Collaborative reflection helps teachers make meaning of their professional selves. For this reason, the infusion of appreciative inquiry into collaborative reflection can strengthen the formation of teacher identity. This case study aimed to investigate how appreciative collaborative reflection catalyzed the configuration of EFL teachers' professional identities during a three-month offline teacher professional education program in Indonesia. Three EFL teachers attending the professional education program and belonging to the same group during the reflection activities took part in the current study. During the activities, the three participants showed an interpersonal bond within the group. Data in the form of narratives were obtained through a semi-structured focus group discussion with the participants. A thematic analysis was conducted to discover the data's emerging themes regarding the affordance of the reflection in accelerating teachers’ professional identity formation. The findings revealed that appreciative collaborative reflection catalyzed teachers' professional identity configuration through recollections of professional experiences, equal engagement and interconnectedness, and positivity. The data-led, personal, collaborative, and appreciative reflection fostered the cultivation of positive personal selves. It is necessary that identity-related reflections be incorporated into teacher professional development programs to help teachers cultivate and purify their professional calling.

T he digital and media environment has brought new challenges that demand the development of specific skills to face them. Teachers are aware of the importance of using technology and social networks in educating new generation. However, they do not feel prepared to provide media education. The issue of education in values still receives less attention than necessary. The aim of the study is: to develop a Teacher Professional Development (TPD) program that allows participants to be better prepared to work with media education, focused on the Ideology and Values dimension. Research methods: to develop the TPD in the LMS it will be necessary: 1st. definition of educational objectives related to media education, focused on the Ideology and Values dimension; 2nd. To carry out a survey of media products that can promote reflection, analysis, synthesis and discussion that will be transformed into Digital Learning Object-DLO, instructional components that can be reused in different contexts and accessed through the Internet; 3rd. selection of didactic strategies, using the DLO, to be developed to reach the objective. Conclusions and recommendations: The design of the TPD program, in the LMS, with a playful perspective and active participation of teachers, enables the organization of classes and activities online using various resources in the form of a learning object.

The relevance of the research is due to the increasing popularity of online learning and the lack of scientifically based criteria for analysing and designing new programs. The article provides an overview of international research and teaching practices on the following topics: the impact of Internet use on the mental development and academic results of children aged 5-12 years; the relationship between the use of various digital learning tools and the formation of various components of cognitive and communication development; the influence of the digital component of learning on students ' academic achievements; teaching children the basics of programming in order to form their computational thinking. In this study, the numbers of paperes related to the digital transformation of preschool and primary education were identified. The number of such articles for Scopus was 1709, and for Web of Science 984. Term maps were visualized in the period 2000–2020. The three clusters for Web of Science relate to the Internet, gaming learning applications, and computational thinking. After that, we analysed 60 sources that most fully represent these three clusters. The paper draws the following conclusions: to date, most studies are based on comparing the significance of the psychological and pedagogical effect of traditional training and education with the active use of digital technologies. There are few studies comparing different types of digital environments and online educational technologies; conflicting data on the impact of digital media and online technology on educational outcomes suggests that development of psycho-pedagogical typology of mechanisms for online learning that would take into account the peculiarities of interaction between child, teacher and digital environments, is urgently relevant; today, we have a fairly large array of data on the positive impact of digital gaming environments on the formation of creative abilities.

Nowadays, most children attend supplementary classes. This research attempts to review and summarize the results of 14 international studies on the influence of music lessons on children aged 5-12. The paper considers the influence of music lessons on the development of regulatory functions and language abilities. The authors conclude that music lessons have a significant influence on the regulatory functions of children, especially on inhibition and working memory. The relationship between language and music classes highlighted in numerous studies are discussed. With prolonged daily music lessons, children can develop vocabulary and phonological awareness.

