scholarly journals The workbook “Adaptation in the labor market”: development and use in training bachelor students

2019 ◽  
Vol 69 ◽  
pp. 00102
Author(s):  
M.V. Shalaeva
Keyword(s):  
Labor Market ◽  
Learning Process ◽  
The Self ◽  
Market Development ◽  
Professional Activities ◽  
Classroom Activities ◽  
Self Development ◽  
Professional Environment ◽  
Creative Abilities ◽  
Independent Work

The experience of development and use of the workbook “Adaptation in the labor market” as a mechanism to increase the effectiveness of independent work of bachelor students is described. The workbook used for extracurricular and classroom activities allows students to form required competencies, individualizes and differentiates the learning process, motivates the self-development and self-education, develops reflection skills and creative abilities. As a result of mastering the discipline “Adaptation in the labor market” using the workbook, students develop clearer ideas about requirements of the modern labor market, professional environment, the need for continuous self-development and self-education, which positively affects their readiness for professional activities and labor functions that meet the requirements of a modern employer

scholarly journals Independent work as pedagogical condition for development of intellectual and creative abilities of future music teachers

2020 ◽  
Author(s):  
Loboda Olga
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
The Self ◽  
Music Teacher ◽  
Educational Activity ◽  
Self Development ◽  
The Future ◽  
Professional Self ◽  
Creative Abilities ◽  
Independent Work

The article analyses the independent work of future music teachers in higher educational institutions of art as a pedagogical condition for the development of intellectual and creative abilities. The concept of “independent work” is considered in the works of modern and domestic researchers. The role of independent work is defined as an integral system and forming factor of the educational environment of higher art institutions. The tasks are highlighted and the classification of types of independent work of future music teachers is considered. The phenomenon of independence, which is an integral attribute, the inner essence of independent work and acts as a sign of its intellectual component, is analysed. On the other hand, independence is seen as the highest step in the formation of personal competence. The future music teacher makes the significant both intellectual and creative efforts and thus reaches a certain level of intellectual and creative abilities by mastering professional training, carrying out professional and creative selection of the repertoire, methods of its processing, based on their preferences, intentions, and motivations. The author investigates the most important component of education — a self-education, the ability which is exclusively formed through the self-educational activities. The self-educational activity of the future music teacher is considered as an effective means of professional self-improvement and self-development of personality, which also provides the significant professional qualities and abilities such as both intellectual and creative, the development of which determines the level of professional self-development. It is proven that professional self-realization is the highest level of manifestation of professional training of future music teachers, in the process of which are carried out the intensive development of both intellectual and creative abilities.

scholarly journals DEVELOPING EDUCATIONAL QR-QUESTS (USING "TRAVELLING" (ENGLISH) AND "DIE REISE" (GERMAN) AS EXAMPLES)

2021 ◽  
Vol 3 (7(71)) ◽  
pp. 30-41
Author(s):  
N. Hanchar ◽  
A. Khamenia
Keyword(s):  
Web 2.0 ◽  
Learning Process ◽  
The Self ◽  
Teaching English ◽  
Qr Codes ◽  
Educational Activities ◽  
Individual Approach ◽  
Ict Competence ◽  
Creative Abilities ◽  
Independent Work

The article extends the ideas about the didactic possibilities of using QR codes and Web-2.0 services in teaching English and German in implementing individual approach, developing creative abilities and intensifying of pupils' independent work in the classroom. The article shows how to motivate participants to develop learning products using QR codes and "Web-2.0" services. The experience of the authors contributes to the self-educational activities of the participants in the learning process in order to enhance their ICT-competence.

scholarly journals Choreography as the basis for the development of students' creative abilities

2021 ◽  
Vol 1 (118) ◽  
pp. 210-216
Author(s):  
Anna Y. Tikhonova ◽  
◽  
Aleksey A. Beshanov ◽  
Keyword(s):  
Creative Thinking ◽  
Creative Potential ◽  
Professional Activities ◽  
Specific Direction ◽  
Self Development ◽  
Self Actualization ◽  
Creative Abilities ◽  
Creative Self ◽  
Multicomponent Nature ◽  
General Creativity

