scholarly journals Mathematical preparation of students for their professional self-realization in modern innovative society

2020 ◽  
Vol 75 ◽  
pp. 04010
Author(s):  
Mariia Astafieva ◽  
Dmytro Вodnenko ◽  
Oksana Lytvyn ◽  
Volodymyr Proshkin ◽  
Oleksii Zhyltsov
Keyword(s):  
Interdisciplinary Approach ◽  
Educational Process ◽  
Professional Activity ◽  
Digital Learning ◽  
Mathematical Competence ◽  
University Preparation ◽  
Professional Self ◽  
Basic Approaches ◽  
Digital Learning Environments ◽  
Mathematical Preparation

The article analyzes the problems of mathematical university preparation of specialists in the context of their professional self-realization in the modern labour market. The structure of mathematical competence of students is considered, its most important components are substantively described (the ability to ask and answer questions in and with mathematics, the ability to deal with mathematical language and tools). As a result of the first (ascertaining) stage of pedagogical experiment allowed to establish the level of students’ mathematical competence formation according to the specified structure was established. It is proved that students of both mathematical and non-mathematical majors have poor mathematical knowledge and skills for solving problems that require their complex application, in particular, modeling problems in the context of future professional activity. The basic approaches to formation of mathematical competence of students are substantiated: research-oriented teaching; interdisciplinary approach and practical orientation; use of digital learning environments and related tools. The methods of implementation of these approaches are disclosed in the authors’ elective discipline for the students of mathematical specialty “Methods of formation of students’ mathematical competence for the future successful career”. The continuation of the research will be the introduction of the discipline above to the educational process which contains the next monitoring of future teachers’ readiness to use indicated approaches in their professional activity.

scholarly journals ON THE ISSUE OF VERIFICATION OF THE EFFECTIVENESS OF THE INTERDISCIPLINARY APPROACH APPLICATION OF IN TRAINING MASTERS OF PUBLIC HEALTH

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Natalia M. Kalyniuk ◽  
◽  
Lubov M. Romaniuk ◽  
Nina Ye. Romaniuk ◽  
◽  
...  
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Professional Training ◽  
Interdisciplinary Approach ◽  
Professional Community ◽  
Educational Process ◽  
Professional Activity ◽  
Public Health Professionals ◽  
Professional Self ◽  
Interdisciplinary Integration

The expediency of conducting research and experimental work at the stage of identifying opportunities to improve the educational process in training future public health professionals on the basis of interdisciplinary integration is substantiated. The article is devoted to the role of experimental pedagogical research as a means of testing the effectiveness of interdisciplinary integration in the training of future public health professionals. It is generalized that the issue of professional training of future specialists in the specialty «Public Health» in the pedagogical literature is considered as a component of professional self-determination and professional development in the context of the study of professional self-awareness. It is proved that the interdisciplinary integration in the training of future public health professionals is an integrated component that combines individual and personal features (awareness of the choice of profession, completeness and strength of knowledge in the chosen profession, the formation of professionally significant and empathetic qualities). It is socially oriented and oriented at building relationships and positioning oneself in the team, develops the ability to make decisions independently and take responsibility as well as personality characteristics; it implies the presence of strong beliefs in the values of the profession of public health specialist for the design of their own subjective deontological position in the work connected with their specialty. It is substantiated that the professional training of future medical professionals on the basis of interdisciplinary integration involves creating conditions for identifying personal and social experience of students with the profession and the professional community, is a process of mastering normative professional requirements that allow them to adequately perceive medical reality, as well as to develop professionally expedient strategies and tactics, tasks and plans of professional activity, to consciously regulate one’s own behavior within the established professional and normative imperatives. It was found that the professional training of future public health professionals on the basis of interdisciplinary integration is characterized by the presence of future professionals with a set of knowledge that reflects the substantive essence of intellectual, ideological and moral values; the ability to predict and design the process of professional activity taking into account its specifics in interaction with colleagues and patients and is determined by the content of professional medical ethics and deontology, ethical and moral imperatives and professional and ethical ideals and values of public health. The peculiarities of the formation of professional training of future public health specialists on the basis of interdisciplinary integration are studied.