In the Yamalo-Nenets Autonomous Okrug, the project “Nomad Education” has been implemented since 2010, aimed at solving the issues of accessibility of education for children of tundra people in the conditions of family, industrial nomadic camps. For 10 years, the attitude towards nomadic education has changed dramatically, in connection with which the paper presents an analysis of the effectiveness of nomadic education in teaching children of indigenous peoples in the Yamal-Nenets Autonomous Okrug based on a study of the opinions of the nomadic population. This information can be the impetus for the improving the quality of education in nomadic areas. The purpose of the publication is to identify the problematic issues of nomadic education and determine the prospects for the project.

 The study involved 622 respondents from the indigenous population in 7 municipalities (districts) of the Yamalo-Nenets Autonomous Okrug. Statistical analysis was carried out using the Statistica 10 and SAS JMP 11 software packages. The results of a survey of the nomadic population on the effectiveness of teaching children in the system of nomadic education are presented. Nomadic education was assessed, risks and potential were identified. The most active supporters of nomadic education were reindeer herders, which is primarily due to the specifics of their nomadic life. Among the main factors affecting the quality of learning of children of the nomadic population, there is a shortage of qualified teachers who speak their native languages   and are willing to work in the extreme conditions of nomadic life. Research materials can be useful to methodologists and teachers implementing the project “Nomadic Education” both in the Yamalo-Nenets Autonomous Okrug and in other territories of the Russian Arctic.

The labor market today, more than ever, needs effective and highly qualified personnel ready to work in conditions of turbulence and uncertainty, and therefore teachers who are able to provide appropriate training for such personnel. However, the professional competences level of vocational training teachers does not always ensure the required quality. Therefore, it becomes important to organize a continuous monitoring system of the educational sphere and the labor market, which makes it possible to timely diagnose professional deficits of teaching staff and organize educational activities to eliminate them.

 The purpose of the article is to determine the reasons for the emergence of teachers’ professional deficits in organizations of the secondary vocational education system, to propose ways to overcome these deficiencies based on the identified educational needs of teachers.

 The study of professional deficiencies of vocational training teachers is implemented based on the competence approach, the concept of vocational education and the theory of professional deficits.

 The main method for collecting primary data was a questionnaire survey (n = 589). The groups of professional deficiencies of vocational training teachers in the field of methodical competence were identified (the use of modern forms and methods of organizing vocational and pedagogical training; the use of modern pedagogical, including digital technologies; creating conditions for the personal and professional students’ development; control and assessment).

 The research materials are an illustration of the experience of organizing monitoring of the educational sphere. The revealed level of vocational training teachers’ professional competence and specific deficiencies in methodical literacy will be useful for state bodies and other organizations of the vocational education system when developing a set of educational measures aimed at improving the professional competences of pedagogical staff for the vocational pedagogical education system.

The article considers the transition to distance learning in the context of COVID-19 pandemic as innovation. In particular, it shows that the spread of innovation in an extremely fast and compressed way does not fit the classical model of innovation diffusion by Rogers. Based on the results of the analysis, the authors supplement the innovation theory with a model of shock innovation which aims to describe the phenomenon of momentary transformations. For that reason, a comprehensive and extensive description of innovation diffusion was narrowed down to three key characteristics and linked to three levels (micro-, meso- and macro-). The narratives of school principals which have been extracted from the interviews (N=10) were compared with the characteristics of this three-levels model. The analysis revealed that a shock innovation is characterized by the fact that (1) the initial impulse has a source, external to the system, (2) requiring an obligatory response (forced change); (3) manifested by an innovative “breakthrough” due to the extreme mobilization of the resources; and (4) “densification” of traditional innovative processes for the diffusion of innovation at three levels - individual (micro), group (meso-) and systemic (macro-). The discussion highlights the aspects of the identified characteristics that should be taken into account in designing the strategies of schools’ development, as well as bridging the gaps in the educational system caused by the pandemic.