The article considers the issues of studying and forming creative abilities as a scientific problem. Based on the analysis of scientific developments devoted to students’ creative abilities, it was determined that for the most part the professional and creative formation of a bachelor's personality is studied on the basis of a specific direction of training, quite often – on the basis of the analysis of the work of universities of culture and art, and pedagogical creativity in most cases – on the material of the pedagogical university. It was revealed that insufficient attention is paid by scientists to the analysis of the problems of educating creatively enthusiastic specialists in different areas of training, united by common projects, not always subordinate to future professional activities, but revealing internal individual resources, the creative potential of each and aimed at personal self-development. It was confirmed that the formation of creative abilities should be built on the desire for high achievements, and not on the motivation for the development of the student, while it is important to form such creative abilities that can be implemented in different fields of activity. The article provides a characteristic of general creative abilities and a hypothesis is put forward: the formation of general creative abilities of students is possible on the basis of non-core activities – choreography, in order later to show students the possibility of transferring the mastered skills of mastering general creative abilities to pedagogical activity. The article discusses the problem of using choreography as a means of forming general creative abilities, the multilevel and multicomponent nature of which has not been sufficiently studied. Researchers for the most part associate general creativity in choreographic activity with the development of creative thinking. The student choreographic collective isdefined as an open self-organizing system aimed at creative self-actualization and creative self-development of all its participants, regardless of the profile of training.

Ensuring Continuity in the Independent Work of Students

2018 ◽  
Vol 6 (1) ◽  
pp. 13-15
Author(s):  
Д. Кожалиева ◽  
D. Kozhalieva
Keyword(s):  
Learning Process ◽  
Second Generation ◽  
School Education ◽  
Ministry Of Education ◽  
Self Development ◽  
Teaching Of Mathematics ◽  
Independent Work

The article analyzes the importance, relevance of self-education, self-development in connection with the fact that the approved by the Ministry of Education and Science of the Kyrgyz RepublicState standard of school education of the second generation applies new requirements to students and teachers. In recent years, more attention is paid to the independent work of students in the learning process, in particular in the teaching of mathematics.

scholarly journals INDEPENDENT WORK OF FUTURE ENGINEERS-TEACHERS OF THE FOOD INDUSTRY AS A CONDITION FOR FORMATION OF GENERAL AND PROFESSIONAL COMPETENCES

2021 ◽  
pp. 36-43
Author(s):  
Nataliia Dubova ◽  
Viacheslav Liulchenko
Keyword(s):  
Professional Education ◽  
Food Industry ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Professional Activities ◽  
Self Development ◽  
Independent Observations ◽  
Training Professional ◽  
Independent Work

The article considers the problem of training an engineer-teacher of the food industry, in particular the peculiarities of the organization of independent work, which contributes to the formation of general and professional competences in the process of solving professional problems. Attention is paid to clarifying the role of independent work in the formation of general and professional competences, determining effective ways to implement it in the process of professional education of future specialists in the food industry. Types of tasks for independent work are characterized, attention is focused on their activity character.To optimize independent work, the use of educational, cognitive and practical tasks aimed at transmitting, organizing, transcoding information and related to the interpretation, analysis and generalization of information, which should be addressed in the process of working with textbooks and educational literature, in the process of independent observations, execution of graphic works are suggested.Independent work involves the implementation of various types of tasks (reproductive, as per the sample, reconstructive-variable, partial-search, educational-research), aimed at obtaining new knowledge, their systematization and generalization; formation of practical skills and abilities; control of student readiness for lectures, seminars, defense of laboratory and practical works, other control measures.The peculiarities of the organization of the educational process in higher education, which should be built so as to develop the ability to learn, to form in future engineers-teachers the ability for self-development, creative application of knowledge, ways to adapt to professional activities are considered. Keywords: professional training, professional competence, independent work, professional education, food technologies, engineer-teacher of food technologies, extracurricular work, cognitive tasks.

scholarly journals The Challenges Faced by the Model Teachers in Implementing Lesson Study

