Introduction. It is presently well understood that growth in new scientific knowledge often arises at the interface between different disciplines. Thus, the current growth in interdisciplinary research may be seen as a consequence of the logic of scientific development – from the highly specialized study of objects and phenomena to integration in terms of information gained through diverse scientific spheres that enable us to receive new knowledge. This paper presents a description of ongoing research (the beginning of which was covered in the Education and Science Journal1) into the developmental tendencies of key didactic concepts due to an expansion of the experimental field through the inclusion of achievements from related areas of knowledge (psycho-didactics, cognitive didactics, socio-didactics, lingo-didactics, etc).

The aim of this research stage was to reveal how the results of interdisciplinary research dynamically influence ideas about the process of educational development.

Methodology and research methods. In the course of the research, the authors analysed scientific literature in the field of interdisciplinary research, compared the results of interdisciplinary research and their generalisation, and contrasted the research outcomes with existing ideas about the learning process.

Results and scientific novelty. Based on the allocated and formulated features of interdisciplinary research applicable to a field of education, the “enriching model” (integrated psychology, didactics and methodology of teaching mathematics in the 5th-9th grades) developed by E. G. Gelfman and M. A. Kholodnaya) was used as an example. It was established that interdisciplinary research involves not just elements, data and new developments from different scientific spheres, but also uses a conceptual framework, a methodological base and the tools of various scientific branches integrated into the interdisciplinary space. Moreover, interdisciplinary research rediscovers available knowledge and finds new zones for theoretical and practical application. The valuable interaction between didactics and cognitive science was shown. Didactics is informed by qualitatively new scientific bases when designing learning process models through the cognitively-structured knowledge and forms of representation that provide knowledge transfer, knowledge of neural activity that happens in the brain at the moment of cognitive actions, bio-physiological restrictions of cognitive processes, etc. However, despite an initial stage of formation of many scientific directions related to didactics, the authors concluded that these disciplines already have a significant effect on the perceptive process of learning, in terms of its functions and structural components. The learning process is seen as more comprehensive and complete in the context of developmental cognitive structures of knowledge, formation of a linguistic picture of the world and social support for students.

Practical significance. In pedagogy, analysing interdisciplinary research identifies promising trends in the development of classical, non-classical and post-non-classical scientific paradigms as well as didactics (science focused on the best teaching methods). Moreover, interdisciplinary research provides the effective design of various learning models in a scientifically rigorous context. 

Introduction. At the present time, a state and a social request for the guidance of gifted children and teenagers, seen as comprising the primary intellectual potential of a developing society, is being articulated. As a general rule, giftedness is an adjunct to nervousness, extreme sensitivity, internal contradiction and low resistance to stress. These mental disorders may prevent a young person from forming of the proper picture of the world and developing capabilities of forming confidential and harmonious relationships. In this regard, it is necessary to identify appropriate approaches and means for ameliorating the maladaptive behaviour of gifted pupils.

The aim of the research was to find out to what extent the personal locus of control determines aggressive and destructive behaviour on the part of intelligently gifted teenagers.

Methodology and research methods. The research was performed on the basis of systematic and person-oriented approaches to studying the individual characteristics of students. The types of locus of personal control were determined using J. Rotter’s methodology as adapted by E. F. Vazhin, S. A. Golynkina and A. M. Etkind. As diagnostic tools, E. P. Ilyin and P. A. Kovalyov’s measurement procedure and the Buss-Durkee questionnaire were used to estimate the level of personal aggression and proneness to conflict. Results were subjected to comparative and statistical analysis using the U-Kruskal – Wallis test allowing the authors to establish the average indicator values of various pupil categories participated in the research.

Results and scientific novelty. To identify intelligently gifted teenagers, the authors applied a comprehensive programme, which included the methods of psycho-diagnostics, expert estimates of teachers and parents, observation and conversations. Consequently, respondents were divided into four differentiated groups: intelligently gifted externalisers, intelligently gifted internalisers, mediumintelligence externalisers, and medium-intelligence internalisers.

