Introduction. Nowadays, digital education is one of the priorities of state policy in modern Russia. The Federal Institute for the Development of Education has developed a draft didactic concept of digital education to maximise the potential of digital technology (DT) in vocational training. Nevertheless, while policymakers and education managers are aware of the need to move to a new level of digital technology implementation, there are challenges to this process. The technological resources of educational environment have been increasing intensively in the past decade, and their intensive scientific and pedagogical development is observed. However, little attention is given to the willingness of teachers to work with continuously evolving technological tools.The aim of the research is to identify the barriers, which hinder the professional development of teachers in mastering information and communications technologies (ICT) and digital technologies, as well as some mental attitudes circulating in the society and slowing down the process of digitalisation of vocational education.Methodology and research methods. The present research is based on personal-context and personal-development approaches. In the course of experimental research and two pilot studies, teachers and specialists of professional educational organisations were interviewed (n = 187 people). The methods of questionnaire-based survey, sociological analysis, statistical data-processing tools and Google Forms tools were used.Results and scientific novelty. On the basis of the outcomes of the conducted surveys, the following aspects were analysed: the degree of teachers’ skills formation declared in the professional standard; willingness to implement e-learning, expand the range of ICT and GT included in teaching practice; respondents’ attitudes towards the digitalisation of education and their self-recognition in this process. Clear and invisible obstacles to the process under discussion are identified and sistematised. The found barriers are classified into risk, image and didactic barriers. The recommendations to overcome the barriers are proposed. According to the authors of the present article, it is advisable to introduce a new specialty “digital engineer-teacher” due to the obvious integration of pedagogical and engineering functions into the activities of teachers. Working in one team consisted of a specialist, who designs an effective teaching environment, and a teacher-didactist, will reduce a part of unjustified functional workload of the latter.Practical significance. The materials of the undertaken research have significant implications for further development of perceptions of the essence and content of digital didactics; justification and formation of optimal conditions for digitalisation of vocational education, including psychological and pedagogical adjustment of the system of training and retraining of pedagogical and managerial personnel for the digital economy.

Аннотация. Введение. Изменения, которые в последние годы произош-ли и продолжают происходить во многих общественных институтах, экономи-ческая и социальная нестабильность, перманентные образовательные рефор-мы порождают и усиливают чувство личной незащищенности у современных педагогов. Новая социально-профессиональная ситуация предполагает нали-чие у них высокой внутренней мотивации и способности к самостоятельному профессиональному развитию. Однако на фоне низкого социального статуса педагогической профессии и увеличившихся требований к ней многие педа-гоги оказываются не готовы к переосмыслению собственной роли в образова-тельном процессе и к решению возникающих профессиональных трудностей.Цели данной статьи -проанализировать сущность понятия «професси-ональный кризис личности» и раскрыть психологические особенности пережи-вания педагогами данного состояния.Методология и методы. В ходе исследования для сбора эмпирических данных использовались опросные методы: методика биографической рефлек-сии М. В. Клементьевой, дифференциальный тест рефлексивности Д. А. Ле-онтьева и Е. Н. Осина, тест смысложизненных ориентаций Д. А. Леонтьева. Обработка данных производилась с применением дескриптивной статистики, сравнительного анализа с привлечением U-критерия Манна -Уитни и корре-ляционного анализа посредством r-критерия Спирмена.© Н. О. Садовникова, Ф. Заннони Образование и наука. Том 20, № 3. 2018/The Education and Science Journal. Vol. 20, № 3. 2018 84 Результаты и научная новизна. На основе теоретического анализа и обобщения содержания имеющейся психологической литературы было сформулировано авторское определение понятия «переживание професси-онального кризиса личности». Разработана феноменологическая анкета «Пере-живание профессионального кризиса личности». На материале анкетирования и самоотчетов педагогов среди испытуемых (n=150) была выделена группа респондентов, переживающих профессиональный кризис личности (n=70). На опытно-поисковом этапе исследования было установлено, что психологическо-му состоянию таких педагогов свойственны, прежде всего, изменения смыс-лов выполняемой деятельности и транформация ценностных ориентиров; раз-мытость (или отсутствие) временной профессиональной перспективы; паде-ние интереса к педагогической деятельности; неудовлетворенность саморе-ализацией; неверие в свои силы и неспособность контролировать события собственной жизни. Однако у многих педагогов профессиональный кризис сопровождается рефлексией содержания выполняемой работы, потребностью в осмыслении собственного состояния, актуализацией поиска новых смысло-вых ориентиров, осознанием собственного профессионального потенциала.Выяснено, что большинство педагогов, как пребывающих в кризисе, так и не испытывающих его, воспринимают свою жизнь как интересную и насыщенную, а кризисное состояние влияет лишь на отдельные, хотя и важные для педагогической деятельности параметры смысложизненных ориентаций. Данный факт свидетельствует о возможностях успешного пре-одоления профессионального кризиса личности за счет актуализации жиз-нен...

