Situational training center as an educational environment for the training of competent management personnel

2020 ◽  
pp. 1-14
Author(s):  
Nataliya Khodyakova ◽  
Aleksandr Mitin
Keyword(s):  
Cultural Context ◽  
Professional Competence ◽  
Educational Environment ◽  
Cultural Safety ◽  
Professional Activity ◽  
Educational Systems ◽  
Managerial Decisions ◽  
Management Personnel ◽  
Creative Experience ◽  
Difficult Situations

The article handles from the standpoint of the situational-environmental approach to the design of educational systems, the substantive and procedural aspects of organizing the activities of educational situational centers, intended for the formation and development of the competencies of management personnel. The educational situational center is interpreted as an educational environment saturated with modern software and hardware, interacting with which the student acquires or improves the experience of making managerial decisions in non-standard and difficult situations, thereby increasing the level of his professional competence. Significant factors of the educational environment of the educational situational center include: conditions that stimulate the development of the reflective and creative experience of managerial specialists; conditions that provide opportunities for students to manifest subjective activity and independence; meaningful conditions that provide a meaning-generating, socio-cultural context of professional activity; conditions for comprehensive (physical, psychological, informational and cultural) safety of students. Each of these groups is assigned the risks of maladjustment of students in the educational environment, which are subject to pedagogical adjustment or dosage, depending on the level of formation of professional and personal experience of management specialists. On the basis of the presented results, conclusions were made regarding the didactic and methodological specifics of teaching in educational situational centers, the peculiarities of the implementation of educational and pedagogical activities in them.

Situational training center as an educational environment for the training of competent management personnel

2020 ◽  
Vol 5 (4) ◽  
pp. 167-180
Author(s):  
Nataliya Khodyakova ◽  
Aleksandr Mitin
Keyword(s):  
Cultural Context ◽  
Professional Competence ◽  
Educational Environment ◽  
Cultural Safety ◽  
Professional Activity ◽  
Educational Systems ◽  
Managerial Decisions ◽  
Management Personnel ◽  
Creative Experience ◽  
Difficult Situations

The article handles from the standpoint of the situational-environmental approach to the design of educational systems, the substantive and procedural aspects of organizing the activities of educational situational centers, intended for the formation and development of the competencies of management personnel. The educational situational center is interpreted as an educational environment saturated with modern software and hardware, interacting with which the student acquires or improves the experience of making managerial decisions in non-standard and difficult situations, thereby increasing the level of his professional competence. Significant factors of the educational environment of the educational situational center include: conditions that stimulate the development of the reflective and creative experience of managerial specialists; conditions that provide opportunities for students to manifest subjective activity and independence; meaningful conditions that provide a meaning-generating, socio-cultural context of professional activity; conditions for comprehensive (physical, psychological, informational and cultural) safety of students. Each of these groups is assigned the risks of maladjustment of students in the educational environment, which are subject to pedagogical adjustment or dosage, depending on the level of formation of professional and personal experience of management specialists. On the basis of the presented results, conclusions were made regarding the didactic and methodological specifics of teaching in educational situational centers, the peculiarities of the implementation of educational and pedagogical activities in them.

scholarly journals Development of existential aspects of professional competence of penitentiary system prospective employees

2017 ◽  
Vol 6 (2) ◽  
pp. 248-252
Author(s):  
Svetlana Alexandrovna Tarasova
Keyword(s):  
Professional Competence ◽  
Meaning Of Life ◽  
Professional Activity ◽  
Penal System ◽  
Educational Work ◽  
Professional Activities ◽  
Self Development ◽  
Difficult Situations ◽  
Spiritual Resource

The paper discusses the problem of professional competence of penitentiary system employees. The author says that employees of the penal system should be ready for the challenges of the vital and professional way. The author defines existential aspect as part of holistic professional competence. Existential setting is included in the existential aspect of professional competence. Existential setting is defined as readiness of a future specialist for self-development and self-improvement. Existential setting is a spiritual resource of a person. Existential setting helps to maintain interest in the professional activity of penitentiary system employee in difficult situations. Existential setting is formed in the process of reflection development. The paper considers forms of educational work: existential dialogue, essays, solution of situational problems. The author gives a brief description of these forms of work and specific examples. The paper contains indicators of effectiveness: students interest in the spiritual side of life as well as in problems of the meaning of life and professional activities.

