Volume 05 Issue 06-2024
1
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
06
Pages:
1-8
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
This paper delves into the design of effective learning experiences for Russian learners. We acknowledge that a one-
size-fits-all approach is ineffective, and instead advocate for strategies that cater to the specific needs and interests
of this student population. The research explores various pedagogical approaches that can foster active learning,
engagement, and deeper understanding within the Russian language learning context. This might include
incorporating technology-aided learning tools, promoting collaborative activities, and tailoring content to the cultural
background of Russian learners. By analyzing these approaches and their effectiveness, the paper aims to contribute
to a resource base for educators and curriculum developers seeking to create enriching and successful learning
experiences for Russian learners.
KEYWORDS
Learning Experiences, Russian Language Learning, Pedagogical Approaches, Active Learning, Engagement, Learner
Needs, Cultural Relevance, Technology-Aided Learning, Collaboration, Curriculum Development, Resource Base.
INTRODUCTION
Long haul necessities for the arrangement of a
character, society, state, and inside laws of educational
schooling improvement call for modernization of the
academic training in Russia. The Government State
Instructive Norms for higher expert preparation and
"Idea for help of academic training improvement"
legitimately manage changes in higher expert
educational schooling. The goal of modernization is to
create the conditions necessary to "bring the system of
professional-pedagogical training in compliance with
Research Article
DESIGNING EFFECTIVE LEARNING EXPERIENCES FOR RUSSIAN
LEARNERS
Submission Date:
May 22, 2024,
Accepted Date:
May 27, 2024,
Published Date:
June 01, 2024
Sofia Morozov
Altai State Academy of Education named after V.M. Shukshin, Biysk, Russia
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 06-2024
2
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
06
Pages:
1-8
OCLC
–
1242041055
Publisher:
Master Journals
the latest achievements of pedagogical theory and
practice, the formation of professional competence of
teachers during the pedagogical education process,"
as stated in the "Concept for support of pedagogical
education development." Another age of norms
centers on fostering a staggered arrangement of
higher expert schooling in Russia, including higher
expert educational training too. The Russian system of
higher professional education demonstrates the shift
from a unified profession-based system of training
specialists to a comprehensive fundamental and
general cultural knowledge that is tailored to the
abilities and needs of students and provides distinct
social experiences. The competency-based education
of students is the focus of the Federal State
Educational Standards for higher professional
education. These standards are based on the
competence approach. Documents that are strategic
make it clear that professional training needs to
change. Training for pedagogical activity receives
special attention in the Federal State Educational
Standards for higher professional education in the field
of "Pedagogical education."
The issues, goals, and strategic areas of change in
professional pedagogical education in Russia are
outlined in regulatory documents. However, it is
impossible to identify and solve pedagogical education
issues without analyzing the research component.
There are two primary subject-object areas of
pedagogical education research that have been the
focus of some studies in Russian education over the
past ten years, according to an analysis of the subject-
object area. One of them is the training of future
teachers, which the majority of studies view as subject
teacher training. A student's aptitude for various
activities (professional and pedagogical, innovative,
diagnostic, social, and pedagogical) is primarily the
training result. The future teacher's professional life is
another subject-object area of pedagogical education
research. According to research analysis, both
professional-pedagogical activity and student training
are associated with resolving aptitude-related issues.
The majority of the studies looks at training for
pedagogical activity in a technocratic setting and does
not link pedagogical activity to discoveries, senses, or
relationships.
