Emergence of a possibility of Internet access at school bears new opportunities and risks too. The tendency to growth of number of the pupils Internet use for non-class-related purposes in the classroom (Cyberloafing) causes concern. Studying of this new phenomenon at the Russian school is complicated due to the lack of reliable and valid techniques. Therefore, adaptation of a scale of a cyberloafing of Y. Akbulut, etc. became an objective of this research. We translated into Russian of 29 items of a technique which were estimated by school students by means of 5-point Laykert scales. Results of application of a scale showed that its items form 5 factors. These are online shopping, accessing online content, activity on social networks, sharing information, socialization. The items of a factor of playing online games did not receive confirmation of validity and internal consistency. They need to be reconsidered. The received factors have sufficient reliability (the Cronbach’s alpha (α) values of all the factors range from 0.77 to 0.881). Work makes a contribution to studying of a cyberloafing at school.

Introduction. Modern conditions of development of society are characterized by a high degree of uncertainty, growth of tension. It is important to form the willingness of future teachers to resolute conflicts, ensuring their self-efficacy with dynamic changes in the social and educational systems. To do this, the professional conflict management for training future teachers should have modern scientific and methodological support, be aligned with the challenges of the future (i.e. proactively), and not be an exclusively reactive response to situational tasks. The purpose of this publication is to construct a proactive model of scientific and methodological support for the conflict management for training future teachers based on analysis of modern domestic and international researches studies and current trends that determine the strategic guidelines for conflict management training future teachers. Methodology. During this research the dual opposition method, structural-functional analysis, and modeling were used. A review was carried out of articles published in international citation databases Scopus and Web of Science, as well as RSCI for 2015-2020. Results and scientific novelty. The results of this research and it's analysis show the existence of prerequisites for the development of a proactive model of scientific and methodological support for the conflictological training future teachers. The author's model of scientific and methodological support for the conflictological training of future teachers as a system for justifying and developing educational programs, content and methodological support was suggesting for better preparing future teachers for effective work on forecasting, diagnosis, prevention and managing proposed conflicts. The model includes a prognostic apparatus, axiological, methodological, substantive-procedural, productive components, which are able to have an invariant and variable component. Practical significance. The results of the review of scientific literature and the design model may be used to update the training of future teachers, when developing programs and courses in conflict science in the field of professional, additional and non-formal education.

Introduction. The article is devoted to the problem of taking into account students’ opinions (their attitudes, preferences and suggestions) in preparing future professionals in the social sphere for providing moral education. Traditionally, students are included in the assessment of the implemented degree program in order to evaluate its outcomes, but their capacity to influence the transformation of programs has not been properly investigated. The purpose of this article is to study students’ opinions about their satisfaction with university preparation for providing moral education in order to improve its quality. Materials and Methods. By adopting a systematic approach, the authors have used the following theoretical methods: systemic analysis, synthesis, and modeling. An online survey was conducted to collect empirical data. The study involved 674 undergraduate students (3rd, 4th and 5th years). For the mathematical analysis, Cramer V-test was used. Results. The authors justify the expediency of developing a proactive programme aimed at preparing undergraduates for providing moral education, within the framework of which students are involved in the interaction and transformation of themselves, educational practices and educational environment, responding to urgent tasks and challenges of the future. The study has revealed general satisfaction of students with their preparation for providing moral education, as well as a range of shortcomings. Significantly, there is a correlation between the dissatisfaction with university preparation and proposals for improving it. It is noted that students’ proposals are aimed at changes in all subsystems of proactive training: subject-environmental (ensuring engaged collaboration of stakeholders both on-campus and off-campus); contents (enhancing practical components of the curriculum and ensuring students’ personal development); procedural (using active and interactive teaching methods). However, the implementation of students’ proposals requires collaborative efforts of all the stakeholders who create conditions for the manifestation of students’ subjectivity. At the same time, students’ proposals is a valuable resource for the transition to proactive preparation for providing moral education. The research findings have enabled the authors to clarify the purpose, content, methods of ensuring students’ subject position in proactive preparation for providing moral education. Conclusions. The investigation of students’ opinions has expanded the understanding of risks and opportunities for improving preparation for providing moral education, indicated the significance of proactive training future professionals in the social sphere for providing moral education and the need to ensure the continuing development of students’ subjectivity in the process of studying, implementation, critical analysis and transformation of practical educational activities into interactions with other subjects. The introduction of tools for collaborative thinking and action in the process of practical training will enable students to influence its implementation and improvement.

Introduction. The relevance of the declared topic was dictated by the increased conflict between the members of education and the increasing demands placed on the professional activities of the modern teachers to resolve conflicts in the conditions of general education school. In the course of professional training of future teachers in universities, the formation of conflict competence is not paid due attention, so there is a need to determine the role, content and learning technologies for conflict management training of future teachers.The aim of the present publication is to evaluate the effectiveness of conflict management training technology for future teachers.Methodology and research methods. The authors carried out a pedagogical experiment using pre- and post-testing method of the level of formation of the components of conflict readiness of students of a pedagogical university – participants of experimental and control groups. The sample of the experiment was based on 120 of 2nd-4thyear students of the Faculty of History of the South Ural State Humanitarian Pedagogical University of Chelyabinsk. The following methods were used to collect the empirical data: the Thomas test; an achievement test to assess conflict knowledge; practical tasks (cases); methodology “My Conflict Position” (by V. V. Schernyazova). Mathematical processing of the research results was performed through the Pearson’s chi-squared test.Results. The differences in the formation of cognitive, technological and personal components in students of the control and experimental group have been established. The dependence of the formation of components of conflict readiness of students for the introduction of a specially developed programme has been determined. After pedagogical impact, the number of students with high cognitive component levels rose from 0 to 39,3%. Most students (97,6%) learned algorithms to solve typical interpersonal conflicts and began to choose more constructive strategies to solve them. In the experimental group after the experiment, the personal component of conflict readiness was higher than in the control group.Scientific novelty. The system is proposed to provide effective conflict management training for future teachers, which consists of three components: immersion in the information field of conflict; intensification of conflict resolution activities; mastering of constructive practices of conflict management.Practical significance. The research results are of particular interest for the development of educational programmes in the system of professional education.

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