ИНТЕРАКТИВНЫЙ ИНСТРУМЕНТАРИЙ РАЗВИТИЯ СОЦИАЛЬНОГО ИНТЕЛЛЕКТА СТУДЕНТОВ - БУДУЩИХ ПЕДАГОГОВ

School teachers of the future are coming from a new generation. This generation is fluent and even unseparated from digital devices. As representatives of a new culture, future school teachers should play a major of implementing ICT in education. Unfortunately, schools are still traditional and during Curricular Practical Training school mentors can’t share their ICT in teaching findings, because they have little or none of such experience. Thus, future teachers should be ready to develop new approaches in education and help other teachers of elder generations to take advantages of it. University educators and the authors of ICT policies should provide opportunities for future teachers to communicate with their elder colleagues as peers and form their ability to discuss practical issues about ICT in Education. To meet these needs teachers from Kherson State University have organized series of joint ICT workshops for school teachers and students of pedagogical specialties. There are many benefits from such learning format, both for students and teachers. Teachers can learn more about ICT and share their experience, get inspiration and find affinity group, to become mentors for younger colleagues. In such groups, students can communicate with more experienced colleagues, find out more about teaching methods from experts, develop a better ability to express their vision, defend their ideas, help others to create teaching content with ICT, and be proactive as professionals. The results of such learning format, typical trends and difficulties are outlined and analyzed in the paper.

The problem of dynamics of development of self-efficacy at students of pedagogical specialties is considered. The analysis of the theoretical material on the topic is under study. And we try to reveal the considered types, levels and conditions of formation of perceived self-efficacy in future teachers. We present the results of empirical research of dynamic characteristics of self-efficacy of a sample of 83 students identified statistical indicators of development of subject self-efficacy and self-efficacy in communicating their relationship with motivation of choice of profession and level of self-evaluation. The integrity, dynamism and multicomponent self-efficacy; nonlinear nature of its development at different stages of training are revealed.

The study of the relationship between the motivational potential of students of pedagogical specialties and the success of their research activities is a key task of modern educational psychology. In the context of rapid changes in the educational environment and increasing requirements for the professional training of future teachers, understanding the factors influencing the effectiveness of students’ research activities is becoming especially relevant. Professional training of future teachers requires not only mastering teaching methods, but also developing the ability to analyze, critical, innovative thinking, a systematic approach to solving educational problems, which is impossible without developed motivation for research work. In the article, based on a theoretical analysis of scientific literature, various approaches to interpreting students’ research activities (cognitive-oriented approach, fundamental-methodological, personality-oriented, socio-cultural, practice-oriented, psychological and pedagogical, etc.) are identified. The main goal of the study was to determine the influence of students’ motivational potential (future primary school teachers, future teachers of physics and technology) on their success in research activities. The authors attempted to identify various aspects of motivation, including internal and external motivation, their impact on the intensity and quality of research activity of future teachers. The article presents the results of a comprehensive study of motivational determinants of the effectiveness of research activities of students of pedagogical specialties. As a result of the study, key motivational profiles of students in the field of research activities were identified. The results of the study showed that there is a significant relationship between the motivational profile of students and their levels of success in research activities.

The article examines the cultural foundations of students’ social intelligence. It is noted that social intelligence is rooted in culture. In this sense, it is also considered as a socio-psychological phenomenon with a complex structure. Because a person engaged in social activities regularly encounters the influence of these and similar situations on social intelligence. In this sense, human activity in life has a social character in all areas. On the one hand, these areas demonstrate intellectual skills, knowledge and the ability to work on and master them. On the other hand, the ability to build relationships with other people in various social situations, character traits and behavior manifested in communication with acquaintances or strangers, in situations encountered in professional activities, determine the development of social intelligence. Therefore, everyone who wants to be in a social environment and is forced to act in it needs to enter into social relationships, comply with the requirements and norms of the social environment, acquire social skills and habits of role behavior in this area. It is noted that for many this process is a voluntary process of self-development, self-organization and socialization. As a result, such people can effectively develop their social intelligence. For this reason, the development of social intelligence among students preparing for professional activities is becoming in demand. The science of social psychology finds out how this process occurs, what needs to be done, and shows how to apply it. The article describes the progress of experiments carried out in this direction. The essence of the influence on the social intelligence of students at three levels is clarified - cognitive, emotional and behavioral. The results showed that among the participants in the experiment, the culturally determined formation of the behavioral component of social intelligence predominated. The results of the emotional component were lower than those of the behavioral component. Compared to them, the indicators of the cognitive component are significantly lower.

