No 2 (2025)

The problem of developing emotional responsiveness in older preschool children is currently being actualized by new contexts. Digitalization, informatization, technical and technological support of all spheres of human activity have led to a decrease in the share and role of direct human communication. As a result, a person, less often entering into interpersonal relationships, increasingly experiences the need for social support, social approval, and emotional involvement, while experiencing states of uncertainty, mental stress, and decreased vitality. People are increasingly in need of human involvement, which corresponds to prosocial behavior, which is so relevant in today's tense world. The determinant of the development of prosocial behavior of an adult is emotional responsiveness, the most favorable age for the development of which is the senior preschool age. The development of this ability occurs in direct social interaction. The success of developing emotional responsiveness as an ability is determined by the willingness and professional competence of an adult teacher. The purpose of the study: to substantiate the need to prepare a teacher of a preschool educational organization for the development of emotional responsiveness in older preschool children. The analysis of the literature made it possible to determine the content of the concept of “emotional responsiveness”, to substantiate the role and importance of an adult in the process of developing emotional responsiveness; to select and justify the most optimal form of teacher training for the implementation of this process in pedagogical practice. The results of the study confirmed the relevance of the problem of developing emotional responsiveness not only as a necessary human ability in today's complex world, but also the understanding of the importance of this task by teachers themselves. At the same time, teachers of preschool educational organizations have a number of difficulties in implementing the process of developing emotional responsiveness in preschoolers. The analysis of the difficulties of teachers made it possible to model the process of their training in the “On-the-job training” model. The choice of the model meets all the objectives of the study, and the positive results of its testing are confirmed by the satisfaction of teachers and the enrichment of professional competence.

In the context of the rapid development of information technology and the predominance of media content in the life of a modern person, media education is becoming an important component in the training of future specialists. The integration of this approach into the educational process of higher education institutions helps to increase the level of critical thinking of students and improve their skills in processing and analyzing various types of information. The article analyzes the role of a media educator in the formation of student media centers, the study of media education as a mentoring tool, as well as the urgent problem of integrating media education into the educational process of training specialists in various professional fields. The purpose of the study is to analyze the impact of media education technologies on students' professional training in modern realities and continuous digitalization. To achieve this goal, the following tasks were set: to identify the main components of media education, to assess its impact on the formation of critical thinking and media literacy, and to identify the best practices for introducing media education into the educational and educational processes of higher education. The article considers the following elements: defining the concept of media education and its importance in today's society; researching the concept of student media centers and their role in a university educational process; analyzing the functions of a media educator and its impact on the development of students' professional skills; aspects of media education as a mentoring system; methods of integrating this system into the educational process. The results of the study confirm the need to develop and implement systematic media education technologies as tools for working with students in specialized and non-core areas of study in classroom classes and extracurricular activities. Further research may be aimed at studying the long-term impact of media education on the career success of graduates and developing new methods for evaluating its effectiveness.

The problem of preventing teachers' professional deformations has become very relevant in today's socio-cultural context. Continuous changes in the world and society are affecting all levels of education. Socio-cultural transformations are changing the usual forms of social interaction between educational stakeholders, and the processes of digitalization and informatization are imposing new demands on teachers' professional competence. The aim of this study was to identify and justify a needs-based approach for preventing professional deformation in teachers in modern educational environments. Research methods included content analysis and theoretical analysis of psychological and educational literature. The study of the possibilities of need-motivational approaches presupposes solving several tasks, such as considering the essence of concepts like “professional deformation” and “professional destruction”, their relationship to professional development, and concepts of needs, motivation, subjectivity, and defining the role of subjective development in preventing professional deformation. The results confirm the need for teachers to develop skills in recognizing difficulties, understanding and distinguishing between professional deformations, identifying and meeting needs in an ever-changing socio-cultural environment, including continuity of professional development, increased social responsibility, and increasing complexity of tasks. It has been proved that the need-based motivational approach to preventing professional deformation contributes to the formation and development of the teacher's subjectivity, orienting them towards continuous development, promoting an understanding of their own activities and awareness of their needs for professional development, as well as forming motivation to identify personal resources and develop a professional development strategy. This position was confirmed by L.M. Mitina says that the model of adaptive behavior contributes to a teacher's ability to adapt to the conditions of the professional environment and activity, including mastering and adopting the experience of others, solving professional problems using learned algorithms, and “canonicalizing” one's own experiences according to stereotypes. However, it does not contribute to the identification of needs for professional development, which is associated with the risk of developing professional deformities. This is because the presence of a teacher in a model of adaptation limits his professional and personal resources.

