Formation of Methodological Readiness of Undergraduates of the Psychological and Pedagogical Direction for Mediation in Conditions of Blended Learning

The article presents the problem of conceptualization of the phenomenon of «methodical readiness for mediation» as a special case of professional readiness of a teacher-psychologist to implement mediation in education. The results of a pedagogical experiment on the formation of methodological readiness of undergraduates in conditions of blended learning are described. The main idea of the study is that methodological training is a propaedeutics of professional readiness for mediation in general. The organization of the educational process is based on the principles of practice-oriented and event-based approaches and involves immersion of undergraduates in the basics of mediation in a blended learning environment. The features of the formation of methodological readiness for mediation in conditions of blended learning, based on the principle of humanitarization, ensuring the innovative use of the mediation approach in educational practices, are determined. 92 undergraduates of the Siberian Federal University (SibFU), studying under the programs of the psychological and pedagogical master's degree in 2020-2023, took part in the experimental work. Methodological materials in the field of mediation developed and implemented by SibFU undergraduates during their professional training are presented.

As part of mastering the methodologically oriented module «Pedagogical support and career guidance for peer mediators», students created and put into practice a collective project «Pedagogical design of Olympiad assignments in mediation and multicultural education for schoolchildren in grades 10-11», structured in the MOOC [8]. From a psychological and pedagogical point of view, the master's students in the project passport justified the choice of the age category of the intended participants in the Olympiad, associated with the transition of leading activities from intimate and personal communication to educational and professional activity, which occurs at a given age. In accordance with this, the structure and topics of assignments are determined in a general cultural, interdisciplinary logic that promotes successful professional socialization in the field of mediation at the level of conceptual thinking.

Since in the second semester, in addition to the discipline «Peer Mediation», the course «Information Technologies in Professional Activities» was implemented, the project described above was of a prolonged nature. The continuation was the creation and development in social services of the network child-adult community «Multicultural mediation in Yenisei Siberia» (Fig. 1) [19], uniting peer mediators and teacher-mediators from the macroregion of Yenisei Siberia. Master's students played the role of community moderators, selected speakers for live broadcasts, were engaged in posting, selecting thematic content for publication and discussion.

Rice. 1. Fragments of the interface and content of the online community for children and adults created by undergraduates as part of their methodological training

The design and implementation of educational events was preceded by the development in the first semester of the value-semantic foundations of mediation and the restorative approach within the framework of related modules of methodological training «E-portfolio and imageology of a teacher-mediator», «Mediation culture in the professions of a teacher and educational psychologist», «Mediation as resource for the development of human ecology», «Mediation in education in the conditions of a multicultural society of Yenisei Siberia».

As a resource for online support of educational activities, the electronic portfolio is a recognized and resource-intensive means of blended learning and acts as a tool for authentic student assessment. An electronic portfolio is a pedagogically appropriate means of humanitarizing methodological training in the logic of digital transformation. Since its content is not only a representation of a professional and personal image, but also educational and methodological material that is mastered, simultaneously created, and improved during training, implemented in the context of the digital culture of self-presentation on the Internet, in the format of a digital trace with background, reflection on education and life path professional, personalized artifacts of professional and methodological activity in the form of labor products and achievements.

From the position of imageology and, accordingly, social branding as a resource for humanization, an electronic portfolio can be considered as a means of forming and developing digital identity. As well as broadcasting the value and semantic parameters of the branding object. Therefore, as part of the first stage of methodological training, students were immersed in the basics of mediation and the restorative approach, including through simulation branding of mediation, in particular, the implementation of a group creative project in the format of developing a corporate style for multicultural mediation in Yenisei Siberia (Figure 2). Master's students developed brand books in electronic document format [4; 28], where, in addition to visual constants, they defined the value-semantic parameters of mediation as a social, educational and cultural brand, that is, in interdisciplinary logic; The features of the professional portrait of a mediator were determined (Fig. 2). As a conceptual basis reflecting the values and principles of the restorative approach, most typical for mediation in the education system, the undergraduates chose the philosophical parable «Everything is in your hands», and from there they also borrowed the butterfly symbol to develop the visual component of the brand and slogan – as the basis for understanding the role mediator in the formation of the subjective position of the parties to the conflict regarding the conflict interaction.

