Rezida Rustamovna Khusnutdinova

Introduction . The high relevance of interethnic security in schools with migrant students is due to the growing number of the latter and the emerging integration problems. In Russia, the main migration flow from the CIS countries mitigates the problem of adaptation. The aim is to study the perceptions of psychological safety of the educational environment among multi-ethnic mainstream school teachers in the Republic of Tatarstan working with children with a migration history. Materials and methods . A survey of 90 teachers working with migrant children in the Republic of Tatarstan (Russia) was conducted using an original questionnaire comprising 17 questions on the key aspects of interethnic interaction. Results . The survey confirms a significant need for a comprehensive system of psychological and pedagogical support of migrant children and appropriate teacher training methods (94 % of respondents). Teachers recognise the importance of the problem of migrant children adaptation, specifically in the conditions of uncertainty and asymmetry in the mutual perception of migrants and the indigenous population (10-77 %), as well as the dominance of negative factors in assessing the safety of the educational environment (20-33 %). The most important factors of successful social adaptation of children with a migration history include the creation of a favourable educational environment (63 %), the development of specific recommendations and programmes for working with migrant children (83%), and the improvement of teachers’ professional competence in the sphere of intercultural education (92 %). Discussion and conclusions . The study prospectively aims to identify the optimal forms and methods for migrant children adaptation with regard to their area of residence and their perception of discrimination. The research materials are aimed at preventing inequality in schools and adjusting educational policies by studying teachers’ views on migrant children. The survey shows that Russian teachers, due to the historical multi-ethnicity of the country, focus on the pedagogical aspect of working with migrant children rather than on the ethnic aspect, which distinguishes them from European pedagogues.

In a multi-ethnic region with a diverse ethnic and religious composition, there is an inevitable need for interethnic tolerance. Ethnological monitoring studies (2017) classified the Volga Federal District as a latent conflict zone. Migrants from neighboring Muslim countries have settled in the cities of the Middle Volga region, from Saratov to the south of the Nizhny Novgorod region. Cross-cultural interaction is complicated by migrants' self-restriction of contact with indigenous people. The established patterns of behavior of the first wave of migrant fathers with the region's natives are unconsciously transferred by their children to their relationships with peers. Patterns established in the parental family are almost never corrected in the children's future adult lives. This expands the influence of intergenerational relations on the creation of preconditions for interethnic discord in the region. The aim of the study is to identify the transgenerational stability of the ethnic identity of migrants who voluntarily relocated to a region with different cultural norms. The task is to find a statistical connection between the ethnic identity of parents and their children, whose socialization takes place in a regional multicultural environment. Hypothesis: ethnic values through the prism of identity, formed on national customs and traditions in the migrants' original area, are not only transmitted across generations but also exert internal resistance in adolescents during their social identification with the titular people of the region. The study was conducted in twelve schools and lyceums of Tatarstan. 130 people participated voluntarily – adolescents and their migrant fathers. The intergenerational transmission of the national identity of migrant fathers to their children has been statistically confirmed. Quintile assessment scales of the national identity of migrants have been calculated. According to Bayes' theorem, the probability of adolescent protests based on their national hyper-identity has been determined. The interethnic relations within the region can be described as unstable tolerance.

Interethnic security is the minimization of external and internal threats perceived by the ethnophore as a problem. Subjectively unstable security is expressed as tension in the interpersonal relations of ethnic groups historically living in the region. Tension has its own indicators – behavioral markers of the subject and predictors of its increase. The aim of the conducted theoretical and empirical study is to quantify the critical values of markers of individual behaviour of the subject, predicting the crisis development of interethnic relations by means of author diagnostic verbal tool. Methodologically, the test construct is based on the protective mechanism of the projective identification of the subject in the attestation process of the actions of a well-known person. Volunteers with higher education such as doctors, lawyers, teachers participated in the test. Based on the array of empirical data obtained, the ranges for different behavioral markers of ethnophores were defined. Normalization of diagnostic scales has been carried out in the pilot sample of 71 people using the Martin sigma method. The quintile scales of markers of subjects’ tension in the interethnic interaction were calculated. The reliability of the test according to the Spearman–Brown formula was +0.81, and the construct validity was +0.71. The discriminativity of the test according to the Ferguson formula was determined as 0.89. Tests on a representative sample confirmed the compliance with all psychometric characteristics. The limits of applicability were outlined and the hidden prognostic capabilities of the designed diagnostic tool were revealed.

Background. The formation of values in adolescence is one of the priority tasks of school education and upbringing, since it is values that determine a person's relationship with society. In the course of communication and interaction with the surrounding world, adolescents form personal characteristics, including emotional intelligence, adolescents' perception of values and meanings. Purpose. To study the features of value orientations in adolescents with different levels of emotional intelligence. Materials and methods. In the course of studying the value orientations of adolescents with different levels of emotional intelligence, an empirical study was conducted with the participation of 50 adolescents aged 14-15 years of Naberezhnye Chelny city schools. Diagnostic tools of the study included the use of the following methods: ‘Diagnostics of value orientations of adolescents’ (V.F. Sopov L.V. Karpushina), “Value orientations” (M. Rokich), questionnaire “Emotional intelligence” (D.V. Lyusin). Mathematical processing of the results was carried out by Student's t-criterion method. Results. Adolescent children learn to understand their own emotions, but still have difficulty recognising the emotional states of other people, more often by external expression, while showing little sensitivity to the mental state of others. They have poor control over their emotions and are unable to manage the emotions of their peers and are unable to manage external expressive manifestations of their emotions and restrain facial expressions and gestures. Teenagers display the values ‘cognition’, ‘I-value’, ‘other-value’, socially useful activity is not so significant for teenagers, and they do not consider responsibility a valuable quality. In the ‘terminal values’ category, it is more important for adolescents to have loyal friends, health, freedom and material well-being. Adolescents are least interested in happiness in family life, happiness of others and social recognition. In the ‘instrumental values’ category, it is more important for adolescents to enjoy life, to be useful in a common cause, and to be well-mannered and educated. Adolescents pay the least attention to responsibility, high demands, and broad-mindedness.

