Institute of Psychology and Pedagogy

Partnerships in teacher education (TE) refer to long-term and sustainable initiatives to forge closer connections between TE institutions and schools. The intention is to provide a more relevant and practice-based TE for teacher students and to support the schools in facilitating more research-based practice in classrooms. This article addresses partnership from the leadership perspective, where the responsibilities are given to existing TE leadership levels. The purpose of the study is to provide insight into how to unite two different institutions with different goals and objectives, and what enables and hinders this process. The data material consists of a group interview with leaders in a TE institution, and observations of the leaders in partnership seminars. The analysis reveals the tailor-made approach as a pervasive finding in the leaders’ attempt to blur the boundaries between the collaborating partners; however, this approach challenges the TE institution’s organisational and epistemic practices, such as recruitment and the type of knowledge that is afforded value. Moreover, traditional expectations from schools, directed at the TE as a deliverer of knowledge, as well as the fact that the schools’ participation is voluntary, pose a challenge to the leaders’ boundary work. This study shows that leading partnerships in TE is a complex process uniting multiple stakeholders with different goals, roles and objectives, and that the leaders are both challenged and supported by institutional practices.

This report examines and discusses the possibility that family and intergenerational businesses can play a vital role in the transition to a green manufacturing transformation. The international network INTERGEN equates family business with green transformation and explores and compares the attitudes of students from different countries towards the basic concept of intergenerational family business. In this context, the current research analyses the opinions of respondents from three partner institutions: the University of Ruse (Bulgaria), Timișoara Politehnica University (Romania) and the University of Tyumen (Russia). The central thesis of the research is that the students have a desire to develop a family business, according to INTERGEN, thereby improving the social economy in the regions in the direction of green transformation of production.

The article addresses important issues related to the daily educational experiences of Polish secondary school students. In the first place it focuses on the general concepts conveyed by the title, such as balanced development, extracurricular activities, and volunteering. The theoretical and exploratory purpose as well as practical and implementation related goals have been formulated. The main research problem was defined as follows: What was secondary school students’ involvement in extracurricular activities in school, in the context of their opportunities for balanced development? The study applied a method of diagnostic assessment, a survey technique and a specially designed questionnaire. The survey was conducted in May and June 2022 among 286 secondary school students in the Podkarpackie Region. Majority of the respondents did not engage in extracurricular activities. The students who were involved in some kind of extracurricular activity most often perceived various gains for themselves. The most popular were volunteering projects organised by the school. The students reported that involvement in extracurricular activities most often allowed them to gain knowledge, develop skills and help other people. The gains perceived by the respondents can contribute to their balanced development.

<em>In this article, the concept of cooperation and the teacher’s use of cooperation technology in the process of working with the family, the formation of the active pedagogical position of the parents and the content of working with the family in the school education system are discussed.</em>

&lt;p&gt;This article talks about pedagogical considerations aimed at forming critical thinking skills, the essence of critical thinking. Ways to improve intellectual ability through the formation of critical thinking skills are widely described.&lt;/p&gt;

Design thinking is a way to understand the tough challenges and solve them, which totally focuses on rapid prototype solutions and learning from mistakes. It is an iterative or non-linear process of thinking which is backed by multiple strategies and methods. In education, design thinking curriculum involves students and teachers in real-world problem solving. This paper is an attempt to highlight how design-thinking approach can be successfully implemented through five modes: empathise, define, ideate, prototype and test. This paper is based on design thinking curriculum implemented in Dr. SNS College of Education which involves students and teachers in real-world problem solving. Hence it is concluded that design thinking approach emphasizes on the development of students’ creative confidence, which is essential in today’s competitive world.

Currently, education for sustainable development is a priority area of Early Childhood Care and Education (ECCE). In 2009 the World Organization for Early Childhood Education (OMEP) announced the launch of an international project on Education for Sustainable Development (ESD) of young children, the topics of which change regularly. The article gives a brief overview of the development of education for sustainable development of preschool children in Russia, examines the implementation of the latest OMEP project – ESD Project Rating Scale in Russia, analyzes its first results, the difficulties encountered by pedagogues in using the new method of assessment of the developmental environment, and ways to solve them, the perception of the scale by pedagogues, options for preparing pedagogues to participate in the project and organization of work on the developmental environment assessment in different kindergartens. The importance of adapting the conditions of the OMEP ESD Rating Scale Project to Russian reality is discussed, examples of recommendations of the National Project Leader for the use of rating scale indicators are given. Conclusions are made about the importance of the rating scale for kindergarten development and the incorporation of sustainable development ideas into educational programs. The first results of the pedagogues' evaluation of the developmental environment of kindergarten (group) in all three dimensions of ESD (environmental, economic and social, including culture) are analyzed.

Assuming the statement, according to which video games (or the entire culture related to them) can serve as a valuable teaching material, is true, it is reasonable and justified to question the still-existing opposition and dispute that digital games must face in school environments. This fact is all the more astonishing as it is the representatives of educational environment that are currently providing particularly didactically inspiring evidence, and thus also strong arguments for this claim. At the same time, the fact that computer games have always dealt with the cultural industry, or at least as much as with culture, means that the "distrustfulness" towards digital games present in the educational space does not only have to be an expression of prejudices and moral panic. Acting from the position of a philosopher involved in the educational potential of computer games, in this text I take up to formulate a possible answer/possible answers explaining the reasons for this conjuncture. Relying on the hermeneutic method, I also suggest possible ways of reading a computer game, pointing to its didactic importance. This text is therefore directed primarily to teachers and educators interested in searching for innovative and practical educational strategies.

This article is devoted to the study of the functions by the Institute of Tatar mullahs in Kazakhstan at different historical periods. The author examines the activities of clergymen in the region, analyzes the internal policy of the Russian and later Soviet state, which regulated their activities by legislative acts, creating certain political contexts. Research interest is also caused by the internal policy of the state, which regulated Tatar mullahs activities by legislative acts and it created certain political contexts. The sources for writing the work were materials of personal origin and office work, legislative and regulatory documents stored in the archives of Kazakhstan and Russia. In the initial period of the Kazakhstan's colonization the institute of Tatar mullahs was integrated into the management system of the newly-joined territory. In these conditions, the Tatar clergy had rather large powers in the Kazakh steppe. They conducted civil proceedings, document management, taught the Kazakhs literacy and agriculture, participated in government decisions, and carried out diplomatic missions. Their work gave legitimacy to the actions of the empire for the Kazakhs and promoted loyalty to the new government. In the middle of the 19th century, the attitude of the tsarist officials towards the mullahs changed dramatically. Activity of Tatar clergy was significantly limited by the Temporary Provision of 1868. Despite the prohibitions being undertaken, the political and religious influence of the ulama on the Kazakhs remained quite strong. In Soviet times, a significant part of the Tatar clergy was destroyed and completely removed from the legal field. However, although they were in an illegal situation, they continued to perform religious functions. After some religious relaxation during the Great Patriotic War, they made a significant contribution to the formation of Kazakhstani Kaziyat. The author considers that Tatar mullahs were the elite of the mobilized diaspora оn the basis of the analyzed material. Tatar ulemahs conspicuous influence was until the middle of the 19th century and occurred outside the religious sphere as well.