Problem statement
Assessments of public sentiment of Russian academic
Colleges staff in urban communities of Russia like
Biysk, Barnaul, Tomsk - Russia on understudy preparing
for educational movement shows that its goals are
expressed in administrative archives, however have
the fractional execution. First, respondents link the
training for the pedagogical activity to mastering the
subject's theoretical foundations and teaching
strategies. The educators are aware that subject-
thematic training is primarily connected to student
pedagogical activity training. As a result, a variety of
contradictions in pedagogical student training for their
pedagogical activity have been exacerbated by
changes in Russia's contemporary higher professional
education,
particularly
higher
professional-
pedagogical education:
a) Between the previous approaches to the content
and organization of the training and the new
requirements for students;
b) Between the requirement to focus on the formation
of pedagogical activity as the content and organization
of training and the existing ideas regarding training
content as an aptitude for pedagogical activity;
c) The absence of a scientifically supported concept of
pedagogical
activity
formation
and
previous
approaches to student training for pedagogical activity
Volume 05 Issue 06-2024
3
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
06
Pages:
1-8
OCLC
–
1242041055
Publisher:
Master Journals
Our
goal
is
to
outline
the
prerequisites and specifics of pedagogical activity
formation in student training. In our view, the primary
prerequisite for the formation of pedagogical activities
during student training should be educational events.
The study's objective is to investigate how educational
events affect the formation of pedagogical activity
during student training at the pedagogical university.
Literature review
A writing survey shows that there are different
meanings of the occasion. When examining the nature
of the event, contemporary Russian philosophers
specify some of its characteristics: relevant subjectivity
organization and sense formation (Gryakalov, 2004);
(Kiyashchenko & Tishchenko, 1999); sense, meaning
Space-time, subjects' interactions, action-activity,
subject and value change of being, and influence on
culture are all discussed (Muza, 2002; 2002, Schitsova).
As per the rationalist М. Bakhtin the occasion
attributes are co-being, sense as the occasion,
productivity,
and
augmentation
in
being,
development, support dynamic experience, and
exchanges. Barabanschikov (2002), a Russian
psychologist who studied the issue of perception and
event
ratio,
identifies
the
following
event
characteristics: formation, growth, transformation,
discontinuity, and sense connections and relationships
change. The nature of the event is given special
consideration in the psychology of development
(Slobodchikov & Isayev, 2002): coexistence, values,
senses, subjectivity, growth, and the completeness of
relationships and connections; The El'konin, 1994: the
formation of a subject, the experience, the event, and
the action According to Yenikeyev (2003), Russian
sociologists studying the event's social nature describe
its formation, interaction, and virtual unity of current
and potential. The event is examined in relation to the
text and within a broader context in linguistics. Shabes
(1989), indicates its attributes: agent-action and
change-transition,
meeting,
communication
(Genisaretsky, 2007), a personal sense of significance,
and a new opportunity for professional movement
(Goryunova, 2006).
There are currently no studies on the issue of
educational eventuality in student training for
pedagogical activity in Russian pedagogy. The goal of
our humanitarian-based research is to provide a
comprehensive and in-depth analysis of the issue of
pedagogical activity formation in training in Russian
education.
METHODS
To investigate the educational event for the formation
of pedagogical activity, we take into consideration the
methodology and methods of humanitarian research.
The humanitarian approach serves as the research's
methodological foundation, emphasizing personal
involvement and a person's presence in education,
identifying personal aspirations and a desire to
participate in their education, and taking into account
the practice's empirical reality (G. Prozumentova). In
order to investigate the empirical reality of educational
innovations, we made use of Prozumentova (2009)'s
humanitarian research methods as follows:
a) A phenomenological method for describing
educational innovations;
b) The method for reconstructing novel experiences;
c) The method for classifying the innovative
educational reality.
The purpose of the method of a phenomenological
description of educational innovations is to investigate
students' position and personal involvement in their
education, innovations as an individual action, act, and
educational
initiative
that
the
researchers
"experience" and deem significant.
Volume 05 Issue 06-2024
4
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
06
Pages:
1-8
OCLC
–
1242041055
Publisher:
Master Journals
The initial objective of the research was a
phenomenological description of the organization
known as the "Humanitarian School," which was held
at the Philological Department of the V.M. Shukshin-
dedicated Biysk Pedagogical State University in Biysk,
Russia. In addition to examining the students' position,
personal involvement in their education, and the
current state of student education at the Humanitarian
School, the objective was to investigate. Therefore,
"generating self-description texts is the key aspect of
the method of a phenomenological description of
educational innovations" (Prozumentova, 2009). Self-
depiction texts were produced utilizing contextual
investigation innovation (Fedorinova, 2013, 2015).