Problem statement . Formation and development of students’ research skills in subject training in the context of digital transformation of education is a critical task. The purpose of the work is to substantiate a methodological approach to developing research skills when teaching students of pedagogical specialties to create educational instrumental dual-use sites. Methodology. Many research skills are developed in human activity during the creative development of digital resources. If, when teaching future teachers website building, we define the task of creating a website for teaching and conducting research related to its design, then such an activity will have three aspects: motivated learning according to a project strategy; creation of tools and conducting research within the framework of the ongoing educational project; creation of a practically useful educational resource. The range of problems in the design of the screen interface, accompanying substantive and non-substantive factors of the digital environment is quite wide and provides an opportunity for a variety of research tasks. At the same time, the tasks are quite accessible to students of different pedagogical specialties. Results. Examples of completed work by students on the creation of educational instrumental sites on the topics of mathematics and computer science are given. Observations of their educational activities showed high creative and cognitive activity, enthusiasm, the ability to find the necessary information, the desire to independently conduct their own research, and be proud of the resulting useful dual-use product. Conclusion. The proposed technique for completing assignments related to teaching students to create dual-use educational sites (web resources) allows you to form and develop their research abilities.

Professional work of police officers focuses on a variety of tasks, including patrolling the city and expediting on-call challenges, reaction to traffic violations, prevention of offenses, their detection and response to them, etc. Permanent interaction with the population in the course of performing professional duties requires the police to develop a certain level of communication skills. Interaction with representatives of different layers of society can often be accompanied by conflicts and manipulations in communication. Police officers point to insufficient formation of their communicative competencies, as well as to their professional vulnerability in performing tasks in certain situations of interpersonal interaction. The objective of the paper is to empirically study the features of social intelligence for future police officers with different levels of communicative tolerance. The authors used the questionnaire "General communicative tolerance" (V. Boiko) and the "Social intelligence" test (G. Gilford in the adaptation of O. Mikhailova) as a psycho-diagnostic tool. The sample consisted of 132 trainees from the institute of postgraduate education of Kharkiv National University of Internal Affairs. It is theoretically justified that communication in the professional activity of a police officer plays an important role, communicative tolerance is a necessary internal regulator of communication and behaviour within the police activity, and social intelligence in the professional activity of a police officer is a kind of psychological resource for professional development and self-development in the context of his communicative competence. It is noted that the professional activity of a police officer should be regulated not only exclusively by professional standards, standards of conduct contained in laws, orders and instructions, but also by ethical norms, customs and traditions, public opinion and social expectations in society, in turn, it requires a special professionally oriented social intelligence of the future police officers. The authors have empirically established differences in the manifestations of social intelligence among trainees with different levels of communicative tolerance, which is to determine the deficiency of ability to predict the consequences of the behaviour of other people, to understand the logic of development of interaction situations and the ability to highlight key features in a variety of human non-verbal responses in subjects with low levels. The obtained results actualize the need to develop and implement practical recommendations on the formation of communicative competence among future police officers at the stage of their professional training.

En los últimos años se ha acrecentado el interés por las representaciones sociales de JusticiaSocial en el ámbito educativo. En base a la concepción tridimensional de Justicia Social descrita por Nancy Fraser, en este estudio se indagan las dimensiones: Redistribución, Reconocimiento y Participación y sus representaciones en los maestros y maestras en formación. El objetivo del estudio es analizar las tres dimensiones de la Justicia Social y su relación con la Orientación a la Dominancia Social en una muestra de participantes compuesta por 387 estudiantes de primer y cuarto curso de los Grados de Maestro/a en Educación Infantil y Primaria de la Universidad Autónoma de Madrid. Estos respondieron a un cuestionario que contenía una versión en español de la Escala de Orientación a la Dominancia Social y una Escala Tridimensional de Justicia Social. Los resultados muestran que las futuras maestras poseen representaciones de Justicia Social más desarrolladas que los futuros maestros, y que aumentan conforme se acerca la finalización del periodo formativo. Además, fueron halladas correlaciones negativas entre las tres dimensiones de Justicia Social y la Orientación a la Dominancia Social. Se concluye que los años de formación en estos grados y el género del alumnado son dos factores a tener en cuenta en el análisis de las representaciones de Justicia Social de los maestros y las maestras en formación. Finalmente, se discute acerca de las implicaciones que los factores estudiados pueden tener en el desarrollo de una actitud favorable hacia la Educación para la Justicia Social.