In the course of diagnostics, it was established that domination of the external or internal locus of control causes the specifics of aggressive behaviour among intelligently gifted teenagers and their peers having an average level of intellectual development. Statistically significant differences in indicators such as physical aggression, irascibility, irritability and irritation were revealed. An internal locus of control in a gifted person reduces physical aggression and irritability. Gifted externalisers are more inclined to use physical force in conflicts. This group is also characterized by a lack of emotional self-control, irascibility, fieriness of temper, instability, intolerance, oppositional moods and remonstrative behaviour – from passive resistance to active fighting against norms and laws which they believe to be inappropriate for them.

The authors concluded that intellectually gifted teenagers with an external locus of control are in the category of teenagers-at-risk in social and psychological adaptation; therefore, they require more attention and psychological assistance. The organization of psychological and pedagogical guidance to pupils will help minimize conflicts between participants (school students and teachers) in the educational process.

Practical significance. The research results can be used as informative and reflexive material by educational psychologists and teachers working with intelligently gifted children and teenagers.

Introduction. In the context of globalisation, competition for high quality and highly effective human capital is increasing. Successful training of highly qualified specialists is impossible without an adequate system of professional orientation of young people that is implemented at all levels of the educational system and expressed in real career guidance practices. Thus, the relevance of scientific understanding and analysis of career guidance activities carried out in modern times is manifested.

The aim of the publication was the study of modern vocational guidance practices present and prevailing in the educational system of the Russian Federation, taking into account world experience.

Methodology and research methods. At the theoretical stage, the review and generalisation of scientific publications relevant to the stated theme and objectives of the research were carried out. To study career guidance practices, a questionnaire survey intended for high school students (1087 students of secondary rural, municipal and elite schools) of the Tyumen region was conducted. A selective secondary analysis of sociological studies published by the Russian and foreign scholars was undertaken.

Results and scientific novelty. Global trends in career guidance were designated; real examples of the positive experience accumulated by other countries in this sphere were reviewed. The most burning issues of the implementation of career guidance activity in the Russian education system were identified. On the basis of sociological survey, the leading motives of professional choice by high school students were established. It was determined that those motives vary according to a status, a type and a territory of educational institution in which students study. The differences in students’ degree of satisfaction with career guidance actions were shown. The authors conclude that to avoid labour market distortions and many other social problems, it is necessary to concentrate the center of gravity of career guidance work on the general education; therefore, during this period the foundation for professional self-determination of a person is provided. It is necessary to shift the vector of implementation of career guidance practices in the system of general education with the identification of students’ capabilities and predispositions, to inform and to involve them in the world of professions (e.g. employment practices, meetings with representatives of different specialties and employers, as well as other forms and types of career guidance both inside and outside school). The authors propose the creation of federal platform on the principles of voluntary interaction of all interested parties in order to strengthen the role of vocational guidance of the younger generation and to provide students with timely valuable informational and advisory support.

Practical significance. The materials and conclusions of the research can be used when developing effective recommendations to strengthen the process of professional orientation of young people in the education system. 

 Introduction. Learner autonomy and the ability to determine their own learning paths are becoming the crucial components of graduates’ competitiveness. As Russian students at many higher educational institutions are often brought up in a teacher-oriented learning environment, they are often less adept at autonomous learning. Such skills are especially important nowadays as there tend to be fewer hours of classroom learning. This problem is further compounded by mother tongue interference which is as a rule undesired at advanced levels and also by difficulties of understanding and memorizing foreign language material. Therefore, this paper studies how English corpora and independent work may be used to enhance autonomy.

The aim of the research was to describe the potential of English corpora – alongside other sources – to teach English as a foreign language, and furthermore, to analyse and determine the effects of this innovative approach on learner autonomy and language proficiency.

Methodology and research methods. The research method involved at the pre-experiment stage was an extensive literature review of relevant studies. The basis for designing the abovementioned system of teaching techniques incorporated the methodology of corpus linguistics, systematization, analysis and consolidation of the best practices in this field of linguistics. The main tool of the pedagogical experiment whose aim was exploring the potential of corpus-based tasks to promote learner autonomy was the author’s methodology of teaching English to university students.

