Krasnoyarsk State University was founded in 1963 in Krasnoyarsk, Siberia, Russia.By 2005, the university had trained more than 20 thousand specialists and had about 12.5 thousand students and graduate students. By this time, 1353 employees worked at the university, of which 720 were teachers. Krasnoyarsk State University had 44 doctors of sciences and professors, 230 candidates of sciences and associate professors, seventeen full members and corresponding members of various Russian and international academies. Students from ten countries studied at KSU.By 2006, Krasnoyarsk State University trained specialists in 13 areas and 42 specialties – mathematics, physics, biology, economics, law, philology, etc. Education was conducted at 12 faculties and 72 departments. About eight thousand full-time students studied at the university, more than a hundred professors and doctors of sciences, more than three hundred candidates of sciences and seven hundred teachers worked at KSU. Most of the lecturers of natural science faculties were Doctors and Candidates of Sciences working in research institutes of Akademgorodok. International relations have been established with many universities in Europe, the United States and Australia.Correspondence natural science school, botanical garden, gymnasium No. 1 "Univers", academic library, research department, research engineering center "Crystal", engineering center "Khimpribor" worked at the university. The university was a member of the Russian Bar Association.In November 2006 it merged with other 3 universities and became an Institute of Arts and Sciences within newly formed Siberian Federal University..
The authors consider the issues of involvement of native minorities of the Russian North in the Soviet construction in the first half of the 1920s. The problem is illustrated through the example of Turukhansk region (until 1930 it united the peoples that populated the North of Yeniseysk Governorate). The source base includes the documents from the fund of the State Archive of Krasnoyarsk Territory. It is noted that during the early Soviet period the national policy towards the indigenous peoples of the North was characterized by flexibility and search for balance between the interests of the government and the northern peoples. This policy was mostly founded on socio-economical tasks, rather than political ones. At this stage the government assumed the administration management, provision of economic aid to the native minorities of the North, preservation of the life-sustaining system for using natural resources, all that determined their traditional lifestyle. There began the creation of institutions of self-government (clan councils), trade services, medical care and school education. It was the Northern instructors that acted as conductors of Soviet policy among indigenous peoples. It was intended, on the one hand, to streamline the activities of Soviet institutions among the indigenous peoples of the North, and on the other hand, to help the latter adapt to the new socio-economic conditions. The authors determine the specifics and role of Northern inspectors (from 1924 - instructors in foreign affairs) through the nature of interaction between state, local administrative and clan institutions in the process of developing and implementing support for indigenous peoples of the Yenisey North; their general catastrophic situation could entail irreversible processes of the extinction of these peoples.
Introduction. The current review article studies and systematises modern knowledge about the readiness of future teachers to work at school. The relevance of the study is due to the unwillingness of graduates of pedagogical universities to work in their speciality, the departure of novice teachers from the profession, and the increase in the number of open vacancies. The speed of ongoing changes, information and technological progress, the need to carry out online education and use artificial intelligence make it necessary to systematise the results of modern research. A review of various scientific fields allows us to take a step towards interdisciplinarity and describe different points of view in theoretical and empirical research. Moreover, it is important to answer the question of the representation of concepts and models of readiness, as well as to investigate the areas of further research directions.Aim. The present research aims to review and systematise international and Russian theoretical and empirical studies on the readiness of future teachers to work at school.Methodology and research methods. The methodology of the study was a descriptive (semi-systematic) approach to the review of theoretical and empirical studies. The search strategy consisted of the following stages: (1) identification of research questions; (2) search for relevant studies; (3) selection and exclusion for analysis; (4) data comparison; (5) generalisation and presentation. The methods of systematic search, comparative and content analysis were employed. The search for English-language publications was conducted in World Scientific, Scopus and Elsevier (ScienceDirect), which are in open access (open access&open archive). A total of 531 sources were identified. Then, by the Prisma method, 119 articles were selected, with a search depth from 2016 to 2023. The analysis of Russian-language articles was carried out in the scientific electronic library eLIBRARY.RU. A set of words “readiness&future teachers&work at school” was used for the search; as a result, 120 sources were obtained. The selected articles were analysed from the point of view of concepts, directions, models and factors of readiness for professional pedagogical activity and work at school.Results. The number of studies on this topic has been growing since 2008, with the highest values observed in 2016 and 2020. In 54.6 % of publications, theoretical models are considered. It is revealed that the concept of “readiness” of a graduate of a pedagogical university/college or already a teacher to work at school significantly depends on the field of scientific knowledge within which this term is considered. The thematic mismatch of Russian and foreign studies has been established. 39.7 % of Russian studies are devoted to professional competencies, and every fourth foreign article (25.7 %) focuses on educational outcomes. The most frequent methods of data collection in empirical studies are interviews, surveys and experiments. External and internal factors of readiness are revealed. External ones are the content of the educational programme at a pedagogical university or college, the duration of training and the conditions for passing pedagogical practice. Internal factors include the choice of specialisation in accordance with individual preferences, knowledge of pedagogical support resources and modern teaching technologies, options, and features of the school context.Scientific novelty. For the first time, a systematic review of international and Russian studies on this topic has been conducted. A unique contribution to the field of research is the resulting database of publications in this area, which is publicly available for researchers and other interested parties (certificate of state registration of the database № 2023622782). The results obtained make it possible to develop a comprehensive interdisciplinary model of future teachers’ readiness to work at school, considering all the changes and challenges of an information and technologically advanced society.Practical significance is due to the possibility of using the results obtained in the development of educational programmes in pedagogical training. Based on the data obtained, future researchers and teachers can conduct a meta-analysis, qualitative and quantitative assessment of readiness for professional pedagogical activity. The research outcomes make it possible to conduct further research and evaluate the author’s readiness models for completeness, adequacy, and validity.