The current post-pandemic period has a significant impact on learning, particularly in Islamic religious education subjects. As a result, many students are less focused on attending lessons, their learning motivation and participation levels are decreasing, and their social intelligence is low because they are used to online learning, which has few face-to-face meetings. They are unable to adapt to the transition from previously online to hybrid learning methods. This study aimed to discover the Islamic religious education teachers' strategies for fostering and actualizing students' social intelligence in the post-pandemic period at MA AL-Hikmah Bandar Lampung. The research method employed was qualitative field research. The data collection techniques employed were interviews, observation, and documentation. The data analysis techniques employed were data reduction, data presentation, and conclusion. Triangulation can be used to validate the data. The research findings revealed that in order to develop and actualize students' social intelligence, teachers employed cooperative and affective learning strategies that are implemented in four areas: methods, media, learning materials, and learning evaluation. Finally, fostering and actualizing students' social intelligence necessitates creative and innovative strategies to ensure proper development.

The article investigates emotional intelligence and the modes of its formation and development among future social teachers. The hypothesis: the use of interactive educational technologies in teaching humanitarian subjects among future social teachers in practical classes in the form of socio-psychological training (TPS) contributes to the development of emotional intelligence. Students at the Faculty of Social Sciences of L.N. Gumilyov Eurasian National University (ENU after L.N. Gumilyovy) and students from the Faculty of Pedagogy at K.Zhubanov Aktobe Regional State University participated in the study. To achieve the goals, humane disciplines for social teachers used the SPT with the aim of updating students' creative potential, developing empathy and other components of emotional intelligence (EI). An analysis of EI indicators for subjects in the early and late stages of the study confirmed our hypothesis that the use of interactive educational technologies in teaching humanitarian subjects among future social teachers in the form of socio-psychological training (TPS) has a positive impact on o formation and further development of the intrapersonal and interpersonal aspects of emotional intelligence.

Three Models of Corporate Social Responsibility: Interrelationships between Theory, Research, and Practice

Artificial intelligence technologies are one of the priority areas that contribute to the progress of society. This necessitates the study of such technologies already at the level of secondary education. At the same time, there is an obvious shortage of teachers trained in this field, which leads to the need to include relevant elements in the content of professional training of students of pedagogical specialties in order to develop their skills in working with modern artificial intelligence technologies. The article describes the experience of distance learning of students in the discipline “Artificial Intelligence Technologiesˮ at the Novosibirsk State Pedagogical University. The organization of the educational process for the study of artificial intelligence technologies involves the use of distance learning technologies that provide the opportunity for students to complete practical tasks at their own pace, quickly update outdated information, and integrate with cloud services. Two different approaches to the professional training of future teachers in the field of artificial intelligence are described. Elements of the content of the training course on artificial intelligence are presented.

The importance of this study is linked to the topic of increasing the quality of future teacher professional training by creating a collaborative learning environment. The purpose of this research is to conduct a theoretical analysis of the effectiveness of creating a collaborative learning environment in university and demonstrate its impact on the successful professional activity of future teachers. The paper presents the data of the experimental research in the form of Action Research, conducted among 1st and 2nd year students of pedagogical specialties in the natural sciences (chemistry, biology, physics, computer science). The core requirements of the personality-oriented, activity-based, systemic, environmental, axiological and competence-based approaches form the methodological foundation for building a collaborative learning environment. Students who are immersed in a collaborative learning environment have the opportunity to reflect on the level of formation of their own professional skills, the success of achieving educational goals, and the processes of self-realization, self-development, and self-actualization on a regular basis. This study examines the impact of collaborative learning on students’ communication skills, knowledge quality, assessment of educational achievements, and study time savings. The research findings are linked to the use of Action Research in the educational process, involving students in the process of professional self-improvement. The novelty of the research is characterized by the identification of developmental effect of a collaborative learning environment based on the concept of a zone of actual student professional growth. The practical significance of the research is the development of positive experience in structuring the educational process, with the prospect of applying this experience in future professional activities, such as working with students.