The phenomenological description method makes it
possible to identify the areas of change influenced by
educational innovations and to determine the
educational effects
—
gaining an understanding of
pedagogical activity and a new interest in it
—
caused
by the personal action of a pedagogical student in
education. The genesis of points where students are
involved in their professional-pedagogical education,
the modernization of the sense-making process in
professional-pedagogical activity, and the introduction
of pedagogical university students as participants in
education are examples of areas of education change.
The phenomenological description method made it
possible to develop the object and subject of the
research as well as update the research theme.
Method for creatively reconstructing an experience.
The goal of the strategy for imaginative experience
reproduction is "to determine the instructive
substance and capability of an individual's support in
schooling in the exploration" (Prozumentova, 2009).
Therefore, the "construction" of educational content
and the educational potential of innovations are the
goals of the methods used for innovative experience
reconstruction. The following are the stages of
experience reconstruction:
a) Identifying the focus of educational innovation
research;
b) A description of the setting in which the new
experience was created and the goal of the experience
research;
c) Self-depiction of a "biographic" circumstance and an
individual activity plot (phenomenological portrayal);
d) Analytical observation: declaration of one's own
understanding of the innovative nature and
significance of the researcher's actions;
e) Analytical extension: a description and assertion of
the empirical characteristics of personal action,
demonstrating its educational potential.
The method enabled the Humanitarian School's
innovative experience to be reconstructed and its
educational content and potential to be defined.
Method for classifying innovations' educational
significance. The method's most important aspects are
determining the educational reality of innovations and
the identification of empirical signs, characteristics,
and dependencies. The technique for arrangement
infers the accompanying:
a) Defining the educational innovations research
context and goals;
b) A phenomenological account of "extreme" cases;
c) The reenactment of an innovative experience;
d) An analytical comment on the empirical
characteristics of the educational reality of
innovations;
Volume 05 Issue 06-2024
5
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
06
Pages:
1-8
OCLC
–
1242041055
Publisher:
Master Journals
e) Determining the empirical characteristics and long-
term characteristics of innovations' educational reality
(analytical generalization);
f) The identification of significant relationships and
dependencies, as well as the actual and potential
empirical conditions of the subject of the investigation;
g) Conceptualization of educational innovation's
content and definition, as well as its educational reality.
We used the classification method for the empirical
analysis of the innovative experience reality of the
Humanitarian School. It made it possible to identify the
Humanitarian
School's
empirical
features,
characteristics, and ties to other educational events.
The stages of the research organization were as
follows:
1) Phenomenological description and experience
reconstruction research into the humanitarian school
as an educational experience
2) Classification of the Humanitarian School's empirical
characteristics as an educational event (experience
reconstruction, classification, and content analysis);
3) Problem solving (through an essay, questionnaire,
and interview);
4) Conceptualization (characterizing the expression
"instructive occasion," strategic groundwork of
instructive occasions effects on educational action
arrangement in understudy preparing);
5) The content-analysis is used to process descriptive
research results (cases, essays, and discursive writing).
We set up a "Humanitarian School" at the Philological
Department of the V.M. Shukshin-named Biysk
Pedagogical State University. Our goal was to
investigate the Humanitarian School's educational
effects and potential for preparing students for
pedagogical
activity.
Using
phenomenological
description and experience reconstruction, we first
investigated the Humanitarian School as an
educational event. The Humanitarian School's event
potential was demonstrated by the identified
educational effects.
Based on the experience reconstruction of students
and schoolchildren who participated in the
Humanitarian
School
(method
of
experience
reconstruction, method of classification, and content-
analysis), we empirically determined the specifics of
the Humanitarian School as an educational event at the
second
stage.
The
educational
event
was
characterized by the following general characteristics:
a) Identifying one's personality and "self," as well as
one's approach to work and education;
b) Children and adults alike discovering their "self"
through participation in a group activity and the
resources provided by that activity;
c) The development of a personal attitude toward
collaborative work, the significance of participation
and interaction, and the students' own attitudes
toward pedagogical work;
d) Expansion and enrichment, personal development
of adults' and children's attitudes toward one another,
personal experience, and educational experience
(Volkova, 2014).