Results and scientific novelty. The author described a number of autonomy forming factors and the pedagogical principles underlying learner autonomy enhancement. A system of corpus-based tasks and activities in conjunction with tasks for intensive and extensive reading and listening for students’ independent work was developed. The designed system was implemented in a five-month experiment which took place at the Institute of Foreign Languages, Ural State Pedagogical University (Yekaterinburg). The research findings based on the pre-experiment and post-experiment data comparison suggest that foreign language teaching is more effective with corpus tasks as they promote learner autonomy. The experimental group (n = 13) became better, i.e. more independent, learners, which indicates their enhanced autonomy, and consequently, a higher level of language proficiency was demonstrated. Thus, corpus-driven language learning coupled with traditional forms of independent work contributes to students’ motivation and sufficient academic progress.

Practical significance. The obtained results may provide valuable insights which could be beneficial for foreign language teachers at any educational level. The findings of the study can be used as a framework for further theoretical and empirical research into the effect of the corpus-based approach as well as other forms of independent and classroom learning on enhancing learner autonomy. Another novel contribution of the paper is using the GloWbE corpus that is still relatively unknown in Russia for designing tasks. 

 Introduction. Both the level and the specific character of the organisational culture of preschool pedagogical staff influence the degree of psychological comfort of the environment in which younger children are brought up. The relevance of the research is related to the need to improve the quality of preschool education through the creation of emotionally favourable conditions for forming pupils’ individuality and preserving their health. In addition, it is important to acquaint the staff of nursery schools with the content of the new methodological requirements (the formation of interaction between a tutor, a child and parents) recorded in the Federal State Educational Standard.

The aim of this research paper was to identify the specific features of teachers’ ethical choices when dealing with difficult professional situations according to the type of organisational (corporate) culture established in a pre-school educational institution.

Methodology and research methods. In the course of the research, teachers were selected to participate in an anonymous online poll and a follow-up questionnaire. The authors developed a face-to-face feedback approach using the cases of difficult professional situations and parameters to build the corporate culture profile of the organisation. The obtained data were processed by qualitative and quantitative means through the approaches of content analysis, analysis of variance (ANOVA) and intercrossing of confidence intervals calculated by a standard procedure in the R programming language.

Results and scientific novelty. A model of differentiated types in the organisational culture of the system of education was designed. “Democratic”, “leaderfollowing”, “laissez-faire” and “bureaucratic” (these terms do not carry an evaluation characteristic) kinds of the corporate cultures of preschool educational institutions were identified and characterised. The concepts of “ethical dilemma” and “difficult situation requiring a direct professional action” were clarified. The first abovementioned concept refers to a contradiction between two equivalent values, while the second denotes a confrontation between new, progressive approaches to implementing professional duties with the stereotypes and traditions entrenched in the teaching process. The diagnostic tools allowed the authors to establish that different solutions to resolving problem situations or ethical dilemmas are often derived from the different values prevailing among preschool teachers as representatives of the various types of organisational cultures. 

Practical significance. The authors concluded that to ensure permanent improvement of preschool education (increase in the efficiency of participants’ interaction of the learning process) it is important to count not on members’ formal characteristics, but on basic characteristics which often can be seen as implicit representations. The diagnostic tools proposed by the authors and the joint interpretation of findings by all members of the teaching staff with participation of the invited experts and parents will help to identify formal and basic characteristics. 

 Introduction. Motivation of pupils is the principal aspect in successful physical education. One of the main objectives of a physical-education teacher is to create in pupils a strong desire to consciously and voluntarily carry out regular physical exercises and develop the potential to work independently.

The aim of the research was to show the influence of various approaches to the organization of sports activities on motivation leading to physical activity in young men aged 16–18.

Methodology and research methods. The methodological base of the research involved a personally-oriented educational concept combining differentiated and kinesiological approaches to physical education. The research was carried out in phases using annual and longitudinal tests to evaluate students’ knowledge and skills. Levels of general intelligence were estimated using the I-S-T 2000R test as adapted by L. A. Yasyukova. Formal-dynamic characteristics of individuality were studied using the method developed by V. M. Rusalov. In order to evaluate motivation for the realization of motor activity, a specially-designed questionnaire was used. IBM SPSS Statistics 22 and Microsoft Excel software programs were employed for statistical processing of primary experimental material.