In our paper, we propose to focus on the use of video products in the educational process of teacher education in Ukraine.First of all, it is important for us to present a justification of the features and importance of using video projects as part of theoretical material / educational content / online and offline courses. After all, the use of video projects allows to deepen the knowledge of future teachers, including audiovisual involvement in the perception of terminology, complex elements of teacher organization, legislation or other theoretical aspects.Secondly, we believe that it is worth noting and presenting the experience of Ukrainian students of pedagogical specialties' involvement in video projects (in particular, the creation of a social video, etc.). After all, such work allows you to reassess your own skills in using technology, acquire new knowledge, formulate a strategy for implementing project-based learning in secondary school practice, and build strong cause-and-effect relationships between the knowledge and experience of using it through technology and social media.All of this together allows us to observe the formation of a future teacher who is not separated from the challenges of the technology world, but who uses the opportunities of our time in a harmonious and high-quality way.

The individual characteristics of foreign language acquisition among students of pedagogical specialties and the selection of adaptive technologies considering these characteristics are examined in the article. An analysis of studies by methodological researchers that explores the psycho-physiological features of students' memory, thinking, attention, and the emotional sphere is provided. The article presents data on training students in pedagogical specialties based on the authors' developed learning model, utilizing adaptive educational technologies that consider individual language learning styles. Adaptive technologies such as communicative and audio-visual methods (AVM), personalized learning technologies, control-corrective teaching technologies (CCTT), business games, and adaptation-expansion-variation (AEV) learning technologies by both domestic and foreign authors are discussed. It is proven that students possess significant potential in intelligence and personality for effectively acquiring a foreign language in intensive learning conditions. For teachers, it is vital to select the appropriate adaptive technologies based on each student's group and individual characteristics. At the same time, educational institutions need to implement specific measures to support existing motivation and identify personal student traits that actively influence the learning process. Existing research conducted both in our country and abroad (mainly focusing on adaptive information systems) does not provide unanimous consensus on the effectiveness of the adaptive approach. Whether this is due to shortcomings in the conducted studies or the limitations of adaptive technologies remains to be seen as the adaptive approach is still in development. However, this method has shown effectiveness for students with certain levels of knowledge, skills, language abilities, and motivation when learning any foreign language. Other researchers in teaching foreign languages in pedagogical institutions can consider these results and develop their own variations of educational content within the framework of standard discipline programs. The more such studies are conducted, the faster this field of educational technology will be developed and the more promising its application will become clear. Additionally, the study can be extended toward developing electronic platforms based on existing content.

The article presents an analysis of the phenomenon of “mentoring” as a type of mentoring activity characterised by voluntariness and lack of directiveness. Modern domestic and foreign research conducted in this area of the problem is considered. Particular attention is paid to the analysis of studies devoted to the formation of mentoring interaction in future teachers. Interaction in the “mentor-mentee” system contributes to the harmonious development of personality, that is why the article pays attention to the problem of psychological well-being of a personality. The article analyses the peculiarities of the concept “psychological well-being” as a state of dominance of positive emotions and general life satisfaction of a personality. Such types of psychological well-being as normative, harmonious and subjective well-being are considered. Characteristic differences in the manifestation of psychological well-being among students of pedagogical universities with/without mentoring experience are described. The empirical study was conducted on the basis of Voronezh State Pedagogical University. Sixty students with mentoring experience and 60 students without this experience took part in the study. Based on the applied techniques on psychological well-being and analysis of learning stress of the respondents, a conclusion is made about the specificity of students’ psychological well-being based on such indicators as “positive attitude towards others”, “autonomy”, “environment management”, “personal growth”, “purpose in life”, “self-acceptance”. The main problems of students leading them to stress are highlighted. The study revealed a correlation between the presence of mentoring experience and psychological well-being of students of pedagogical university. Statistically significant differences in the psychological well-being of students in these groups were confirmed by the U-Mann-Whitney test. The theoretical and empirical data presented in the article will expand the scientific understanding of the problem of the influence of mentoring interaction on the sense of psychological well-being of students of pedagogical universities.