The authors of the article explore the problem of forming a culture of stagereading for students of creative specialties of universities. The research is based on the general scientific principles of anthropocentrism and consistency. A synergetic approach is used as a methodological basis, which has heuristic value in identifying the mechanisms of pedagogical interaction between the subjects of the educational process that is the object of research. The subject of the research is creativity as a cognitive ability of the student's personality and as a factor contributing to the formation of a culture of acting reading. The purpose of the article is to identify the stages of formation of the culture of acting reading and clarify the role of creativity in the process of professional training. The authors consider three stages of professional training: initial, advanced, and high, during which there is an introduction to the culture of acting reading, mastering the culture of acting reading, and the implementation and scenic embodiment of the culture of acting reading. The theoretical provisions of the study were tested during the experimental training of students of the acting course of the Perm State Institute of Culture from the first to the fourth year. A longitudinal experiment was conducted, in which one academic group of 15 people participated. The article presents the content and objectives of the experimental work of this group in the first semester of the first year. The results of the study showed the importance of developing creativity in the process of professional training of students. As a research perspective, it is assumed to study other psychological personality traits and cognitive abilities of students that influence the successful formation of a culture of acting reading.

The article presents the diagnosis of the initial level of multicultural education among students-future teachers. The purpose of the study is to present the results of diagnostics of the initial level of multiculturalism among students-future teachers in the regional aspect (Sevastopol city). Research objectives: analysis of the theoretical basis of the study, presentation of the relevance of the study, development of diagnostics of the initial level of formation of multiculturalism of students of the educational institution-future teachers. The study used empirical methods to study the level of formation of multiculturalism among students-future teachers in the regional aspect, in addition, interviews, surveys and questionnaires of students were used. The study was regional in nature: it was conducted in the city of Sevastopol. The study revealed a low level of knowledge about nationalities and representatives of various religions in the region. The attitude of respondents towards non-Believers and representatives of other nationalities is not always tolerant. It has been revealed that students have a biased attitude towards certain nationalities. The subject of the research is the multiculturalism of students – future teachers. The theoretical significance of the research lies in the fact that the problem of improving the professionalism of a higher school teacher is considered in the context of the increasing demands and needs of social practice for competitive workers. The practical significance of the research results lies in the fact that its results can be useful to educators dealing with issues of multiculturalism, citizenship, working in a multicultural society, as well as for developing a research program on the formation of multicultural qualities of future teachers in the city of Sevastopol. The prospects for further research are the development of tools for the multicultural education of future teachers in the city of Sevastopol.

In modern realities, professional self-determination is becoming an increasingly pressing issue, as society needs a young, active specialist ready to work in high-tech production. At the same time, an effective system of professional self-determination will allow young people to enjoy their professional activities and have many opportunities for self-realization. The purpose of the study is to theoretically substantiate and describe the experience of implementing a digital environment for psychological and pedagogical support for professional self-determination of college students. The digital environment allows for a new approach to the implementation of the educational process, allows college students to independently determine their own educational and professional trajectory, motivate them for personal and professional self-development and self-determination. As part of the implementation of the innovative project “Psychological and pedagogical support for self-determination of students in interaction with the family”, a model “Digital environment for psychological and pedagogical support for professional self-determination of students” was developed and is being tested. The digital environment of psychological and pedagogical support for professional self-determination of students has been developed for all subjects of the educational process of the college. The developed digital environment ensures the implementation of an open communication space for students, parents, teachers, social partners and employers, which contributes to the organization and implementation of targeted work on professional self-determination of students on the basis of Magnitogorsk Pedagogical College. The developed digital environment allows determining the activity of students in work on their professional self-determination using such digital tools as video and audio materials, digital simulators, interactive tasks, web quests, etc.