Profesinio streso rizika socialinio darbo procese:supervizijos taikymo perspektyva

2013 ◽  
Vol 23 (1) ◽  
pp. 31-36 ◽  
Author(s):  
Indrė Dirgėlienė
Keyword(s):  
Social Work ◽  
Cultural Context ◽  
Professional Competence ◽  
Self Regulation ◽  
Burnout Syndrome ◽  
Professional Activity ◽  
Professional Stress ◽  
Multiple Dimensions ◽  
The Status ◽  
Research Findings

Social worker‘s professional activity has been analysed from different viewpoints: the complexity of professional activity in the socio-cultural context of Lithuania is reflected by a complex character of clients' problems, multiple dimensions of the empowerment process, the novelty and the status of the profession in the community, public culture, etc. Social work is included in the list of risk professions, therefore, new and innovative ways of professional support are sought with the aim of professional risk prevention. One of them is supervision, or a professional relations counselling service. The service was first provided in the field of social work, which reflects the world tradition.The article aims to disclose the risk of professional stress in the social work process by actualizing the prospect of the use of supervision.The article presents an analysis of the data of the representative qualitative research. The research findings revealed that the process of social work was complex and full of surprises and tensions. Therefore, the line between good self-regulation skills and a burnout syndrome was unpredictable. The stages of planning, testing, and the review of the outcomes were identified as the most difficult, because they required reflection skills. Continuous improvement of self-regulation skills was necessary, which was the function of supervision as a form of professional competence improvement. Supervision cannot substitute for the support provided by one‘s colleagues, administration, the closest environment, or a priest, however, it can help to restore harmony, to reflect on one‘s professional experience, to name and to reconsider the stages of the process, to express the feelings experienced in the past and being experienced in the present, and to name the tensions arising between the professional and personal identities in the situation of intervention.

scholarly journals Technology of forming students' foreign-language professional competence in the educational space of higher education institution

2019 ◽  
pp. 117-125
Author(s):  
Olena Kovtun
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Activity ◽  
Professional Activity ◽  
Higher Education Institution ◽  
Empirical Observation ◽  
Knowledge And Skills

Educational space of a higher education institution constantly and continuously influences student’s personality as well as his / her developing as a competent specialist. The research was aimed at substantiating pedagogical technologies that optimize the process of forming students’ foreign-language professional competence within the educational space of a higher education institution. Theoretical (analysis, synthesis, comparison, systematization, pedagogical modelling), empirical (observation, pedagogical experiment, peer review method, reflexive evaluation method) and statistical methods were applied to achieve the set goal. Educational space of a higher education institution is defined as a purposefully created, methodically provided continuum of students’ foreign-language professional communication under conditions of which the development of their personality and effective formation of their foreign-language professional competence take place. Foreign-language professional competence as an integrative personality trait, determined by the synthesis of knowledge and skills, professional and life experience, values that ensure long-term readiness and ability to pursue professional activity in a foreign language, is developed effectively if the educational space of a higher education institution is multilingual and multicultural in its nature, broad, rich in foreign-language professional content, open, directed outwards. When designing educational space, it is necessary to rationally combine educational and non-educational components, provide in-class and out-of-class / extracurricular foreign-language educational and cognitive activities of students, use facilities of virtual educational environment, apply technics of contextual teaching, implement imitative and playing activities, interactive forms of training (games, project activity, case-study). In-class educational activity influences such components of foreign-language competence as “knowledge” and “skills”, whereas an extracurricular one aims at forming “values” and “experience”. Keywords: educational space of a higher education institution, foreign-language professional competence, virtual educational environment, educational and non-educational components, imitative and playing activities.

scholarly journals ON THE QUESTION OF ECOLOGIZATION OF THE EDUCATIONAL ENVIRONMENT IN INCLUSIVE INSTITUTIONS

2021 ◽  
pp. 140-145
Author(s):  
M. KONONOVA
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Practice ◽  
Professional Preparation ◽  
Educational Environment ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Self Assessment ◽  
Definition Of

