scholarly journals Cross-border model of young personnel professional identity formation in Rostov region agro-industrial complex

2020 ◽  
Vol 210 ◽  
pp. 22018
Author(s):  
Svetlana Murzina ◽  
Sergey Timofeev
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Service Sector ◽  
Statistical Data ◽  
Educational Process ◽  
Internal Conflict ◽  
Industrial Complex ◽  
Cross Border ◽  
Rostov Region ◽  
Interdisciplinary Approaches

The article is devoted to the study of statistical data on the number of students in the agro-industrial direction in the Rostov region, their demand in the labor market in the conditions of cross-border educational process. The transformation of the education system into a service sector makes self-identification with the profession more difficult. Changes also occur in the system of values and norms of new generations of professionals, whose professional identification formed in the transitive period of the educational space. The considered interdisciplinary approaches to the definition of identity revealed difficulties in the interpretation of this phenomenon in pedagogy, the variety of semantic approaches existed. All these changes lead to the development of a new adaptive model of behavior among students, lack of misunderstanding by educational actors of the essence of the ongoing reforms in the education field and, as a result, the emergence of ineffective educational institutions. If a person identifies himself within the profession that he engaged in, then the efficiency of work, its usefulness will be much higher. Identity as an aspect of motivation will help to remove professional tension, internal conflict. Based on the processing of statistical data, a hypothesis that they have a professional identity proposed. The authors of the article put forward proposals to improve the level of professional identity of young professionals on the base of cross-border model.

scholarly journals The Role of Language in Professional Identity Formation: Linguodidactic Aspect

2021 ◽  
Vol 7 (1) ◽  
pp. 119-129
Author(s):  
A. Y. Bagiyan ◽  
T. A. Shiryaeva
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Central Element ◽  
Educational Process ◽  
Professional Identity Formation ◽  
Professional Activities ◽  
Wide Range ◽  
Language Classes ◽  
The Future ◽  
Linguistic Engineering

The article analyses and demonstrates the practical application of the authors’ method of specialist’s professional identity formation through foreign language classes (English, advanced level). The methodology is based on the principle of shaping professional linguistic personality as a central element of professional identity. The authors identify the correlation dependence of the indicated phenomena, on the basis of which the linguistic foundation of the study is built - the selection and analysis of language material through the method of conceptual linguistic engineering of professional identity. Due to the presented complex linguistic analysis, the authors collect a corpus of textual and language units - a working thesaurus which forms the linguistic basis of the entire educational process of forming a professional linguistic personality.Content-wise, the methodology is based on thematic planning, which is as close as possible to the professional activities of the future specialist. For example, the topics proposed for discussion by the students inthe described pilot manual substantially duplicate the main stages of the business plan. This structure allows us to purposefully form the professional language personality of the student, as well as the necessary professional competencies.The obligatory project component as the final element of each thematic stage contributes to a deeper consolidation of the mastered language material and practical skills in a certain, profession-given, activity format. The entire process of forming the professional language personality is based on a comprehensive systematic study of productive language skills (speaking, writing).The offered technique promotes not only the deep study of linguistic skills and development of the future profession discourse space but also develops a wide range of soft skills especially demanded by employers nowadays.

scholarly journals Bringing Purposefulness to the American Law School’s Support of Professional Identity Formation

2017 ◽  
Author(s):  
Louis D. Bilionis
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Legal Education ◽  
Educational Process ◽  
Law School ◽  
Professional Identity Formation ◽  
Law Schools ◽  
American Law ◽  
The Mind ◽  
Staff Experiences

Ten years after the publication of Educating Lawyers, a growing number of American law schools are taking initiative to better support their students in the formation of professional identity. There is widespread recognition that success in these efforts requires an element of “purposefulness” on the part of law faculty and staff. Experiences, environments, and pedagogies that actually work for professional identity formation must be crafted and promoted with intentionality. Bringing the requisite purposefulness to the effort, however, will take a mindset about the education of a lawyer that will be new to many in legal education. This article explores that mindset and the habits of the mind that will best serve law schools as they move forward in this area. Schools need not abandon prevailing approaches to the cognitive and skills dimensions of a law student’s education that Educating Lawyers called the first and second apprenticeships, respectively. But when it comes to the third apprenticeship of professional identity and sense of purpose, a reorientation in thinking about law students, their law school, and the educational process is necessary. That change in the way of thinking can be invigorating and empowering, revealing opportunities with time, talent, space, and experiences that have been underexplored by American legal education.