Results and scientific novelty. A comparative analysis of the personal characteristics of senior school students and 1st year students (177 people) identified heterochronism in the development of standard motive and mental abilities of young people. It was observed that a lack of synchronism in the formation of separate functional systems in an organism causes a different attitude of school students to physical exercises implemented through an integrated program and standard approach without taking into account individual characteristics of young men. As compared with their peers, motivation to sport activities is initially higher among pupils with higher motor function. A formative level of general intelligence is lower due to students’ potential success when performing a wide complex of activities required by the physical culture curriculum. However, allowing free choice in sport specialization significantly increases the motivation of young people who are physically weaker but who are more intellectually developed than their peers.

Practical significance. The research outcomes serve as scientific justification for the more extensive introduction of sports-oriented approach into educational institutions when organizing physical education. A sports-oriented approach is focused on preferences and interests of each student. The approach provides a free choice of the most attractive kinds of activity which gives a feeling of satisfaction and self-confidence, and consequently, enhances motivation to physical selfimprovement through visiting fitness centres and gyms which, in turn, will ensure good health in the future. 

Introduction. In the system of preschool education, parents are full participants of the learning process. It is highly problematic to provide the efficiency of the educational process without involving parents, especially, in the case of younger children with special healthcare needs (CSHCN). Successful psychological and pedagogical guidance to children with movement disorders is hardly possible without the participation of the closest people. The future of children directly depends on the psychological state of their parents and their ability to provide the necessary assistance. Nevertheless, the majority of preventive measures intended for the socialisation of “special” children and their adaptation in the society does not affect the personal issues of adult family members.

The aim of the research was to present the results of psychological and pedagogical experiment directed to the transformative components of personal potential of parents of preschool children with movement disorders during their preparation for education at the comprehensive school.

Methodology and research methods. In the course of the research, the following psychological approaches were used: the questionnaire developed by N. P. Fetiskin “Diagnostics of realisation of the needs for self-development”; S. Maddi’s Hardiness Survey adapted by D. A. Leontiev; N. N. Melnikova’s Adaptive Behavior Strategies questionnaire; K. Shreiner’s Express Diagnostics of the Stress Level. Mathematical processing of empirical data was carried out using the software statistica 12.0 with the application of the Mann–Whitney U-test and the Wilcoxon T-test.

Results and scientific novelty. The motivational, behavioural and emotional components of personal potential in parents of children with movement disorders were identified. In the course of the first stage of the research, it was revealed that parents of children with movement disorders choose disadaptive behavioural strategies. The majority of parents experience a constant fatigue and stress, the need for self-development is on the low level. Frequently, families of children with movement disorders are in the situation of stigmatisation that considerably becomes aggravated and amplifies at the stage of preparation for schooling. 

The developed technology of the psychological and pedagogical support for families will allow optimising components of parenting personal potential and achieving an optimal level of the family social and psychological adaptability when preparing children for entry into schools. The approbation of technology showed considerable positive changes in the parents of experimental group when choosing the strategy of behaviour and attitude towards their children. Moreover, essential positive transformations of motivational and emotional components of personal potentials were identified in the majority of adult participants.

Practical significance. The findings obtained and the conclusions drawn by the authors will be very useful to designing psychological and pedagogical activity in educational institutions. The implementation into practice of the proposed psycho-diagnostic complex will help to develop evidence-based approaches and recommendations for the interaction of educational institutions with adult members of families of children with movement disorders at the stage of preparation for school.

 Introduction. With the introduction of a new attestation procedure of school graduates in the form of the Unified State Examination (USE), coaching has gained widespread acceptance in Russia. By some estimates, between a quarter and a half of school graduates have recourse to one-to-one coaching when preparing for the USE. However, the question of the efficiency of such lessons remains open. Recently, various publications in professional periodicals and the media have begun to appear, which cast doubt on the benefits of coaching. The authors of these publications are specialists of the Higher School of Economics (HSE). According to their studies, additional lessons in preparing for the USE, including those with coaches, have a very little effect. 