Rice. 2. Fragments of group projects to develop a corporate style for multicultural mediation in Yenisei Siberia and an booklet explaning what is mediator of social conflicts as a profession, reflecting the value and semantic parameters of mediation as an object of branding

Humanitarianization as a condition for the effectiveness of methodological training determines the interdisciplinary aspects of mediation in the structure of the methodological readiness of a teacher-psychologist, and is ensured not only through the integrative nature of the training content, but also through the implementation of the logic of digital transformation in the conditions of blended learning, expressed in the use of Internet support resources and an electronic portfolio in interdependence with the content of education and its development.

In addition to the examples described above, which, from the point of view of the systemic logic of digital transformation, reflect the rather indirect nature of its implementation for preparation in mediation, and are associated with the development and understanding of the psychological and pedagogical aspects of the mediator’s activity as a methodologist. As part of their training, master's students also purposefully developed practice-oriented methodological resources aimed at solving professional and methodological problems, taking into account the interdisciplinary aspects of mediation. Since one of the components of methodological readiness (in particular, theoretical and methodological) is directly related to the tasks and mission of master’s training in terms of solving applied problems in professional activities using scientific methodology, then, for example, in the first semester, within the framework of research practice, master’s students it was necessary to develop and test diagnostic tools aimed at solving one or more professional and methodological tasks of a mediator in an educational organization, such as:

• professional socialization of schoolchildren in the field of mediation;
• humanitarian examination of the socio-psychological safety of the educational environment;
• study of ideas about the mediator profession and mediation as an interdisciplinary brand;
• monitoring the activities of school reconciliation services in the focus of multiculturalism and cyberbullying;
• psychological and pedagogical education in the field of mediation.

Examples of the content of questionnaires and questionnaires [2; 3], developed by undergraduates, are presented in Fig. 3. For example, future educational psychologists studied the ideas about mediation among subjects of the educational process, in particular, associative series and characters from works of art were selected for questions, taking into account the value-semantic parameters of the mediator’s activity. As part of their research practice, students prepared reports and theses on mediation for the International Conference [16].

Rice. 3. Examples of diagnostic tools in the field of mediation, developed by undergraduates as part of research practice in the first year

In the second semester, students, while solving educational and methodological problems, developed chatbots on the subject of mediation as a means of methodological support of the educational process, in particular the activities of the online child-adult community described above. Today, a chatbot is one of the most interesting and promising forms of content implementation, including in the context of blended learning, as it represents an example of the effective and interactive use of artificial intelligence and machine learning technology, which, due to its conversational interface, makes it possible for automated mediation between students and content [6], which expands the opportunities for self-education inherent in master’s programs. For example, master’s students developed a practice-oriented chatbot using the terminology of the mediation approach, which can be used within the framework of psychological and pedagogical education [29].

Pedagogical support of peer mediators, acting as a propaedeutic of methodological support and a condition for mastering it, was implemented over a long period of time, both in the second and third semester. As part of the technological practice, students provided individual and group pedagogical support for the participation of talented schoolchildren in specialized mediation competitions - within the framework of an international conference, a city team competition of web quest projects (online communities, chat bots, websites, etc.). Based on the subsequent analysis of video recordings of schoolchildren’s speeches at the conference [31] and the products of activity created as part of a team competition [23], undergraduates developed methodological recommendations to ensure the effectiveness of promoting the development of schoolchildren in the field of mediation, the effective organization of creative work of students at the intersection of mediation and digital technologies.

In the final, fourth semester, master's students, as part of practical training, took part in the interregional case championship in mediation, playing and resolving cases reflecting the problems of intercultural conflicts in education in the multicultural society of Yenisei Siberia (using the example of the characteristics of the indigenous peoples of the North) [22] . Questions for solving the case were aimed not only at the substantive component of the mediator’s work in resolving the conflict, but also at the methodological understanding of cases on conflict topics.