Women are underrepresented in STEM. Researchers note that gender stereotypes are the main explanation for gender disparities in STEM. Methods for measuring stereotypes do not take into account the contexts of education and careers in STEM. This study is an attempt to develop a tool for measuring stereotypes, using mix methods approach. At the first stage (qualitative research), the factor structure of the instrument was determined (method interview, sample of 18 women); at the second stage (quantitative research), a questionnaire on stereotypes in STEM was developed and tested (sample of 145 women). The developed questionnaire demonstrates satisfactory psychometric characteristics, correct functioning of statements and confirms the expected two-factor structure. The questionnaire consists of 10 statements and includes two factors: (1) studying STEM and career in STEM are more suitable for men than women; (2) work in STEM is not compatible with the female role model of taking care of the family. The selected factor model correlates with theoretical ideas about stereotypes: stereotypes about girls' abilities in technical disciplines and stereotypes about female role model. The developed questionnaire "STEM stereotypes" will make it possible to fix them, evaluate their relationship with other psychological constructs (for example, motivation) and academic achievements, correct the educational and career trajectory, thereby possibly contributing to the consolidation women in STEM.

One of the solutions to the problem, when not the best graduates enter the pedagogical profiles and after graduation are employed in the education system, is the prediction of professional orientation even at the stage of the student choosing their further professional trajectory. To solve this problem, the purpose of the study is to develop and experimentally prove the effectiveness of using a program for predicting the employment of students of a pedagogical university based on the introduction of various machine learning algorithms. Using a random selection of students, the collection and processing of their questionnaires (n=205) in 2011-2016 were carried out. Various machine learning algorithms were used to create the program: decision trees, logistic regression, and catboost. In the course of the experiment, the data of the questionnaires were loaded into the program for its training according to various algorithms, in order to ultimately obtain a finished intellectual product with the ability to predict the employment of graduates. In the final comparison, the program developed on the “decision trees” algorithm made only 2 out 19 questionnaires and 7 out 61, which was the best result - 89%. The implementation of this algorithm makes it possible to most accurately, with the least percentage of errors, identify students who will not be employed in the future according to their profile of study or not employed at all. Thus, the study developed an intelligent program that allows one to instantly process data and get an accurate forecast of employment with only a small probability of error.

Nowadays, the need to improve Internet accessibility brings the assessment of e-learning formats effectiveness to immediate attention of researches in inclusive higher education. This project aim was to understand the specifics of implementation of an online marathon for deaf and hard of hearing (DHH) students who learn a foreign language. The authors noticed some differences in the dynamics and activity of DHH students doing online courses in different formats. There was no statistically significant difference in the amount of homework submitted on time between the two formats. However, when students participated in the online marathon, the number of students who completed most of the assignments on time, and the frequency of the submitted assignments increased. The number of completed assignments increased steadily during the online marathon, while the number of submitted assignments decreased in the middle part of the electronic learning course. The microcourse which was designed and implemented in the online marathon format for DHH students at the M.T. Kalashnikov IzhSTU was included in the list of the “Marathon of Best Practices for Applying New Technologies for Education, Training, and Socialization of Students with Limited Health Abilities and with Disabilities in the Universities of the Russian Federation.”

In the modern world almost any professional field requires specialists who possess innovative thinking skills, who can solve non-standard tasks, who can take a fresh look at their usual activities and offer breakthrough solutions. Such specialists are especially important in the face of serious challenges of globalization, such as a pandemic. Thus, one of the important tasks of education is development of a creative, active, independent personality, ready to new forms of social life, capable of transforming reality, aimed at self-development.

 The purpose of the study is to develop and test a mixed model of a consortium for development of students' creative activity.

 The main method of study was the formative experiment. We have also used diagnostic tools taking into account the components, criteria and indicators of development of students' creativity. One hundred sixty-seven people took part in the experiment, of which 87 were students of Kazan Federal University, 80 people were students of Vyatka State University.

 The result of the article is the mixed consortium model for development of students' creative activity, which allows teachers to use active learning strategies and include students in progressively more complex educational online activities that ensure development of learning motivation, creativity and creative skills.