<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas   Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PEDAGOGICAL PRACTICE AS A KEY TO REAL PEDAGOGUE’S SUCCESS SOLUTION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">mentor preparation</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical activity</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical practice</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/444-1400266504.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Pedagogical practice preparing future teachers is, undoubtedly, one of the most important elements of university studies. However, up to now pedagogical practice remains a very problematic sphere. Pedagogical activity, on the whole, is complicated, diverse and manifold. After all, it is an activity requiring creativity, high intellect and good psychological preparation. A student doing pedagogical practice, inevitably encounters various hardships -both specialty/professional and psychological. During the practice many different kinds of pedagogical situations are revealed. Various scientific research studies, carried out in the last few years, show the common situation – students-practitioners lack psychological preparation in communication with students, adjusting to a new environment, understanding them and so on.
 Thus, the problematics of pedagogical practice remains topical. How to achieve, that it were an effective instrument not only helping the student to develop, but also to understand the essence of pedagogical activity, to realise your calling and possibilities to do a very complicated and responsible pedagogue’s job in future. Can we agree with the statement, that there has to be left as little theory as possible, and to transform all theory into practice? It is obvious, that pedagogical practice process, should considerably be improved, adapted to the time period. How to do this? The question remains open.</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-5</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Olga Y. Bogdanova</style></author><author><style face="normal" font="default" size="100%">Elena L. Bogdanova</style></author><author><style face="normal" font="default" size="100%">Lidiya V. Komarovskaya</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EMBRACING THE VALUES OF COGNITIVE DEVELOPMENT IN HIGHER EDUCATION: PSYCHOLOGICAL THEORY, PEDAGOGICAL PRACTICE, SUBJECTIVE EXPERIENCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive development</style></keyword><keyword><style  face="normal" font="default" size="100%">epistemological dimension</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical practice</style></keyword><keyword><style  face="normal" font="default" size="100%">system anthropological psychology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">07/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/444-1391944618.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Scientific problem lies within the interdisciplinary domain of cognitive development of a person in education; is focused on the search for psychological foundations of educational technologies aimed at embracing values of cognitive development and negotiating diverse educational values and attitudes of students and teachers.
The main thesis of the research is based upon the assumption that phenomenon of cognitive development can be positioned as an educational trend adequate to tendencies of development of psychological knowledge and socio-cultural practices in the process of knowledge society emergence. 
Strategic task of elaborating educational technologies advancing values of cognitive development in higher education is of growing relevance for Russian educational psychology as internationalization, new educational standards and trends of socio-cultural development pose diverse challenges for educational theory and practice, for students, teachers and researchers.
Research is focused on developing practice of Russian education and the problem of value-laden self-determination of its participants. Necessity to include the epistemological dimension in the content of cognitive development as complex and multidimensional construct is substantiated. The study demonstrates the ways of employing qualitative research methods, reveals ontological and epistemological attitudes of students and teachers, discusses students’ subjective representations of educational process and main epistemological categories, and argues that research on educational practice might at the same time be an embodiment of its transformation. 
Research methodology includes a methodological reflection of Russian and international trends in the development of psychological knowledge (system anthropological psychology and anthroepistemology). 
Main conclusions suggest that: psychological construct of cognitive development acquires multiple dimensions as contextualized in education; constructive negotiation of educational values and attitudes in pedagogical practice is crucial for further development of pedagogical practice itself and its participants; promoting the values of cognitive development in higher education requires specific technologies and forms of educational interaction.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-17</style></section></record></records></xml>