Methodological preparation for mediation included the accumulation and recording of learning results in an electronic portfolio in the form of products of educational and methodological activities and artifacts confirming the acquired professional and methodological experience, participation or victory in an educational event. Based on the electronic portfolio, the level of methodological readiness of undergraduates for mediation is assessed upon completion of training, during the state final certification.

The maturity of methodological readiness within the framework of the pedagogical experiment was diagnosed through an expert assessment of the electronic portfolio of each graduate of the psychological and pedagogical master's program. Traditionally, a level approach to scaling results was used (0-20 points according to the criterion). The expert assessment sheet contains 5 assessment criteria directly related to methodological readiness for mediation, respectively, the maximum possible score is 100:

• the portfolio of achievements acts as a resource and information base for the implementation of practical activities (OPK-1), includes practice reporting materials reflecting the specifics of interaction with participants in the educational process, social partners in solving research problems, its leadership functions in conducting experimental work (OPK -7);
• contains scientific (articles, monographs, abstracts), educational, methodological and information publications, documents confirming participation in research projects (OPK-2);
• includes developed and used methods for organizing educational activities, psychological, pedagogical and methodological support for the implementation of basic and additional educational programs, diagnostics of children and students (PC-1, PC-5);
• contains reports on research work demonstrating awareness when conducting research work, the ability to provide psychological counseling to subjects of the educational process (PC-3), includes artifacts demonstrating the ability to self-educate, see one’s own professional prospects and build a career, awards for the results of research work (UK-6 );
• contains practice reporting materials showing mastery of methods of psychological education of subjects of the educational process (PC-6), the ability to provide psychoprophylaxis (PC-7) [11].

The results of the expert assessment of the portfolio in the control groups (CG) and experimental groups (EG) are clearly reflected in Fig. 4 in percentage terms, and demonstrate significant differences in the data of the pedagogical experiment in the CG and EG. In particular, a high level of formation of methodological readiness for mediation prevails in the experimental group, and an average level in the control group. In addition, the low level of readiness in the EG is lower in percentage terms than in the CG. The data obtained indicate the effectiveness of developing the methodological readiness of undergraduates in psychological and pedagogical areas for mediation in the conditions of blended learning.

Rice. 4. Formation of methodological readiness, CG and EG

Conclusion

In modern conditions, the contradiction between the demand for mediation in education and insufficient scientific understanding, legal and methodological support for its implementation in the context of education is becoming more urgent. Therefore, the targeted formation of methodological readiness of master's students in psychological and pedagogical areas for mediation is justified and makes it possible to ensure the pedagogically appropriate use of mediation for the prevention and resolution of conflicts between subjects of the educational process. The phenomenon of methodological readiness in relation to conflict management training is of a proactive nature and is associated with the solution of professional and methodological tasks to harmonize the psychological climate of the educational environment. At the same time, consideration of methodological readiness as a subject of research requires interdisciplinarity in the study of this pedagogical phenomenon, taking into account the specificity of the field of mediation and the professional position of the mediator of an educational organization, integrating the functions of a teacher, methodologist and mediator.

As part of this study, a methodological approach was developed to prepare undergraduates in psychological and pedagogical fields for mediation, which is based on the integration of the principle of humanitarization and blended learning technology. Methodological readiness is an integrative, activity-based characteristic of the personality of a professional mediator, expressed in his ability to design and solve professional and methodological problems, taking into account the interdisciplinary aspects of mediation. It is formed and revealed in methodological creativity, in the design and implementation of methodological activities. It is advisable to determine the range of professional and methodological tasks of a mediator of an educational organization through the competencies and labor functions enshrined in the Federal State Educational Standard for Higher Education 3++ in the direction of 44.04.02 Psychological and pedagogical education (master's degree), Professional standards of a teacher-psychologist and mediator.

The conducted research represents one of the options for developing a promising theoretical and practical problem of methodological preparation for mediation; it does not pretend to be a complete disclosure of all aspects of the topic raised. The described theoretical and practical developments can be extrapolated and continued by other educational organizations.

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