justifies the specifics and the necessity to consider the instrumentality principle in the process of classification of foreign languages teaching technologies, and states the main tools of foreign languages teaching technologies. The principle of instrumentality as the primary basis for the classification of teaching technologies requires to take tools (basis) of the subject teaching into account. The classification of foreign languages teaching technologies may include mono-tool (poly-target), poly-tool (mono-target) and tool-target teaching technologies. Each type of teaching technologies is illustrated by the scheme of implementation model. The third type of teaching technologies (tool-target) is the most accurately and exactly formulated and effectively implemented type. The article includes some examples of technologies of teaching foreign languages based on the principle of instrumentality (evidence from the titles of foreign languages teaching technologies found in the articles published in the well-known Russian scientific journal “Foreign languages at school”).

Keywords: teaching technology, classifications of teaching technologies, foreign languages, foreign language teaching, principle of instrumentality

CONTENT AND TARGET ORIENTATIONS OF DOMESTIC TEXTBOOKS ON THE METHODS OF FOREIGN LANGUAGE TEACHING OF THE SECOND HALF OF THE 20-TH CENTURY // Tomsk State Pedagogical University Bulletin. 2017. Issue 10 (187). P. 150-154

In the process of contemporary methodical training of inexperienced teachers of foreign languages they use textbooks which were published not only in the present century (XXI), but also in the previous one (XX). As a rule, these manuals are considered to be classical. Nevertheless, such manuals usually have rather different target orientations and content components in comparison with modern ones. Educational literature on methods of foreign language teaching of the second half of the XX century represents particular interest in comparison with the other evolution periods of such kind of educational literature and the development of methods of foreign languages teaching as an independent science in the matter of target aims, content components and used methodological terms. The given article represents the brief description of the most famous and the most popular domestic textbooks on methods of foreign language teaching of the second half of the XXth century. These textbooks can be divided into two categories: 1) the textbooks of the 50s – 70s (L. S. Andreevskaya-Levenstern, O. E. Mikhailova, V. D Arakin, I. M. Berman, B. F. Korndorf, I. V. Rakhmanov); 2) the textbooks of the 80s – 90s (R. K. Minyar-Beloruchev, G. V. Rogova, I. N. Vereshchagina; G. V. Rogova, F. M. Rabinovich, T. E. Sakharova; E. I. Passov, S. F. Shatilov). They have some different and common features.

Keywords: foreign languages, methods of foreign language teaching, university textbooks, the content of textbooks, target orientations of textbooks

QUASI-PROFESSIONAL TASKS IN METHODICAL TRAINING OF A FOREIGN LANGUAGE TEACHER // Tomsk State Pedagogical University Bulletin. 2017. Issue 10 (187). P. 155-159

Context-competence model of the future teacher training, ranked among the modern models of professional pedagogical education, assumes a gradual transition from academic activity to professional activity, it concentrates on knowledge and skills of professional activity in the context. This model assumes the actualization of quasi-professional activities of future teachers. In the article features of quasi-professional activity in pedagogical education, tasks of quasi-professional orientation in preparation of the teacher of a foreign language are considered. The definition of the concept “the task of a quasi-professional orientation” has been clarified, the structure of these tasks and the factors to be taken into account in their development are named. In the process of quasi-professional activity, future teachers form their own pedagogical position; acquire skills of assessment and solving pedagogical situations; learn and comprehend the peculiarities of pedagogical activity of the teacher; form personal qualities that meet the requirements of professional activity. The tasks of the quasi-professional orientation in the methodical training of the teacher are methodical tasks that involve the implementation of quasi-professional activities, primarily related to the leading types of professional activity of the teacher – teaching, planning and analysis. Authors examples of’ tasks of a quasiprofessional orientation for methodical training of a foreign language teacher are given.

Keywords: teacher’s training, methodical training, foreign language teacher, quasi-professional activity, quasiprofessional task

THE CURATORSHIP INSTITUTE ROLE IN MODERN HIGHER PROFESSIONAL EDUCATION // Tomsk State Pedagogical University Bulletin. 2017. Issue 12 (189). P. 13-16

This article is devoted to the role, goals of the institution of curatorship in modern higher professional education. The goals of the institution of curatorship are coordinated with the tasks of modern higher professional education. The Institute of Curators, being one of the forms of educational work in the university, is characterized by the presence of structural and functional components, united by a common goal. An important factor is that the institution of curatorship promotes the development of competencies among students and promotes the all-round development of the student’s personality. A modern understanding of the institution of curators is defined. The article considers the principles on which the institute of curators’ activity is based. Problems are given and tasks of the modern institute of curatorship in the Russian system of higher professional education are singled out. It was noted that the institute needs modernization. Directions for increasing the institution of curator’s efficiency are given. The conclusion about the importance of the institution of curatorship for modern professional education and the prospects for its existence are made. The main provisions on the significant role of the institution of curatorship in modern vocational education are generalized. The need to modernize the institute of curators is highlighted, taking into account the experience and tendencies of the European and world development.

