Introduction. For over two decades, Russian education has been in a state of permanent reform. Due to the long and unproductive nature of the modernisation process, researchers are paying special attention to systemic factors, noting that system optimisation processes are structured primarily around organisational and technological models derived from industry. The prevalence of the technological component over the axiological results in the consolidation of a pragmatic, narrowly functional, technocratic vector of education development. To overcome this situation and to break this deadlock, a profound reconsideration of the values underlying mechanisms of reform is required, taking into account multifaceted personal, social, national and universal relations, as well as unity of content, forms and means of education.The aims of the research were identified as follows: to analyse the current trends of modernisation in comprehensive schools and higher educational establishments; to justify humanistic mechanisms for improving the modernisation in the context of language education, which performs personally developing and socialising functions under ideological pluralism and opposition of value systems.Methodology and research methods. The research was conducted taking a person-activity-based approach, referring to cultural-historical concepts, ideas of philosophical hermeneutics and traditional principles of pedagogical methodology. The theoretical framework was based on the publications and philosophical foundations of Russian and foreign scholars, who define the key role of humanistic principles and value orientations in education. The following standard research methods were used: comparison, induction, deduction, abstraction, synthesis, specification, structural and logical modelling, content analysis of documents and scientific publications on the stated problem, observation, questioning, peer review and experiment. In addition, non-standard methods and research techniques such as metaphorical modelling, biographical method and interpretational techniques were used.Results and scientific novelty. Modernisation processes in Russian education were considered: regulatory base, purposes, priorities, problems and prospects. The following thesis was proposed: at the new stage of socio-historical transformation, it is necessary to overcome the negative effects of long-term practice in the reform of the national educational system through developing established traditions as well as updating the humanistic potential of education and ensuring its axiological enrichment. The authors consider pedagogical hermeneutics as a potentially productive means and methodological tool. Pedagogical hermeneutics implies a heuristic and poly-variable apperception of reality through education in order to understand and interpret different genres of cultural texts, providing simultaneous support both to the general public and to the individual, on the basis of rational and emotionally intelligent experience accumulated in science, religion, art, language and national traditions – i.e. culture as a whole. It was shown that language education based on principles of pedagogical hermeneutics is capable of establishing humanistic mechanisms of personactivity-based social norms and cultural models. The authors presented a number of modelling options for the realisation of the proposed hermeneutical approach: various experimentally-validated techniques, educational approaches and procedures designed by teacher-researchers were briefly described, focusing on the achievement of qualitative conformance of educational results to the humanistic appeals and urgent needs of society.Practical significance. The use of hermeneutical techniques as educational tools and procedures allows us to decode semiotic information of curricula subjects; in addition, when using meta-language, it is possible to expand the content by adding personal value-sense and dialogical subjectivity, as well as to transform it into a personal sign-symbol or behavioural template. The acquisition of language experience in the process of humanistic-centred education increases the immunity of a student to various manifestations of character defectivity, strengthening identity and resistance to manipulation of consciousness in political and ideological processes and mass media. Moreover, language experience resists the deformation of the communicative sphere and verbal-cognitive processes, encouraging personal self-realisation.

Аннотация. В статье на основе содержания проекта Концепции мо-дернизации системы аттестации научных кадров высшей квалификации в Российской Федерации обсуждается проблема реорганизации сферы на-учных изысканий, касающихся образования. Чтобы противостоять разру-шительным тенденциям имитации научного поиска, некорректных заим-ствований, словесного переодевания давно известных истин в исследова-тельских работах, предлагается рассмотреть направления профилактики и противодействия негативным явлениям в области педагогической науки.Первое направление, которое можно условно назвать нормативно-репрессивным, прямо предусматривает процедурные рамки и строго рег-ламентированные формы при подготовке публикаций, научных отчетов