During the last decade, co-learning techniques have been widely used for the formation of an effective open society. Co-learning allows increasing the skills of social adaptation and joint work of representatives of inhomogeneous groups. The purpose of this study was to determine educational effectiveness, as well as danger, the effectiveness of the digital environment in developing social skills and achieving learning quality in a new generation. The study was conducted in the form of a survey among 60 students from Gulin Tourism University and Mos-cow State Pedagogical University; they were divided into two groups, the meth-ods of cooperative and collaborative co-education with immersion in a digital en-vironment were used. A control group consisted of at least 30 students. The real effectiveness of training was tested both by the solution of task and by independ-ent testing that was obtained in the process of solving. A separate survey was conducted to establish a subjective assessment by students of the social skills and interaction. The survey was conducted according to the methods that have been developed over the past 6 years by different groups of researchers. Consequently, it was found out that co-learning technologies do not influence the quality of training and the assimilation, and students immersed in a digital environment showed even better results. The number of students with most correct answers for the test was 46.67% and 23.33% in study groups, and only 10% – in control group. Generally, the results of a subjective assessment of social skills coincides with similar data obtained by other researchers and shows an improvement of collaboration in inhomogeneous groups, slighter leadership in common problems solving, and very low conflict indicators. Generally, the results of a subjective as-sessment of social skills coincides with similar data obtained by other researchers and shows an improvement of collaboration in inhomogeneous groups, slighter leadership in common problems solving, and very low conflict indicators.

Introduction. Recently, a professional activity and development of a teacher has been carried out in the context of permanent changes in the education system. The necessity to adapt to innovations is accompanied by an increase in tension, in resistance and in the probability of destructive tendencies in teacher’s personality and professional crisis that can face the teacher in the process of professionalisation. A constructive resolution of crisis leads the teacher to the transition to a new stage of professional development and enrichment of his or her professional and personal potential. The non-constructive resolution of the crisis leads to stagnation of the teacher and increased destruction of the personality. In light of this, it is relevant to study the peculiarities of the teacher’s professional personality crisis and to identify the mechanisms for successful recovery from the crisis.The aim of the present article was to disclose the research results on current sense states, which teachers face when experiencing professional personal crisis. Methodology and research methods. The methodological basis of the work was the systemic and phenomenological approaches. The method of cross-sections was used as an organisational method. The collection of empirical data was carried out by means of survey methods: a phenomenological questionnaire “Experiencing a professional personality crisis” and an adapted version of the test of life-sense orientations by D. A. Leontyev. The research sample was made by teachers of secondary schools. The analysis of the results was carried out through content analysis, comparative and frequency analysis.Results and scientific novelty. Theoretical and methodological analysis of the works of foreign and domestic scientists allowed authors to form a hypothesis that the situation of crisis is followed by disagreement in consciousness of the person’s professional past, present and future. The conducted research showed that only 19%  of teachers in the state of crisis possessed the balanced temporary loci. Apparently, these respondents were at the stage of recovery from the crisis and the transformation of values and meanings in their consciousness that already occurred. Sense-bearing desynchronosis was observed among vast majority of teachers (81%), expressed in “leaving” into any of temporary loci (in the past, present or future), i.e. a kind of escape from a crisis situation, which, in turn, gave rise to decrease in meaning of life in general. The authors concluded that fragmentary perception of life timelines leads to strengthening of destructive trends in teacher’s professional development and their stagnation. Practical significance. The research materials can provide a framework for design and realisation of the programmes of psycho-pedagogical support for teachers, taking into account their feelings during professional identity crisis.

The topicality of the problem under research is predetermined by the need of psychology and pedagogy for the study of the phenomenology of professional identity crisis, the process of its experience by school teachers as well as for the development of the system of psychological and pedagogical support of teachers' professional development in the situation of permanent changes in the education system. The objective of the study is to reveal the content of the professional identity crisis, to describe its main features and analyze the semantic context of its experience by teachers. The principal methods of study of this problem are the phenomenological method, tests to identify the semantic context of the process of the professional identity crisis experience by teachers. The results of the study broaden the understanding of the phenomenon of professional identity crisis and its experience, the content of professional crisis and the phenomenology of professional development of teachers. The materials of the article may be useful for psychologists when designing programs of psychological support of teachers´ professional development.