Keywords: higher professional education, institute of curatorship, curator, curator’s activity, the role of contemporary professional education

IGNA O. N. TRAINING TO PLANNING A FOREIGN LANGUAGE LESSON IN THE CONTEXT OF FEDERAL STATE EDUCATIONAL STANDARDS AS A SCIENTIFIC-METHODICAL PROBLEM // Tomsk State Pedagogical University Bulletin. 2018. Issue 7 (196). P. 66-72

Planning, including lessons’ planning, is an integral and meaningful component of the teacher’s professional methodical training. In the context of the implementation of the Federal State Educational Standards (FSES) in the system of secondary education, the training of future teachers in lessons planning is substantially updated and acquires special significance. Teachers that carry out this training should take into account and critically comprehend both positive innovations and shortcomings in the standards, be able to scientifically interpret them, explain to students the possibilities of minimizing the methodological shortcomings of FSES; know contemporary scientific and practical achievements on problems of planning lessons in a specific subject area; to apply methodically adequate and effective methods of training on planning. This article is devoted to teaching the planning of a foreign language lesson in the context of FSES as a scientific-methodical problem. Some critical remarks concerning FSES are mentioned; the results of methodical studies on the implementation of foreign language education in the context of FSES are summarized, the scientific-methodical problems of teaching the planning of the foreign language lesson in accordance with the requirements of FSES in the framework of methodical training are described, and the tasks of this training on ensuring the quality of training for lesson planning are formulated. The article outlines the problems that, in the opinion of the author of this article, require methodical comprehension and solution.

Keywords: foreign language lesson, lesson planning, training to planning, methodical teachers’ training, Federal State Educational Standards

CASE TECHNOLOGY IN THE METHODICAL TRAINING OF FOREIGN LANGUAGE TEACHERS // Tomsk State Pedagogical University Bulletin. 2022. Issue 4 (222). P. 168-175

Introduction. There is an increase in scientific and practical interest in the use of case technology in the methodical teachers’ training, including teachers of foreign languages (FL). Despite the existence of separate scientific studies on the use of case technology in this training, it is not widely used. Separate methodological cases contained in scientific papers are not sufficiently expedient for implementation and insufficiently successful in terms of wording. The purpose is to clarify the specifics of case technology in pedagogical theory and educational practice, to summarize the main provisions for the development and application of cases in the methodical training of FL teachers and the problems that students face when solving them. Material and methods. The following methods were used: analysis of scientific and educational literature; observation; generalization; case solving. The material of the study was pedagogical cases and methodical cases. Results and discussion. The article characterizes case technology in teachers’ education and methodical training. The provisions on the development and application of cases in the methodical training of FL teachers are summarized; examples of less and more successful case formulations for methodological training of foreign language teachers, as well as author’s cases are given; the problems of the implementation of case technology in the methodical training of teachers of FL are indicated. Conclusion. Today, the study of design and development of collections of cases for the named training is relevant, taking into account the identified problems and scientifically based provisions for their development and application, the potential for developing the methodical competence of future FL teachers.

Keywords: case technology, methodical training, teachers of foreign languages, pedagogical case, methodical case

UNIVERSITY CURATORS AND UNIVERSITY TUTORS // Tomsk State Pedagogical University Bulletin. 2022. Issue 5 (223). P. 148-156

Introduction. One of the goals of youth policy in the Russian Federation is the formation of a system of moral and semantic guidelines that can allow us to resist the ideology of extremism, nationalism, manifestations of xenophobia, discrimination and other negative social phenomena. Under the FSES university graduates are required to be able to navigate the socio-political environment, to have their own worldview, ideals and humanistic values, to have the ability to self-develop. Therefore, the active phase of youth education should be continued today beyond school education – in higher education. This requires the reanimation of the educational potential of universities. The main task of educating students at the university falls on the shoulders of curators of academic groups and tutors. The aim of the article is to compare the educational roles of curators and tutors in higher education. Material and methods. The material of the study was dissertations and articles in pedagogical periodicals devoted to the study of the activities of curators and tutors of universities, as well as the results of the practical organization of the work of a team of curators in a technical university. The study used the method of contextual analysis of publications and the setting of a pedagogical experiment to identify the effectiveness of the educational work of curators of student groups. Results and discussion. This article compares the educational roles of curators and tutors in higher education. It is noted that unlike tutors, the professionogram of curators of academic groups is not legally defined, their official duties are regulated by local acts established by universities independently. Comparing the functional responsibilities of tutors and curators shows the commonality of their educational roles, both categories are mentors of young people, implementing informal transfer of knowledge and social experience, providing assistance in personal and professional development. It is determined that the curator of the academic group is an employee of the educational organization from the teaching staff, who provides tutor support and academic guidance to the student group, organizes the educational and extracurricular activities of students with the aim of adaptation, harmonious development, personal and professional development of each student. It is concluded that the full implementation of the activities of academic groups’ curators requires the creation of an appropriate system of organizational and methodological support for this activity, including psychological and pedagogical training of academic groups’ curators. Conclusion. It is concluded that for the full implementation of the activities of curators of academic groups at a technical university, it is necessary to create an appropriate system of organizational and methodological support for this activity, including the psychological and pedagogical training of curators.

