образовательная среда

The article presents theoretical approach to the definition of «educational environment», its structural components and specifics in the system of higher professional education. The article describes groups of psychological risks in educational environment of higher professional education institution.

The problem under study is development of resilience in teachers under conditions of educational environment at institutions of further vocational education. It shows that modern teachers’ resilience is a personal disposition, which is the resource of prevention for negative professional and personal changes under conditions of multiple difficult situations in their professional activity.

The article presents the condition of the modern Higher Professional Education in Russia and the world, main tendencies of its development, primarily connected with economic and political aspects of the society’s development, with the adaptation of the educational system to the market relations. It shows that the Higher Professional Education is included into the broader context of socio-cultural life and is not considered to be a narrow sphere of social life any more.

The article discusses peculiarities of intellectual vagrancy in the educational sphere. It presents the comparative analysis of the terms “intellectual vagrancy”, “social parasitism”, “plagiarism”. The author shows possible reasons, which cause spread of intellectual vagrancy in the modern education. Intellectual vagrancy is considered to be conscious free acquisition of intellectual property products and right of authorship by a person, social group or country with an aim to get access to material and non-material benefits.

The author of the article analyses the potential and risks of pedagogical maintenance of students’ subjective development in the educational environment on the basis of reflectiveenvironmental approach. Subjectivity is seen as an integral quality of a person, which includes activity, reflexivity, awareness, value orientations, and several other subjective properties. Reflexive-environmental approach to building this kind of maintenance is indicated as a possible way to overcome the problems mentioned.

The article analyzes the experience in application of the method of a focus-group for researching and describing of the problem zones of educational sphere in terms of an general education school. The detected problem zones are described in the projection of psychosemantic geometry, art pictures and verbal reactions of the participants of the focus-group (n = 8; teachers with different time records and experience of work, teachers of elementary, secondary and high school).

In article necessity of research and development of adaptive abilities of school leavers. Expands the content of the concept of «adaptive capacity». Give differentiated definition of adaptive capacity, human potential and adaptation abilities of the individual. Expands the role of adaptive abilities of students in their interaction with the educational environment. Adaptive capacity are characterized as quality, contributing to the effective functioning of a dynamic system of the individual interactions with the environment.

In article questions of psychological safety of the educational environment as factor of development of adaptable readiness of the person of the senior pupil are discussed. A line of the problems connected from adaptable readiness of the senior pupil and possible ways of their decision is designated.

The relevance of the topic under study is conditioned by the dissatisfaction of both teachers and students with their relations with each other, which primarily blocks the formation of subjectness, student activity, including that in educational activities. The purpose of the study presented in the article is to study the possibility of predetermining constructiveness of interaction between teachers and students through personal and communicative qualities of teachers.

In a combination of views on apprehension and anxiety, aspects of the interaction of an individual with the environment and uncertainties are emphasized as properties of this interaction, i.e. aspects conceptually close to the synergetic paradigm of modern science. The author grounds the vision on the implementation of the environmental approach in interpreting the fundamental ideas of the post-nonclassical picture of the world about systemic integration and in the relation to the problem of determinism in refraction to the psychological-pedagogical subject area.