scholarly journals Blended Learning Environments in Inclusive Education at the University

2020 ◽  
Vol 15 (21) ◽  
pp. 145
Author(s):  
Yaqun Zhang ◽  
Fayruza Rebrina ◽  
Fairuza Sabirova ◽  
Julia Afanaseva
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Inclusive Education ◽  
Educational Process ◽  
Digital Learning ◽  
Education Development ◽  
Current State ◽  
The University ◽  
Digital Learning Environments

The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.

scholarly journals PEDAGOGICAL ACMEOLOGY-BASED DEVELOPMENT OF SOCIO-PROFESSIONAL MATURITY IN THE PROCESS OF MASTER'S TRAINING

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
S. O. Danylov
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Ideal Model ◽  
Self Development ◽  
The Future ◽  
Professional Self

In the article the author shows the peculiarities of the development of socio-professional maturity of the future pedagogue in the context of pedagogical acmeology. Therefore, there is an urgent need to optimize the process of professional training of future lecturers on the basis of a new methodology that would combine personal and professional development in the educational process, direct professional self-determination and self-improvement of the future specialist, promote their self-realization and professional development. We believe that the process of professional training of future pedagogues should be based on the developed acmeogram and professiogram, model the professional and personal development of the specialist in accordance with the content and objectives of professional activity. This will not only direct the process of professional training to a certain ideal model of the specialist, but also to actualize the professional self-determination and self-development of the future pedagogue.Key words: future pedagogue, activity, personality, self-determination, self-improvement, acmeology.

scholarly journals Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

2021 ◽  
Vol 14 (33) ◽  
pp. e16589
Author(s):  
Valentyna Bilyk ◽  
Artem Tkachov ◽  
Ivanna Tkach
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Research ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
Professional Self

The society's need for competitive specialists capable of solving urgent issues requires focusing efforts on solving the most pressing problems in education in today's pandemic conditions. The psychological and pedagogical literature has repeatedly emphasized the need for self-improvement as a component of self-education of a person in general and a teacher in particular. One of the most important factors in the success of further professional activity is the formation of students' readiness for professional self-improvement. The issues of training future teachers remain topical, because both the intellectual, moral and spiritual development of children and youth, the socio-economic well-being of the country depend on their activities. Since the attention of specialists is focused on the personal potential of a person, the urgent is the problem of the formation of future teachers' readiness for self-improvement in the process of individualization of professional training pedagogical science. For this, the methods of theoretical research of profile sources were used, and also theoretical and ascertaining experiments were carried out. It is proved that the training of a future teacher  should be focused on the personality, the recognition of a person as the highest value in society, and providing conditions for personal self-improvement of the future teacher is one of the priority areas in the educational process of the university

scholarly journals CURRENT REQUIREMENTS FOR THE COMPETITIVENESS OF THE HIGHER EDUCATION TEACHER

2020 ◽  
pp. 35-37
Author(s):  
O. Poliak
Keyword(s):  
Higher Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Pedagogical Aspect ◽  
Professional Self ◽  
Amount Of Knowledge ◽  
High Level