The typical features and characteristics of educational
events were established as a result of empirical
research. We found that getting knowledge into
academic action, arousing interest in the instructive
calling in educational college understudies requires
conditions, connected with instructive occasions. We
were successful in empirically determining the
characteristics of an educational event: participation in
the creation of the new through discovery, generation,
and discovery. Educational effects can be thought of as
Volume 05 Issue 06-2024
6
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
06
Pages:
1-8
OCLC
–
1242041055
Publisher:
Master Journals
characteristics of an educational event that emerge as
a result of eventuality or as a result of the process of
eventuality. The study made it possible to ascertain the
relationship between educational outcome and
specific aspects of the Humanitarian School
organization. The level of participation of various
participants in the Humanitarian School's organization
and work is one of the primary factors that allow it to
be classified as an educational event. a chance to put
your own efforts into action during the Humanitarian
School; establishing a space for educational
experiments; and the influence of participants on its
upkeep and organizational structures.
RESULTS AND DISCUSSIONS
The term "educational event" was defined based on
empirical research findings.
First, we think of an educational event as participating
in a structured collaborative activity, discovering a
child, finding one's "self" in the profession, planning
actions to shape students' attitudes toward
pedagogical activity, experiencing intense emotions,
and participating in the creation of something new.
Second, we came to the conclusion that the
educational event sheds light on pedagogical activity
and profession. During an instructive occasion, we
select the subjects of the educational movement and
see the place of academic action and academic calling.
Thirdly, the research demonstrated that only
educational events can assist in comprehending the
flaw of professional education, which is the lack of
"immersion" into the pedagogical activity. Students
begin to reflect on and critically evaluate their
professional training only during an educational event.
Students gain insight into a pedagogical career and the
drawbacks of traditional systematic training by
comparing their event experiences. They mistook
themselves for teachers and misunderstood their role
in the pedagogical profession, as well as their limited
involvement in collaborative activities with students
and professors. Immersion in an educational event
facilitates self-reflection on students' education and
evaluation of their training in this area, provides insight
into
pedagogical
topics,
and
Interviews,
questionnaires, and essays were used to investigate
the issue in the third stage. The issue lies in the way
student training is structured as a pedagogical activity,
with educational events serving as the primary
condition.
The conceptualization of educational events that
influence the formation of pedagogical activity in
student training is the focus of the fourth stage of
research. We discovered the characteristics of the
pedagogical activity that were influenced by the
educational event by investigating how educational
events influence the formation of pedagogical
activities in student training. The study found those
students' perspectives on the topic of pedagogical
activity shift as a result of an educational event. An
educational event's collaborative nature aids in gaining
insight into pedagogical activity, altering students'
attitudes toward its subjects, and developing a
particular "self" attitude toward their activity.
The dialogue-like nature of collaborative activity
influences the axiological relationships of educational
event participants. It is demonstrated that an
educational event appeals to students' emotions
through self-reflection and explains to students the
essence of pedagogical activity through inner
experience. Students can gain a personal action
experience by participating in an educational event,
according to the study. Students' participation in the
educational event's collaborative activity planning is a
prerequisite. In addition, the study found that learning
about an educational event encourages self-reflection
over pedagogical activity.
Volume 05 Issue 06-2024
7
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
06
Pages:
1-8
OCLC
–
1242041055
Publisher:
Master Journals
At the second stage of conceptualization, the empirical
data served as the basis for the definition of
educational eventuality. Our research demonstrates
that, in order for student pedagogical activity
formation to be successful, training must be based on
the organization of pedagogical activity formation,
which includes student-centered educational events.
We approached the possibility of education from
various perspectives:
First, the rising power of educational event
characteristics in the context of pedagogical activity
formation defines the educational eventuality.
Second, the educational outcome is characterized by
the unraveling of pedagogical activity characteristics
and influences the formation of pedagogical activity
during training.
