Cognitive Maps of Participants in Joint Mental Activity

Dautov, Denis; Lomova, Natalia Vyacheslavovna; Rashchupkina, Yuliya Valer’Evna; Nikolenko, Oxana Fedorovnа; Tushnova, Yulya

doi:10.2991/essd-19.2019.47

Cited by 4 publications

(1 citation statement)

References 5 publications

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“…It seems possible for us to consider the principles of training future teachers to work with younger schoolchildren with experience of psychotrauma from the point of view of the possibility of organizing various forms of joint thinking. Studies show (Barron, 2003;Belousova and Grinko, 2010;Belousova and Nurmukhamedov, 2010;Belousova and Pavlova, 2013;Chi, 2009;Chi and Menekse, 2015;Craig, Chi and and VanLehn, 2009;Dautov et al, 2019;Ermak, 2013;Heyman, 2008;Johnson and Johnson, 2013;Nurmukhamedova, 2011), collaborative thinking is an effective platform in which cooperation, mutual activity, dialogism, cognitive processes develop, meanings change, dynamic processes occur in values, self-assessments, evaluation of others. And it seems to us that joint thinking as a meaningful platform on which the training of future teachers is based can also be expanded to the introduction into practice of the educational process of younger schoolchildren with experience of traumatic effects.…”

Section: Discussionmentioning

confidence: 99%

The Basic Principles of Training Future Teachers to Work With Younger Students With Experience of Traumatic Effects

Belousova

Grinko

Fedotova

et al. 2021

IJCRSEE

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The article shows that the unstable situation in the world leads to possible armed conflicts, affecting primarily children, experiencing various traumatic consequences. Such a situation arises in post-conflict regions and creates a need for teachers who possess the necessary competencies when teaching children with experience of traumatic effects. The purpose of the article is to study the state and trends in the development of psychological and pedagogical issues related to the use of collaborative learning technologies to form the psychological culture of future teachers in order to further work with children with experience of traumatic effects. It is shown that the analysis of the formation and development of the problems of group psychological corrective work is grounded on the basic principles identified by representatives of various directions. The authors propose to build the training of future teachers on the basis of a model of joint thinking for the subsequent organization of teachers’ interaction with children who have experience of traumatic effects. The authors analyzed the basic principles of group psychologically corrective work from the point of view of the possibilities of organizing joint thinking. The basic principles of the organization of training of future teachers were highlighted, their meaningful characteristics for the purposes of organizing joint thinking were given. A comparison of the principles of group psychological corrective work and the principles of the organization of joint thinking of future teachers is carried out. Their correlation and the importance of using joint thinking in organizing the training of future teachers and for conducting psychologically corrective work with children are shown.

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Section: Discussionmentioning

confidence: 99%

The Basic Principles of Training Future Teachers to Work With Younger Students With Experience of Traumatic Effects

Belousova

Grinko

Fedotova

et al. 2021

IJCRSEE

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Cooperation and Confrontation in Intergroup Interaction Based on the Prisoner’s Dilemma Model

Dautov

2021

XIV International Scientific Conference “INTERAGROMASH 2021”

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Value orientations of students with different levels of general communicative tolerance

Nikolenko

Zheldochenko

2021

E3S Web Conf.

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The article analyzes the role of the value component and life-meaning orientations in the formation of tolerance. Features of life meaning and value orientations of psychology students with different levels of communicative tolerance. The importance of the formation of communicative tolerance in students. The article presents the results of an empirical study of the features of value and meaning-life orientations in psychology students with different levels of general communicative tolerance. The study was attended by students of DSTU and SFU in the number of 60 people. Students of the humanities (psychologists) were selected. Of these, 35 are girls and 25 are boys. The age of the respondents is from 18 to 22 years. To confirm the hypotheses based on the assumption that differences in life-meaning and value orientations can be found in psychology students with different levels of general communicative tolerance, we used a set of methods: the method “General communicative Tolerance” by V. V. Boyko, the method of “Life-meaning orientations” modified by D. A. Leontiev, the questionnaire “Value orientations” by M. Rokich. It is empirically established that there are significant differences in the meaning-life and value orientations of psychology students with different levels of general communicative tolerance.

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Cognitive Maps of Participants in Joint Mental Activity

Cited by 4 publications

References 5 publications

The Basic Principles of Training Future Teachers to Work With Younger Students With Experience of Traumatic Effects

The Basic Principles of Training Future Teachers to Work With Younger Students With Experience of Traumatic Effects

Cooperation and Confrontation in Intergroup Interaction Based on the Prisoner’s Dilemma Model

Value orientations of students with different levels of general communicative tolerance

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