2019 ◽  
Vol 6 (1) ◽  
pp. 40-44
Author(s):  
Sri Damayanti
Keyword(s):  
Learning Community ◽  
Learning Process ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Classroom Activities ◽  
Self Development ◽  
Teachers And Students ◽  
Open Class ◽  
Plan Phase

Previous studies have shown that the implementation of Lesson Study can give a good impact on both teachers and students. Lesson Study can help them binding up as a Learning Community in order to improve their self-development in teaching and learning. In addition, teachers and students prefer Lesson Study to be a sustainable activity in school. However, although Lesson Study has given a positive value on its practices, it does not mean that there are no challenges. The main purpose of this study is trying to reveal the challenges faced by the model teacher while implementing of Lesson Study practices. This study was a descriptive study, where the data were collected by interviewing 11 model teachers who teach in four different schools. The interview is given after conducting Lesson Study practices that cover three phases: PLAN, DO and SEE. The findings reveal that most of the model teachers faced challenges in PLAN phase and DO phase. In PLAN phase, model teachers stated that they find it difficult to develop Chapter Design because they did not understand well how to put their idea. They also find it difficult to adapt what they have written in Chapter Design and their activity when doing Open Class. In DO phase, most of model teachers stated that basically Lesson Study has a big impact in increasing their students’ understanding about learning materials, but the students were not active enough in the teaching and learning process. It means that the model teachers have to do a bigger effort to make their students more active in the classroom activities.

MEMBANGUN KUALITAS PENDIDIKAN BERMUTU PADA ASPEK KOMPETENSI PAEDAGOGIK DAN KOMPETENSI KEPRIBADIAN BAGI SEORANG CALON GURU

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Suhardi Abdullah
Keyword(s):  
Social Competence ◽  
Learning Process ◽  
Education System ◽  
The Self ◽  
Learning Activities ◽  
Moral Value ◽  
Physical Ability ◽  
Self Development ◽  
Education Process ◽  
Experience Effect

The purpose of this article are (1).  Education process could be shown on the spread of education result that pointed at the experience  effect concerning with the self development (mind), characters and physical ability. (2) education system that should be known of each teacher there are four competences. They are proffessional competence, social competence, individually competence and paedagogic competence. (3) the knowledge that must be mastery consist of the value and moral of scientific that consistent and resposible to the professionality of  teacher duty giude. By this explanation could breakdown as follows, they are (a) a teacher could planned the program learning activities process (b) capability to implemented the learning process and (c) capability for evaluataionKeywords: competence, educated, moral value, and characters.

scholarly journals Psychological and pedagogical conditions for the formation of the subjective attitude of students to educational and professional activities

2021 ◽  
pp. 59-67
Author(s):  
Nina G. Aivarova ◽  
Marina V. Timoshkina
Keyword(s):  
Labor Market ◽  
Vocational Education ◽  
Professional Training ◽  
Actual Problem ◽  
First Year Students ◽  
Methodological Basis ◽  
Training Course ◽  
Professional Activities ◽  
Self Development ◽  
The Individual

The article touches upon the actual problem of vocational education the development of the subjective attitude of students to educational and professional activities in the light of the requirements of the dynamic development of socio-economic processes, the modern labor market. The current stage of a dynamic civilization, total informatization, places high demands on the self-development, self-education, self-improvement of a professional. One of the important skills of our time is the skill of managing one's own resources, a conscious attitude to building life trajectories (self-skills), respectively, the formation of such skills should be the focus of attention in the process of professional training of the younger generation. The purpose of this article is to present the experience of organizing psychological and pedagogical conditions for the development of a conscious attitude of students to educational and professional activities, the development of subjectivity, the formation of supra professional skills. The main objectives of the article are to reveal the methodological basis for the construction of the author's course for first-year students "Psychology of personal and educational and professional effectiveness", to justify the choice of content, pedagogical methods and technologies used during the implementation of the program, to identify the effective aspects of the discipline and shortcomings indicating the need for further improvement of the course program. The methodological basis for the formation of the content of the author's training course was the research of the subject and subjectivity of the individual in domestic psychology, the specifics of the competence paradigm of education, the requirements of the modern labor market and the problems of the formation of universal skills in the modern system of vocational education. The presented article substantiates the selection of the content of the training course modules, self-diagnosis and self-development practices, and reveals the features and main difficulties of implementing the training course in offline and online learning. The practice of implementing the author's course program has shown the effectiveness of forming a subjective attitude to educational and professional activities, self-skills, as basic skills for the formation of universal competencies of future professionals.