The article is devoted to the problem of formation and development of competitiveness among teachers of higher education institutions. If the content and structure of professional competitiveness, defined by state standards, are formed without taking into account the personal qualities of the learning subject, its interests, abilities and are not determined by the professionalism of the teacher, it is impossible to lay the foundations of competitiveness and develop the ability to compete. The genesis of different approaches to the concept of competitiveness of the modern educator has been analyzed, in particular, in modern researches it is emphasized on: – managerial, psychological and pedagogical aspect of competitiveness. The process of forming the competitiveness of a teacher of a higher education institution, which includes its components, is outlined: = levels of development: a motivational and holistic component; emotional-volitional component; evaluation and adjustment component; = conditions of formation: the need to find such forms of work of the teacher, which would ensure the continuity of the process of his professional growth, development and introduction of multidimensional models of the organization of professional development, introduction of new educational technologies, participation in innovative activity; = development of a complex of properties of his personality necessary for a high level of professional activity. The activity of the teacher is characterized by pedagogical expediency by orientation, individually creative character in content and organization, choice of means; = ways of formation: a certain amount of knowledge, abilities, skills and continuous improvement of the state of theoretical, psychological-pedagogical, methodological and technological preparation; motives for professional self-improvement; the desire for selfrealization and self-affirmation of personality; professional growth; expanding horizons; increasing the level of development of all types of competences; the presence of cognitive interest; creating a positive image among students and colleagues; upgrading the qualification category during certification; receiving awards; raising personal rankings at different levels of subordination; improving professional competence; raising the level of organization of the educational process.

scholarly journals Digital Learning Environments and New Forms of Didactogeny

2020 ◽  
Author(s):  
Tatiana Rezer ◽  
Keyword(s):  
Young People ◽  
Learning Environment ◽  
Educational Process ◽  
Smartphone Addiction ◽  
Digital Learning ◽  
Digital Learning Environment ◽  
Technological Advances ◽  
Digital Learning Environments ◽  
New Generation ◽  
Intellectual Activities

Humanity’s progress is determined by its spiritual, intellectual and physical potential. The role of each of them is equally important. All types of potential capabilities are developed through the process of learning and education, which have their own types of resources and technologies to ensure the quality of education and health. The digital learning environment is a new kind of educational resource that has emerged as a result of technological advances in this century. Based on a comparative analysis, the reasons for the emergence of a new form of didactogeny in the digital educational environment: nomophobia, caused by smartphone addiction among young people, have been identified. The method of theoretical analysis of relevant publications allowed for the propagation level of this form of didactogeny to be revealed. The result: 53% of UK residents suffer from nomophobia, while in Russia only 3 teenagers out of 68 subjects were able to go without a using phone for 8 hours and engage in intellectual activities, from which they gained satisfaction and new knowledge. An empirical questionnaire study showed that 41.29 per cent of young people in Russia’s student population reported being overloaded with information from various types of sources. Conclusions: there are no formal health and hygiene requirements for the digital learning environment; ‘cliched’ thinking is widespread among the new generation; an emotional overload of students is emerging, which leads to neuroticism and depression; new forms of didactogenia such as nomophobia are developing in the educational process; low digital academic literacy is diagnosed among educational process participants.

scholarly journals Students’ Research Activity in the Context of Professional Self-Determination

2019 ◽  
Vol 8 (9) ◽  
pp. 308-312
Keyword(s):  
Professional Education ◽  
Career Guidance ◽  
Industrial Relations ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Research Activity ◽  
Living Situation ◽  
Professional Self ◽  
High Level

Introduction. The period of studying in a professional educational organization is the most important in the life of a future specialist, as it is the time when a person becomes a participant of industrial relations, forms views on the profession, changes the system of values, develops motivation for professional activity. The strengthening of social and professional responsibility of a person should be accompanied by the strengthening of an educational institution’s responsibility for the quality of training of a specialist. Researchmethodology. Professional self-determination is considered by researches both as a process, and as the result of the development of a professional, each phase (stage) of which is characterized by different content. The age of adolescence plays here an important role, as the problem of choice of a profession becomes “an affective centre of the living situation” at that exact time. Researchresults. Competitiveness of a specialist becomes one of the priorities of improving the system of professional education in Russia and the most important criterion of its quality. This competitiveness includes not only the intimate knowledge of a profession, understanding of related areas of activity, readiness to practice the chosen profession effectively on a level with the highest world standards but also a high level of social and professional self-determination of graduates, developed self-concept of an individual. Discussion. The main characteristics of self-determination as a psychological and pedagogic phenomenon are belonging to a subject, procedurality, consciousness, self-sufficiency.Conclusion. Professional self-determination is an activity of a person (a component of personal self-determination) which is carried out during social development and maturity and, if necessary, adjusted with the help of a specially organized interference – career-guidance, teaching and educational process, theoretical and practical work.