Keywords: education, higher school, institute of curators, tutors, tutor support

Methodical concepts reflecting the genesis of the teacher’s professionalism // Tomsk State Pedagogical University Bulletin. 2023. Issue 5 (229). P. 58-65

Both pedagogical and methodical concepts are used to reflect the genesis (formation and development) of the teacher’s professionalism. Their essence, correlations and hierarchy have not yet received proper analytical coverage and scientific justification. There is no exact answer to the question of what methodical concepts designate and reflect the highest level of teacher’s professionalism. This study is devoted to the generalization and comparison of methodical concepts and categories that characterize the professionalism and quality of the methodical training and teaching activities of a teacher. The purpose is to summarize the most accurate definitions of the ranked methodical concepts that reflect the genesis of the teacher’s professionalism and to determine the level hierarchy of methodical concepts that designate the corresponding categories in this genesis. The following methods were used: analysis of scientific literature and dictionaries; study of the demand for methodical concepts on the Internet, ranking, generalization. The research material included dissertations, educational literature, scientific articles. The following methods were used: analysis of scientific literature and dictionaries; study of the demand for methodological concepts on the Internet, ranking, generalization. It was revealed that among the Russian-language methodological concepts that reflect the genesis of the teacher’s professionalism, the main ones are “methodical culture” and “methodical competence”. “Methodical competence” forms the basis for “methodical mastery” and “methodical culture”, which are connected with “methodical creativity”. The level hierarchy of methodical concepts reflecting the genesis of the teacher’s professionalism was determined. The basic level includes “methodological literacy”, “methodical knowledge, skills, abilities”. At a higher level are “methodical competence”, “methodical outlook”, “teacher’s beliefs”, “methodical creativity”. The concepts of “methodical thinking”, “methodical culture”, “methodical mastery”, “methodical credo” reflect the highest level of teacher’s professionalism.

Keywords: teacher’s professionalism, genesis of teacher’s professionalism, methodical concepts, methodical competence, methodical mastery, methodical thinking, methodical culture, methodical credo

Initiatives of future teachers in pedagogical universities // Tomsk State Pedagogical University Bulletin. 2023. Issue 5 (229). P. 93-102

The article is devoted to the study of the work on the formation of student initiatives in pedagogical universities. The main contradiction that was revealed in the course of the study suggests that with a high scientific interest in initiatives in the process of both professional activity and vocational education, including pedagogical, their essence in teacher training has not yet been sufficiently studied. In addition, the forms, types, and potential of generating initiatives of future teachers in the space of a pedagogical university have not been sufficiently studied and systematized. The purpose of this study was to clarify the concept and types of pedagogical initiatives at the theoretical level, to identify and analyze the features (forms) of working with the initiatives of future teachers in pedagogical universities of Russia, to determine the degree of generation by universities of pedagogical initiatives of students. The research material was: scientific and pedagogical literature and information from the websites of 34 pedagogical universities of Russia, documents of competitive professional events. In the course of the research, such methods were used as: analysis of scientific literature; observation of the practical activities of pedagogical universities; content analysis of information from university websites as a formalized method of studying textual and graphic information of the site, followed by its translation into quantitative data and its statistical processing. The analysis of historical and scientific literature related to the initiative activity of students of pedagogical universities allowed us to identify the definition of initiative as the moral quality of a person, her ability to express advanced, creative ideas in active activity, as a measure of activity and a way to encourage new expressions. The “enlarged groups” of initiatives were identified: socio-pedagogical, professional-pedagogical, intellectual-cognitive, the meaning and forms of implementation of the selected initiatives when working with students were determined and the features were considered. As part of the study, the analysis of the presentation of various types of initiatives by pedagogical universities on the official websites of educational organizations was carried out. A site analysis map was compiled and statistical calculations of the types of pedagogical initiatives of students were made based on the collected data.

Keywords: future teachers, pedagogical university, student initiatives, professional initiatives, pedagogical initiatives