We discovered and supported the conditions for the
formation of pedagogical activities in student training
during the third step of conceptualization. We referred
to the description of examples of pedagogical activity
formation for teachers in our use of the method of
experience
reconstruction
for
this
purpose
(Prozumentova, 2005). Remaking of inventive
practices experience permitted distinguishing the
circumstances for instructive action arrangement for
educators: participation in the planning process, the
initiation of actions by the instructor, the selection of a
participation position for the activity, and self-
reflection regarding pedagogical activity. During
student training for pedagogical activity, the
aforementioned conditions were put to the test.
The experience of creating conditions for the
formation of pedagogical activity in students' training
demonstrated that educational outcomes include
changing student ideas about the topic of the
pedagogical activity, changing student attitudes
toward pedagogical activity, gaining personal action
experience, learning about pedagogical activity, and
understanding pedagogical activity.
Thus,
the
research
validated
the
following
presumptions:
a) Participation in an organized collaborative activity,
the discovery of a person, the collaborative activity,
the "self" in the profession, and the generation of
actions to shape students' attitudes toward
pedagogical activity constitute educational events.
strong feelings, such as taking part in the creation of
something new.
b) Educational events enhance student preparation for
pedagogical activity.
c) Pedagogical activity formation in student training is
influenced by educational events:
1) Change how students think about the pedagogical
activity;
2) Describe for students the essence of pedagogical
activity as a distinct attitude of "self" toward activity;
3) Provide students with the opportunity to gain
hands-on experience;
4) Make it easier for oneself to reflect on the
educational activity.
CONCLUSION
To summarize, preparing for the educational
movement should be founded on the standard of the
association of academic action arrangement. The
educational scenario influences the quality of such a
pedagogical activity organization. Future teachers
must meet the following requirements before they can
develop student pedagogical activity: participation in
planning; initiation of activities by instructors and
selection of participation positions in activities; self-
reflection regarding educational activities.
Volume 05 Issue 06-2024
8
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
06
Pages:
1-8
OCLC
–
1242041055
Publisher:
Master Journals
REFERENCES
1.
Barabanshchikov, V. A. (2002). Vospriyatiye i
sobytiye (in Russian) [Perception and event]. SPb:
Aliteiya.
2.
El'konin, B. D. (1994). Vvedenie v psihologiyu
razvitiya. V tradicii kul’turno istoricheskoi teorii LS
Vygotsko go). M.
3.
Fedorinova, Z.V. (2013). Vliyaniye tekhnologii keys-
stadi na kachestvo sovmestnoy deyatel’nosti
uchastnikov ob
razovatel’nogo protsessa (in
Russian) [The influence of case-study technology
on the quality of educational process participants’
collaborative activity]. Krasnoyarsk: Publishing
Houses Science and Innovation Centre.
4.
Fedorinova, Z.V., & Vorobyeva, V.V. (2015).
Obrazovatel’ny potentsyal tekhnologii keys
-stadi
(in Russian) [Educational Potential of Case-Study
Technology]. Procedia
–
Social and Behavioral
Sciences. - 2015 - Vol. 206. - pp. 247-253. URL:
http://dx.doi.org/10.1016/j.sbspro.2015.10.018
5.
Genisaretsky, O. I. (2007). Razvitiye sobytiy v
lichnostno-
rodovom
i
mysledeyatel’nom
otnoshenii (in Russian) [Development of the event
in the personal-tribal and active-thought relation].
6.
Goryunova,
L.V.
(2006).
Professional’naya
mobil’nost’ kak problema razvivayushchegosya
obrazovaniya Rossii (in Russian) [Professional
mobility as a problem of developing education in
Russia. Thesis abstract]. Rostov-on-Don: SFedU.
7.
Gryakalov, A.A. (20
04). Pis’mo i sobytiye (in
Russian) [Letter and event: esthetic topography of
the present].
8.
Kiyashchenko, L.P., & Tishchenko, P.D. (1999).
Sobytiye i smysl: sinergeticheskiy opyt yazyka (in
Russian) [Event and sense: synergetic Experience
of Language]. Moscow: IPh RAN.
