Развитие исторической памяти у будущих педагогов дошкольного образования в двуязычной среде университета

Габдулхаков Валерьян Фаритович; Зиннурова Альфия Фидаиловна

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��: 7.10.2023. �� : 7.11.2023.

. pr_gabdulhakov@mail.ru

UDC 159.99 (571.57) DOI: 10.24412/2782-4519-2023-6120-20-35

Development of Historical Memory among Future Preschool Teachers in a Bilingual University Environment

Valerian F. Gabdulkhakov.1, Alfiya F. Zinnurova2

1 Kazan (Volga Region) Federal University, Academy of Sciences of the Republic of Tatarstan, Kazan, Russia 2 Kazan State University of Architecture and Civil Engineering, Academy of Sciences of the Republic of Tatarstan, Kazan, Russia

The purpose of the article is to show the results of a study on the diagnosis and development of historical memory among future teachers of preschool organizations studying in Russian regions with state national-Russian bilingualism. The empirical basis of the study was the pedagogical departments of the universities of Tatarstan, Chuvashia, and Mari El. In the course of diagnosing the level of development of historical memory among future teachers, it was found that more than half of them do not have historical memory, a third of students admit that they are not ready to form historical memory in their future students in educational institutions, many have a poor understanding of events that have historical significance for the country are lost in the concepts of a large and small Motherland characteristic of a bilingual environment. The problem is that universities practically do not conduct diagnostic monitoring of the development of historical memory; many teachers ignore these issues when students master worldview and communication modules; there is no effective strategy for the formation of historical memory as a basic basis for the education of patriotism and citizenship in classes in the disciplines of the general cultural block. In total, 1886 students and 12 university teachers took part in experiments (diagnostic and formative) over 5 years (2019�2023). The research methods used were questionnaires, testing, pedagogical observation, pedagogical experiment, generalization of research results at interregional scientific and practical conferences, and mathematical data processing. The main results of the study were problem areas in the formation (unformation) of students� historical memory in the conditions of state national-Russian bilingualism, a pedagogical strategy for the development of historical memory in the process of mastering the disciplines of the general cultural block, and methodological recommendations for the formation of historical memory in bilingual regions. Conclusions. In universities with state national-Russian bilingualism, it is necessary to carry out diagnostic monitoring of the development of students� historical memory, identify problem areas of this development, and design pedagogical strategies for patriotic education based on the data obtained. Promising areas of pedagogical research can be models, technologies, means of forming historical memory when mastering disciplines of both general cultural and professional blocks, as well as the formation of historical memory in the conditions of scientific research or teaching practice.

Keywords: historical memory, future teachers, preschool education, bilingual regions, pedagogical diagnostics, problem areas, pedagogical strategy, education of patriotism.

For citation: Gabdulkhakov V.F., Zinnurova A.F. (2023). Development of historical memory among fu-ture preschool teachers in a bilingual university environment. Preschool Education Today. 6:17, 20�35 (in Russian). DOI: 10.24412/2782-4519-2023-6120-20-35

Recieved: 7.10.2023. Accepted: 7.11.2023

. pr_gabdulhakov@mail.ru

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About authors

Valerian F. Gabdulkhakov, Doctor of Pedagogy, Professor, Institute of psychology and education, Kazan (Volga region) Federal University, Head of the Center of Applied Pedagogy of the Academy of Sciences of the Republic of Tatarstan, Kazan, Russia, pr_gabdulhakov@mail.ru; https://orcid.org/0000-0003-2708-0058; Scopus: �56458818500; Web of Science: http://www.researrcherid.com/rid/N-1306-2013

Alfiya F. Zinnurova, PhD in Pedagogy, Researcher at the Center of Applied Pedagogy of the Academy of Sciences of the Republic of Tatarstan, Senior Lecturer at Kazan State University of Architecture and Civil Engineering, Kazan, Russia, instpianrt@gmail.com, https://orcid.org/0000-0001-7384-9396

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