scholarly journals Conceptual and cognitive field of prevention of deviant behavior in departmental universities

2021 ◽  
Vol 2021 (1) ◽  
pp. 116-126
Author(s):  
Elena Mescheryakova
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Identity Formation ◽  
Moral Education ◽  
Deviant Behavior ◽  
Research Problem ◽  
Educational Process ◽  
Professional Activity ◽  
Professional Identity Development ◽  
Actual Problem

The actual problem of preventing departmental university graduates’ deviant behavior, whose professional activity is particularly important for society and the state, is analyzed in the aspect of cadets’ valuable and meaningful dominants formation in the process of moral education, aimed at their professional identity development and professional marginalisation prevention. The research problem relevance is determined by need to resolve conflicts continued in modern conditions of anomie, especially for professional communities of servicemen and law enforcement agencies. In addition, the importance of the research problem is explained by the fact that many aspects are not elaborated in national psychological and pedagogical research. In order to prevent deviant behavior in the educational process of departmental institutions, the author proposes the pedagogical technology of formation of valuable and meaningful dominants, which is implemented in cadets’ moral education and ensures their professional identity development and prevention of its antipode – professional marginalization. The article presents refined concepts of “professional identity”, “professional marginalization”. Moral education characteristic, implemented in line with cadets’ personal development in departmental institutions’ educational process is given. Pedagogical technology of education content and structure, methodological approaches to its development are described. On the basis of conducted research, directions for further development of studied problem are proposed: holistic concept substantiation of cadets’ moral education in line with the formation of valuable and meaningful dominants of departmental institutions graduates’ professional activity; identification and testing of pedagogical conditions that ensure prevention of deviant behavior; methodological support development for pedagogical technology implementation, taking into account the latest pedagogical science and practice achievements; selection of methods and tools for diagnosing the formation of valuable and meaningful dominants of cadets and assessing the dynamics of their professional identity formation at various stages of pedagogical technology of education implementation.

scholarly journals THE INFLUENCE OF MENTORING ON THE PROFESSIONAL SELF-IDENTITY FORMATION OF A PSYCHOLOGIST

2020 ◽  
Vol 14 (2) ◽  
pp. 93-101
Author(s):  
Inna Boychenko
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Self Identity ◽  
Psychological Practice ◽  
Theoretical Approaches ◽  
Professional Self ◽  
Educational Professional

The purpose of the study was to determine the features of the professional self-identity in future psychologists in terms of educational and professional training. The objectives of the study were: 1) to identify theoretical approaches to the problem of professional identity and self-identity in terms of professional training; 2) to research the features of self-identity in the course of a professional choice by students-psychologists and their educational and professional adaptation. To solve the particular research problem: 1) the features of self-identity in the course of professional choice by students-psychologists and their educational-professional adaptation are defined; 2) questionnaire was developed for identification of the features of students-psychologists’ awareness of their professional choice and adaptation to professional training and the need for professionally significant qualities. To identify the features of the professional self-identity of future psychologists in the study of a number of methods were: 1) "Methods of studying professional identity (MVPI) (author LB Schneider); 2) questionnaire "Professional choice and educational-professional adaptation of future psychologists" (author IS Boychenko). 178 students of III-IV courses of the Pedagogical and Psychological Institute of the National Pedagogical University named after MP Drahomanov and 5-th courses of the psychological faculty named after T.G. Shevchenko and the Faculty of English of the National Linguistic University took part in the survey. The analysis of the conducted methods revealed that the predominant types of professional choice awareness by students-psychologists in the course of their educational and professional activity are the moratorium on professional identity, premature professional identity and diffusion of professional identity. The reasons for this state of the students may be unconscious or insufficiently conscious choice of profession by the latter as well as insufficient professional support of these students by psychologists. The acquisition of professional self-identity by future psychologists takes place: (I) in a group during the educational process (lectures, practical group classes, educational and psychological practice, attempts at one's own psychological practice), (II) individually, and (III) under the guidance of a mentor. In the course of these psychological practices, especially during their own attempts at practice, future psychologists begin to form an idea of their professional functions. This is an important prerequisite for the formation of their professional identity. According to the results of the research of the students-psychologists with achieved positive professional identity, the types of practical activities can include psychological (attempts at personal practice) and educational-psychological practice (according to the curriculum), that is mastering the profession through training in HEI and beyond, satisfaction of professional needs. The perspective of the research is the problem of conformity of the professional self-identity formation of future psychologists to the social requirements and the availability of conditions to ensure their professional development during educational activities and beyond. Keywords: future psychologist, professional self-identification, professional self-identity, professional identity