ОЦІННО-МОТИВАЦІЙНИЙ КОМПОНЕНТ РЕФЛЕКСИВНОЇ КОМПЕТЕНТНОСТІ ОСОБИСТОСТІ

1970 ◽  
Vol 6 (1) ◽  
pp. 202-214
Author(s):  
Олена Савченко
Keyword(s):  
Internal Structure ◽  
Cognitive Complexity ◽  
Basic Feature ◽  
The Self ◽  
Reflective Activity ◽  
Conflict Situations ◽  
Life Tasks ◽  
Self Development ◽  
The Subject ◽  
Favorable Conditions

У статті розглядається рефлексивна компетентність як інтегративне особистісне утворення, що формується в ході набуття суб’єктом рефлексивного досвіду при застосуванні різних форм рефлексивної активності, спрямованих на розв’язання визначених рефлексивних задач. У структурі рефлексивної компетентності оцінно-мотиваційний компонент виконує наступні функції: оцінку форм рефлексивної активності та її результатів, прогнозування можливих змін у процесі розв’язування проблемно-конфліктних ситуацій, визначення пріоритетних завдань подальшого розвитку себе як суб’єкта рефлексивної активності. На когнітивному рівні функціонує система критеріїв оцінювання власних форм рефлексивної активності, яка характеризується ступенем когнітивної складності, що відображає рівень диференціації та інтеграції системи. Функціонування оцінно-мотиваційного компонента на метакогнітивному рівні забезпечує система здібностей до прогнозування власної активності. Особистісний рівень представлений системою життєвих задач на саморозвиток, які стимулюють суб’єкта докладати зусилля щодо розвитку в себе певних якостей, формування певних вмінь та знань. Розрізненість елементів компонента є індикатором незавершеності процесу формування його внутрішньої структури, низький рівень інтеграції окремих складових не дозволяє системі ефективно компенсувати недорозвинені елементи. Найбільшу вагу у внутрішній структурі оцінно-мотиваційного компонента має показник сформованості системи здібностей до прогнозування власної активності, що підтверджує системотвірну функцію структур метакогнітивного рівня. In the article the reflective competence is seen as an integrative personal formation which develops in the process of acquiring of the reflective experience, when the subject is using various forms of the reflective activity for the solving of specific reflective tasks. In the structure of the reflective competence the value-motivational component performs such functions: an evaluation of forms of the reflective activity and its results, a prediction of the possible changes in the process of solving of the problem-conflict situations, a determining of the priorities for further development of himself as a subject of the reflective activity. The system of the criteria of an evaluating of the reflective activity`s forms functions on the cognitive level of the reflective competence. The level of the cognitive complexity is the basic feature of this system. The predictive abilities` system, that allows to form the expectations of the activity`s results, presents the value-motivational component on the metacognitive level. The system of the life tasks for the self-development, which stimulates the subject to make efforts to develop his own qualities, to form specific skills and knowledge, functions on the personal level. The fragmentation of the elements is an indicator of the incompleteness of the formation of the internal structure of the value-motivational component. The low level of integration of the separate elements does not allow effectively to compensate the functioning of the unformed elements of the system. The index of the formation of the abilities to predict his own activity has the greatest meaning in the internal structure of the value-motivational component. These data confirm the hypothesis about the system-forming function of the metacognitive structures that unite other structures. Thus the development of the predictive abilities will promote the increase of the abilities to the prediction of the others` behavior. An adequate assessment of other people significantly reduces the inconsistency of his own expectations and estimations of others. The development of the predictive abilities creates favorable conditions for the formation of the life tasks for the self-development to increase their value in the system of other tasks

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