scholarly journals TEACHERS’ PROFESSIONAL ACTIVITY TRAINING IN TERMS OF SUBJECT-ORIENTED EDUCATIONAL PROGRAMME FOR SENIOR SCHOOLCHILDREN

2021 ◽  
pp. 212-218
Author(s):  
Ольга Анатольевна Любягина ◽  
Римма Хамидовна Гильмеева
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Educational Programme ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Implementation ◽  
Professional Self ◽  
The Russian Federation ◽  
Teachers Professional Development

В настоящее время профильное обучение является неотъемлемой частью системы образования в Российской Федерации. Институциональной формой реализации этой цели выступают профильные школы и профильные классы, в которых за счет изменений в структуре, содержании и организации образовательного процесса в значительной мере учитываются интересы, склонности и способности учащихся. Для организации обучения и достижения профессионального самоопределения старшеклассников в соответствии с их профессиональными интересами и намерениями необходима специальная подготовка педагогов. В статье обобщены особенности профильного обучения старшеклассников и соответствующие им характеристики профессиональной деятельности педагогов. С целью расширения спектра компетенций педагогов, работающих в условиях профильного обучения, предлагается программа повышения квалификации «Вектор профессионального развития» и рассматриваются составляющие ее модули. Особое внимание в программе уделяется направленности на организацию психолого-педагогического сопровождения процесса профессионального самоопределения старшеклассников, свидетельствующего о продуктивности профильного обучения. Апробация представленной программы повышения квалификации подтвердила ее практическую значимость в профессиональной деятельности педагогов в условиях профильного обучения. Статья предназначена директорам и педагогам школ с профильным обучением, работникам системы дополнительного образования, исследователям. Nowadays, subject-oriented education is an integral part of the education system in the Russian Federation. Subject-oriented schools and classes serve as an institutional form of the implementation of this purpose. Due to the changes in structure, content and organization of educational process students’ interests, talents and abilities are to a greater extent considered. Teachers’ special training is needed to promote senior schoolchildren’s decision-making process in terms of choosing their future careers according to their professional interests and intentions. The article provides the features of subject-oriented education of senior schoolchildren and corresponding features of teachers’ professional activity. To enhance the range of teachers’ competences working in the conditions of subject-oriented education, the authors offer the programme for teachers’ professional development “Vector of Professional Development” and consider its modules. Special attention in the programme is focused on the organization of psychological and pedagogical support of the process of professional self-determination of senior schoolchildren demonstrating the efficiency of subject-oriented education. Practical implementation of the presented programme for teachers’ professional development proved its practical value in teachers’ professional activity in the conditions of subject oriented education. The article is intended to heads and teachers of subject-oriented schools, staff of the system of additional professional education, and researchers.

Emphasizing Instructor Presence in Digital Learning Environments

2016 ◽  
pp. 37-54 ◽  
Author(s):  
Rachael Olubukola Afolabi
Keyword(s):  
Learning Environment ◽  
Online Teaching ◽  
Educational Process ◽  
Point Of View ◽  
Teaching Presence ◽  
Digital Learning ◽  
Principal Role ◽  
Instructor Presence ◽  
Digital Learning Environments

The role of the instructor in any learning environment is a good motivator for students. It is important to understand how the instructor's position can be viewed in the online learning environment. The principal role of the instructor in any learning environment is to assist students in making connections and identifying significance through an educational process. This chapter, examined from an instructional designer and instructor's point of view, sets out to explore the effectiveness of the online teaching presence as an adequate investment of time for the student's benefit.

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

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