Pedagogical diagnostics of professional identity formation among cadets using expert assessment method

2021 ◽  
pp. 65-72
Author(s):  
Elena I. Meshcheryakova ◽  
Irena S. Panferkina ◽  
Lyudmila I. Paschinskaya
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Assessment Method ◽  
Educational Process ◽  
Practical Significance ◽  
Expert Assessment ◽  
Professional Identity Formation ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
Assessment Of Competence

We consider the current issue of pedagogical diagnostics of professional identity formation among cadets with expert assessment method for its implementation. The expert assessment method is one of the system elements of pedagogical diagnostics methods, we present the features, advantages and disadvantages of its use for assessing the professional identity formation among cadets, directions are proposed to increase the effectiveness of the expert assessment method and overcome its shortcomings in the process of diagnosing the formation of professional identity of cadets. The main requirements for experts – subjects of pedagogical diagnostics are to use methods within the framework of objective (documentary, experimental) and subjective (self-assessment of competence, mutual assessment by experts of other potential experts) approaches for the selection of experts. In addition to theoretical, the study has practical significance, which consists in the fact that its results can contribute to the effective use of the method of expert assessments not only to study the dynamics of the formation of professional identity of cadets in the educational process of military universities, but also to identify signs of such a dangerous psychological phenomenon as professional marginalization – the antipode of professional identity.

scholarly journals Journalism Students Professional Identity in the Context of Extra Curricular Activity

2018 ◽  
Vol 7 (4) ◽  
pp. 691-703
Author(s):  
Natalia Avdonina ◽  
Elena Smyaglikova
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Identity Formation ◽  
Information And Communication Technologies ◽  
Research Literature ◽  
Educational Process ◽  
Professional Identity Formation ◽  
Educational Approach ◽  
Extra Curricular Activities ◽  
Journalism Students

Special attention is paid to the problem of professional identity in general and journalism student professional identity in particular. The question of professional identity formation is important in the light of the existing changes in the journalism profession and information and communication technologies development. The aim of the research is to develop a draft of a program of extra curricular activities for journalism students aimed at their professional identity development. The research is based on general scholarly methods: analysis and modeling, studying and summarization of the research literature. The aim of the draft of the program of extra curricular activities for journalism students aimed at development of their professional identity is justified. The correlation of organizational and pedagogical conditions of professional identity formation is explained. The expediency of using the O4PO educational approach created on the basis of the CDIO approach is proved. Organizational and pedagogical conditions of professional identity formation as well as professional identity levels are explained. The authors conclude that it is necessary to develop professional identity of students not only in the educational process, but also in extra educational activities. Professional journalists can be involved in the educational process, which can be in general focused on the project techniques and practical activities. The program of extra curricula activity can be adopted by various higher education institutions, because the offered criteria and indicators of professional identity are universal.

Reclamation park as a tool to improve the efficiency of managing the agricultural sector (on the example of the Rostov region)

2019 ◽  
pp. 38-46
Author(s):  
I.P. Abramenko ◽  
L.A. Novoselskaya ◽  
R.V. Revunov ◽  
Yanchenko
Keyword(s):  
Russian Federation ◽  
Agricultural Sector ◽  
Economic Effects ◽  
Regulatory Mechanisms ◽  
Industrial Complex ◽  
Agricultural Activities ◽  
Rostov Region ◽  
Socio Economic Development ◽  
The Russian Federation ◽  
Stimulation Of

The article considers the reclamation park, which is an instrument of state stimulation of the development of economic entities of the agro-industrial complex on irrigated lands. On the example of the Rostov region, the authors analyzed the organizational, economic and regulatory mechanisms for the functioning of reclamation parks, as well as the socio-economic effects that arise in connection with the implementation of the specified tools. The results obtained can be used by state authorities of the Russian Federation, a constituent entity of the Russian Federation when drawing up plans for socio-economic development, developing strategies and programs, as well as by economic entities in managing agricultural activities.