When there is a social and economic disadvantage in the region, the consciousness of the subject begins to look for the image of the enemy, which more often focuses on representatives of national diasporas. Interethnic tensions are growing. The distance between ethnophores and ethnoses increases to complete mutual rejection in their area. In an aggravated situation, social security. The paper puts forward the concept of interethnic security based on minimizing threats perceived by the ethnos as a problem. An indicator of unstable security is an increase intension. Subjectively, security is expressed in the absence of fear of external threats [1]. Its predictors include: numerical and status imbalance of ethnic groups; their hyperidentificity; unemployment of the population; its low education; intolerance. The listed socio-psychological constructs are observed visually and recorded by the corresponding markers of individual and mass behavior. The purpose of theoretical and empirical research is to distinguish between manifestations of anomalies of ethnic identity and to resist extremist actions provoking interethnic and interfaith conflicts. An empirical study of the interethnic distancing of three peoples – Russians, Tatars and Chuvash – who make up 96 % of the region's population was conducted. The representative sample included 946 people. Based on an array of empirical data, general and individual estimated ranges of ethnic groups' distance were calculated. Predictors of increasing interethnic tension in the region they make up a structural pentabasis. Exceeding the acceptable for an ethnic group «norms» of any of them causes alatent murmur of ethnophores. Exceeding the «norms» of the two signals about the increase in protest. In case of three or more in any combination – mass disobedience is possible, threatening security.

Актуальность исследуемой проблемы обусловлена необходимостью изучения феноменологии развития воображения в дошкольном возрасте как основы будущей продуктивной деятельности человеческой фантазии. Одним из основных аспектов исследования воображения как психического процесса является выявление тех особенностей данного новообразования, которые с течением времени становятся его ведущими характеристиками. Статья раскрывает итоги исследованияизменений, влиянию которых подвергается данный психический процесс. Ведущим методом к исследованию данной проблемы является анализ результатов твор-ческой деятельности по созданию оригинальных образов из одинакового комплекта фигур. Допол-нительным методом исследования стало задание по установлению количества животных на рисунке, предполагающее умение восстановить с помощью воображения недостающие части животных. В результате наблюдения дошкольников в возрасте 5 – 7 лет выявлены особенности развития воображения, начинающиеся с типизации как формы осмысления и объединения образов до аналитико-синтетического характера творческого процесса.

Comparative study of genetically and typologically unrelated languages involves the detection of differences in the worldview of representatives of a particular culture and speakers of certain languages. In this regard, the purpose of the study is to consider the folk names of measurements of the Kazakh language in comparative terms and to identify common and national-specific cultural and linguistic features in the lexicon of three specific peoples Theoretical significance of the paper is determined by the fact that the results of the study make a certain contribution to the theory of comparative linguistics and comparative cultural studies. The conclusions obtained in the course of the study can provide the necessary assistance both in considering general theoretical problems of linguistics, and in compiling scientific and theoretical developments and manuals, organizing special theoretical courses for undergraduates and postgraduates. Practical value covers the possibility of using the main provisions and findings of the study in university courses on comparative linguistics, ethnolinguistics, cultural studies, private theory and practice of translation and phraseology, as well as the factual material, collected in the course of the research, can be used in the compilation of explanatory, translated, ethnolinguistic dictionaries.

В статье представлены результаты исследования становления профессиональной направленности студентов педагогического вуза под воздействием образовательных программ педагогического направления подготовки. Парагдигма современного образования это совмещение теоретической и практической подготовки студентов. Обосновывается актуальность и значимость данной проблемы с точки зрения профессионального самоопределения и формирования личности будущего учителя. Становление профессиональной направленности студента педагогического профиля понимается как процесс развития и саморазвития в ходе освоения им профессиональных компетенций, решения педагогических задач в процессе обучения и практики. Также это динамический процесс становления психологических свойств личности, проявляющийся в формировании интереса к педагогической деятельности, в овладении профессионально важными и социально значимыми качествами. Становление профессиональной направленности трактуют как количественное и качественное изменение психологических характеристик личности, связанных с выполнением ею различных действий в процессе профессиональной деятельности и обучения [3]. В данной работе мы попытались выяснить каково влияние обучения и практики профессиональной деятельности на развитие профессиональной направленности у студентов педагогического профиля подготовки.

This article considers the problem of future teachers’ professional self-awareness enhancement in preparing for effective professional activity. The current knowledge paradigm in professional pedagogical education does not ensure the progress of future teachers’ professionally important qualities, such as professional self-awareness, a set of future teachers’ knowledge of their inner world, abilities, and self-evaluation. The review of some special issues reveals a decreasing motivation, partial loss of valuable attitude to teaching career of pedagogical students possessing theoretical knowledge, practical skills acquired in the course of high school special training. Nowadays there are constantly conducted studies of students ’personal characteristics and their ideas about themselves. However, experiments on the dynamics of future teachers' ideas about themselves as future professionals are not carrying out. This paper highlights substantiation of the relevance and importance of this problem in terms of professional self-determination and future teachers’ personality formation. It discovers approaches to professional self-awareness of modern future teachers’ enhancement. Modeling of a common pedagogical system with interrelated structural components and stages united by students’ professional self-awareness progress strategy presents a specially organized resource to solve this problem. Compliance with the developed complex of organizational and pedagogical conditions ensures progress in professional self-awareness of future teachers in the light of the selected criteria and indicators of this complex personal structure formation.