Introduction. One of the main tasks of teaching foreign languages for professional purposes is the formation of professional communicative competence of students. In this regard, it is important for university teachers to create conditions for students to master the methods and techniques of productive communication, not only from the perspective of language and culture, but also their future profession. In addition to the logical and rational aspect, it is important for pedagogical students to focus on the value and semantic significance of educational information, to deeply understand rather than to memorise information, to be emotionally “engaged” into knowledge, filling it with personal meaning, in order to avoid formal mastering of pedagogical profession. This is possible in the context of the value and semantic conceptualisation of acquired knowledge, which is carried out in the process of interpreting and structuring the content of training by the principle of linguistic concept.Aim. The present research aims to substantiate the content, methods, techniques and forms of value meaningful conceptualisation of educational material in the process of teaching foreign languages to pedagogical students.Methodology and research methods are based on the study of the value-semantic foundations of pedagogical practice with reference to the cultural-historical concept; on the phenomenological-hermeneutical approach, aimed at the actualisation of the interpretive potential of the teaching content; on the utilisation of the methods of theoretical analysis and synthesis, deduction and induction, comparison, modelling, and methods of inclusive observation. The empirical study was conducted during one academic year (from September 2020 to June 2021) in the course “English for Specific Purposes (ESP)” with 60 students of Pedagogical Education major of the University of Tyumen. To assess the results of the experimental work the following tools were used: L. Michelson’s test, free associative experiment, the method of expert evaluation based on the level scale developed by the authors.Results. The obtained data confirmed the effectiveness of structuring learning content according to the linguistic concept image. In the course of the final test of communicative and professional skills, most students demonstrated a confident command of the basics of professional communication in English. Compared to the initial stage of the study, students’ professional communication in English became more productive. Students’ statements were distinguished by their meaningfulness, structure. They used additional material from other fields of knowledge, emotional and value coloring in the form of metaphors, idioms, statements of famous teachers, precedent texts, the ability to improvise, etc.Scientific novelty. The authors didactically proved the productivity of the hermeneutic approach in the design of teaching foreign languages on the basis of structuring teaching material by the principle of linguistic concept, which is a mediating link between the scientific concept, on the one hand, and the individual consciousness and the subjective personal experience of students, on the other hand.Practical significance. The results of this study can be used by teachers in order to achieve a balance between technological and axiological aspects of learning and cognitive activities of students for mastering their pedagogical knowledge, professional and personal experience, which will ultimately contribute to the enhancement of professional training of future educators.

Introduction. The present article outlines the results of a theoretical and practical study of the mechanisms of hypothesis in scientific research on the problems of education.The current research is aimed to study the methodological resources for improving the quality of scientific research on the problems of education through understanding the errors in hypothesising as a methodological reflection subject of a teacher-researcher.Methodology and research methods are based on an activity-personal approach to the cognition of the education process and on research activities to investigate this process. In addition, the following areas of modern pedagogical science are used as the methodological framework of the study: the study of the axiological and conceptual foundations of scientific activity with an appeal to the cultural and historical concept; a hermeneutic phenomenological approach aimed at updating the interpretive potential of scientific texts; classical methods of theoretical analysis and synthesis, deduction and induction, comparison, modelling and extrapolation as tools for studying the research activities of a teacher, as well as methods of expert assessment and included observation. The methodology is based on the criticism of the methodological concept of inductivism and involves the addition of a hypothetical-deductive method with the idea of prolonged end-to-end hypothesising, based on reflexive reassessment and prevention of meaning-making errors by the researcher.Results. As a result of the study, the mechanisms of trans-level conceptualisation of pedagogical knowledge in the process of working out the methodological apparatus of scientific research were revealed. In addition to the existing ones, unconventional - special - requirements for scientific hypotheses are justified, aimed at updating their prognostic and diagnostic functions. The systematisation of hypothesis errors was carried out, which makes it possible to regulate reflexive scientific and pedagogical search, to carry out feedback in the process of methodological preparation and self-education, and to stimulate the development of scientifically justified heuristic pedagogical solutions. Methodological resources and positive results of using knowledge about the productive possibilities of preventive error management activities in the practice of training teachers-researchers are shown: pedagogical goals and installations of research activities, principles, specific didactic means of formation of methodological competence and error management.Scientific novelty. The phenomenon of hypothesis error was first described in the context of the conceptualisation and interconnection of elements of the methodological apparatus of scientific research, taking into account the prolongation, cumulativeness and trans-level of the hypothesis nomination process as a regulator of scientific search.Practical significance. The research results are recommended to be applied in the preparation of curricula for the course “Methodology of Scientific and Pedagogical Research” and as didactic material for academic studies in the process of teacher-researcher training in the framework of master’s, postgraduate, doctoral and postgraduate self-education. The proposed typology of hypothesis errors is used in the development of methodological requirements for the scientific level of dissertation studies on the problems of education.

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