The aim of the research was to discuss the validity of the HSE specialists’ arguments concerning the low efficiency of coaching activities.

Methodology and research methods. In the course of studying the problem, a comprehensive research methodology was applied, including approaches for comparative and statistical analysis of data and materials published by the HSE, Federal Institute of Pedagogical Measurements (FIPI) and Federal Testing Centre.

Results and scientific novelty. An analysis of scientific works published by the HSE specialists showed that their conclusions with regard to the claimed low efficiency of additional lessons in preparation for the USE are unsubstantiated due to the presence of gross methodological errors in the calculations. Firstly, the students’ initial level of knowledge prior to lessons with a coach was miscalculated, with the final school grades in Russian language and mathematics being taken as the initial level instead of the average score of the certificate. Secondly, the specialists ignored the fact that the final grade “two” does not exist in the school attestation system. In this regard, the models used by the HSE specialists’ did not allow the progress in training from the school grade “three” to the USE “three” evaluation to be adequately recognised. Thirdly, the determination of the efficiency of coaching was made without taking the specific character of different teaching disciplines into account. Thus, the reliance on formal mathematical procedures to the detriment of content problem analysis led the specialists of the HSE to snap judgements that do not reflect the true situation.

Practical significance. The authors believe that the observations provided in this paper will help education specialists to adjust approaches when determining the efficiency of additional lessons during USE preparation. 

Introduction. Content and Language Integrated Learning (CLIL) has recently been applied into education system, but a range of supporters is rapidly increasing, covering diverse countries. The CLIL approaches simultaneously use a foreign language as an object to studying and as an instrument to learning other subjects. The emergence of CLIL was related to a wide distribution of bilingualism in society and the need to cope with the problems related to this process, including the elimination of international conflicts, the consolidation of society as the factor of a social well-being, the support of a competitive labour market, etc.

Despite growing popularity of CLIL across the world and recognised status by the European Union as one of the leading effective means to implementing international language policy of multilingualism, the academic teaching staff of Russian higher school does not still fully understand the organisational mechanisms and forms of a similar learning process, largely as a result of national characteristics and traditions. In a globalising world, CLIL didactics is currently becoming a perspective direction of higher education and an effective way both of acquiring and improving language and communicative competencies to provide further successful professionalising of students and to facilitate their career promotion in the chosen field of activity.

The aim of this paper was to sum up and discuss the experience of Tomsk Polytechnic University in conducting CLIL-based courses.

Methodology and research methods. The concept of practice-oriented vocational education was used as the methodological base of the experimental work in order to search optimal variants when developing foreign language knowledge in the students of engineering specialties. In the course of the research, the approaches of comparative analysis, synthesis, generalisation, forecasting, design, modelling, prolonged monitoring of learning outcomes, observation and questionnaire survey were applied.

Results and scientific novelty. The actualising reasons for CLIL approach in the Russian high school education were formulated and proved. The brief historical overview of didactic concepts was presented. The authors analysed temporary challenges which preceded the implementation of CLIL methodologies in the learning process of Tomsk Polytechnic University (TPU) and the introduction of programme “Vocational Training and Education in a Foreign Language” (3rd-4th years of education). The stages of teaching foreign language evolution at the university were distinguished: the anglification of engineering education transformed into multidisciplinary model of English for Specific Purpose (ESP); the creation of “pedagogical tandems” – the organization of courses with “double agents”; and, finally, CLIL training in which a cognitive component can be seen as the key characteristic and the main advantage. Success and failure in the field of CLIL practices available today at TPU were revised. The examples of private implementable practices were described and analysed. The research findings revealed the rationality when using various applied variations of CLIL methodology.

Practical significance. The research outcomes allowed the authors to adjust not only the main educational programmes of higher education institution, but also internal programmes of professional development of teachers. Although the long-term experiment summarised in the publication in a single higher education institution does not apply for universality and mass circulation, the authors believe that experimentative materials will contribute to consistent embedding of CLIL courses into a complete system of vocational training.