Introduction. The acute shortage of young teachers currently observed in Russia is of particular interest to students who have already started working in the education field during their studies. The search for ways to support and prevent potential difficulties for such students is the subject of discussion. Aim. The aim of the study is to explore potential strategies to assist students from pedagogical universities who are working in schools while mastering the basic professional educational programme. Methodology and research methods were based on systemic, activity-based, and personality-oriented approaches. Theoretical (analysis and author’s interpretation of psychological and pedagogical literature on the problem of accompanying higher education students, systematisation, and generalisation of scientific research results) and empirical (questionnaires, interviews, analysis and interpretation of results, pedagogical modelling) methods were used. Results and scientific novelty. The study presents a proven pedagogical system that considers the full cycle of support aimed at identifying the challenges faced by working students, determining the main directions of targeted support, implementing it, and fostering the development of students in educational and professional activities. The content and format of the subjects’ activities at each stage of support are described: preparation, correction, enrichment, reflection. The dyads “student-teacher” and “young teacher-teacher-mentor” are combined to address the shared goal of offering comprehensive support. Practical significance. The developed model of support for students at a pedagogical university who are working at schools can be implemented in the training of future teachers at the university and in the educational institutions where the students are employed.
Early years of the Soviet regime were a period of implementation of the ideological doctrine that stated that children welfare should be the exclusive remit of the State. The study of the entire range of solutions for the so called children’s problem in early Soviet state requires involvement of multiple kinds of sources. The object of our interest was the report of Robert Krishyanovich Lepsis (1896–1942), a representative of Yenisseyskii Provincial Executive Committee on the Improvement of Children’s Lives, about the condition of childcare facilities by July 1921. The report was prepared for the Commission for the Improvement of Children’s Lives under the All-Russian Central Executive Committee. The document included into the publication was identified as part of Fund P-93 “Department of National Education of the Yenisseyskii Provincial Executive Committee” in State Archive of Krasnoyarsk Territory. The document is reliable and informative; it provides details of geographical location and regional aspects of formation and activities of Soviet machinery during its establishment. The document also gives an idea of searching for humane mechanisms to eliminate juvenile homelessness. We failed to find papers that would highlight organization and initial steps of the Commission for the Improvement of Children’s Lives in Yenisseyskaya Province. The published document the data on the condition and supply of orphanages and shelters in Yenisseyskaya Province; it evaluates the activities of the representatives for the improvement of children’s lives and mechanisms of solution for the problem of juvenile homelessness. The author of the report does not hide the fact that the problems of homeless and neglected children are not a priority in the activities of all the Soviet institutions or administrative organizations. However, due to his being at the same time a Chairman of the Provincial Extraordinary Commission, he manages to solve some urgent issues of childcare facilities. We applied diachronic method to analyze information from the source. As a result we came to a conclusion that they did not manage to change the situation with children’s homelessness in Yenisseyskaya Province radically by July 1921. But a process of introduction of newly formed Soviet institutions into the solution of the above mentioned problem started. Due to the lack of financial and material resources, as well as poor staffing, orphanages and shelters were in poverty. They did not properly solve the educational tasks assigned to them, but at least they served as feeding stations where one could survive in the midst of destruction and famine. The information from the source may be of interest to those who study Soviet society, forms and practical activities of addressing the problems of children’s homelessness.
The paper is, on the one hand, considers poem in prose "Cabbage Soup" by Ivan Turgenev in the aspect of eventivity, on the other hand, it illustrates the thesis that narratological tools can place an interpretation on a solid foundation of verifiable judgments. The author tries to show that "Cabbage Soup" for all its apparent simplicity, is often interpreted not entirely correctly, since analysts proceed from the fact that the grief of a lady and the grief of a commoner woman are identical. The author comes to the conclusion that this situation, which is certainly correct from the mundane point of view, turns out to be fundamentally erroneous from the point of view of narratology. The events that the lady and the woman experience are identical in terms of surprise criterion but, at the same time, differ in terms of relevance. The widow woman who lost her only son, "the chief worker in the village", is literally in danger of starvation, whereas the lady who "lost her nine-month-old daughter several years ago", is automatically freed from such threats by virtue of her social status. The woman, however, experiences the event as its complete absence, behaves as if nothing happened, while the lady recalls that, living through the death of her infant daughter, she refused the "beautiful dacha" she had already rented and spent the whole summer in the city. A communication barrier of almost Chekhovian strength arises between the Turgenev's heroines, but this barrier is further strengthened by the fact that the narrator penetrates into the lady's mind, making it "transparent" to the reader, while the woman's inner world remains completely closed.