Interaction Process Model – ESM Quality Model Development Tool

2020 ◽  
Vol 25 (1) ◽  
pp. 10-17
Author(s):  
B.V. Boytsov ◽  
◽  
G.S. Zhetessova ◽  
M.K. Ibatov ◽  
◽  
...  
Keyword(s):  
Process Model ◽  
Swot Analysis ◽  
Statistical Data ◽  
Model Development ◽  
Interaction Process ◽  
Educational Process ◽  
Quality Model ◽  
Development Tool ◽  
The Republic ◽  
Education Science

The article discusses the methodology and provides the results of a multivariate SWOT analysis for a scientific and manufacturing educational process based on a set of regulatory and strategic documents, statistical data of the Republic of Kazakhstan; The main conclusions and description of the generated matrices for the subjects of interaction within the hierarchical triangle «Education – Science – Manufacturing (ESM)» are given.

Evolution of professional identity in Iranian occupational therapy students and new graduates: A comparative study

2021 ◽  
pp. 030802262110177
Author(s):  
Seyed Alireza Derakhshanrad ◽  
Emily F Piven ◽  
Bahareh Zeynalzadeh Ghoochani
Keyword(s):  
Occupational Therapy ◽  
Professional Identity ◽  
Identity Formation ◽  
Qualitative Inquiry ◽  
Professional Attitudes ◽  
Future Career ◽  
New Graduates ◽  
Professional Attitude ◽  
Occupational Therapy Students ◽  
Over Time

Introduction The development of professional attitude evolves over time and contributes to the formation of professional identity. This study tracked formation of professional identity by comparing professional attitudes of three cohorts: new graduates, final-year, and first-year students of occupational therapy. Method The online survey, including a 5-point Likert scale 17-item questionnaire and one qualitative inquiry using an incomplete statement, revealed the perception and future career prospects of 144 novice practitioners and students of occupational therapy. Written statements were compared to each other to provide insight about the participants’ perspectives during the three time periods. Findings One-way ANOVA indicated that there were significant differences in professional attitudes among the three cohorts (F (2, 141) = 14.32, p < 0.0001), demonstrating a downward trend in professional identity formation. The comparison analysis of statements confirmed the quantitative results and highlighted an issue of negative professional identity through indicating great concerns over the future career prospects. Conclusion Despite increased awareness of occupational therapy over time, these participants seemed to have had trouble developing a sound sense of professional identity. Possible sources and solutions for this issue were discussed, to better facilitate a clear sense of professional identity in occupational therapy students and practitioners.

scholarly journals Factors associated with professional identity formation within psychiatry residency training: A longitudinal study

2021 ◽  
Author(s):  
Qian Hui Chew ◽  
Yvonne Steinert ◽  
Kang Sim
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Psychiatry Residency ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Developmental Stages ◽  
Rate Of Change ◽  
Psychiatry Residents ◽  
Factors Associated ◽  
Over Time

Abstract Introduction Conceptual frameworks for professional identity (PI) formation highlight the importance of developmental stages and socialization as the learner progresses from legitimate peripheral to full participation. Based on extant literature and clinical impressions, the authors aimed to explore factors associated with PI formation in psychiatry residents over time, and hypothesized that time in training, seniority status, and duration of exposure to psychiatry prior to residency would be associated with PI formation. Methods Eighty out of 96 psychiatry residents (response rate, 83.3%) from the National Psychiatry Residency Program in Singapore participated and rated their PI development using the Professional Self Identity Questionnaire (PSIQ) across four timepoints from January 2016–December 2019. The residents were classified as junior (first 3 years) or senior residents (years 4–5). Linear mixed model analyses were conducted, with time in training, seniority status (junior versus senior residents), duration of psychiatry postings prior to residency, and their interaction as associated factors with PI over time. Results Time in training, seniority, and duration of psychiatry postings before residency (all p < 0.01) were significantly associated with higher PSIQ scores at baseline. Over time, although all residents had increases in PSIQ scores, this rate of change did not differ significantly between junior and senior residents. Discussion Exposure to psychiatry postings before residency, time in learning, and seniority are factors which influence PI development in residents. This has implications for psychiatry residency selection and training, adequate clinical exposure during training rotations, and continual support for new and senior residents to foster PI formation over time.

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