The article defines the role of pedagogical ecology in the system of educational practice in the conditions of inclusion. The term "inclusion", the concept of "greening", the definition of universal design in education and reasonable adaptation of school space are revealed. Problems and prospects of greening of the educational environment in the context of inclusive education are considered. Comparing the inclusive culture of our country and the Scandinavian countries, it is noted that the approach of Scandinavian cultures is more to ensure inclusiveness, inclusion in society. The conditions for the implementation of the principles of pedagogical ecology in inclusive education are determined. It is proved that the success of inclusive education largely depends on the professional competence of teachers, the reorganization of the system of professional training of future professionals. The features and level of readiness (according to the results of self-assessment in the interview) of future teachers for professional activity with children with special educational needs in the conditions of inclusion are studied. The positive attitude of students to the need for purposefully organized process of their professional preparation for work in inclusive educational institutions is recorded.

scholarly journals Comparative Analysis of Professional Training of Future Specialists in Physical Therapy in Higher Educational Establishments of Ukraine and Europe

2018 ◽  
Vol 8 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Lyudmyla Sushchenko ◽  
Oleg Bazylchuk
Keyword(s):  
Comparative Analysis ◽  
Physical Therapy ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
European Countries ◽  
Professional Activity ◽  
Educational Systems ◽  
Distinctive Features ◽  
Higher Educational

AbstractThe article presents comparative analysis of the structure and content of future specialists in physical therapy training in higher educational establishments of Ukraine and leading European countries. Having analyzed official websites and educational documentation of the leading European colleges of higher education regarding professional training of future specialists in physical therapy, we have defined common and distinctive features of structural and content components of the process. Within the framework of the research, it has been found that in educational systems of Italy, Spain, Norway, Greece, Finland, Sweden, and Norway training of future specialists in physical therapy is primarily focused on the concept of continuous education and is variant, practice-oriented, related to the profession of a physical therapeutist at most. The research has revealed certain components in the structure and content of professional training of future specialists in physical therapy in higher educational establishments of Ukraine and leading European countries. These components can be used in structure-oriented content of educational process in Ukrainian higher educational establishments. Namely, these include: shift of the vector of educational process to practice-oriented education via increasing academic hours for improvement of professional competence of future specialists in physical therapy under conditions of actual professional activity, acquiring knowledge and skills necessary for professional activity. Relying on the results of the comparative analysis we have made a conclusion that positive experience in training of future specialists in physical therapy in higher educational establishments of Ukraine and leading European countries will allow to define the trend of developing professional training in domestic higher educational establishments.

scholarly journals ПСИХОЛОГО-ДИДАКТИЧНЕ ПІДҐРУНТЯ НАВЧАННЯ АНГЛОМОВНОГО СПІЛКУВАННЯ МАЙБУТНІХ ФАХІВЦІВ ФЛОТУ

2020 ◽  
pp. 7-11
Author(s):  
Natalia Ogorodnik
Keyword(s):  
Learning Process ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Intellectual Development ◽  
English Language ◽  
Professional Competence ◽  
Social Situation ◽  
Individual Development ◽  
Professional Activity ◽  
The Individual

Among the basic principles of the English-language communication skills development for future seafarers is the principle of consciousness. Being implemented in a teaching and learning process it provides understanding as a fundamental component of the future seafarers’ professional competence. As a result, all the aspects of language knowledge (linguistic, speech, and linguo-sociocultural issues) are processed by the students consciously. They also become able to communicate in full compliance with a communicative situation and a specific cultural context. Moreover, effective learning tactics and strategies that students master reasonably are expected to facilitate them in their further life-long learning process. The students’ age, which is characterized by psychologists as a young adulthood, has a tendency for intellectual development. According to the scientists, at this particular period of time the change of a development focus takes its place, caused by a crucial point in human evolution. The sophisticated identity crisis of 17-year-olds occurs owing to the mismatch between the individual development and the social situation. Another situation, mediated by the educational and professional activity, as a leading one for this age is recognized as a factor that activates the comprehensive personality transformation and starts a new stage of mental development in adolescence, resulting in the intellectualization of all the cognitive processes, and therefore to a more deliberate mastery of knowledge.

scholarly journals THE SPECIFICS OF TRAINING FUTURE EDUCATORS FOR WORK IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

2020 ◽  
pp. 118-128
Author(s):  
Kateryna Shapochka ◽  
Natalya Bürkle
Keyword(s):  
Inclusive Education ◽  
Professional Competence ◽  
Preschool Education ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Special Educational Needs ◽  
Equality Rights ◽  
Spatial Environment

The article analyzes the specifics of training future educators for work in an inclusive educational environment; the concept of inclusive educational environment is revealed; the emphasis is placed on the role of preschool institutions in the continuum (lifelong learning). Emphasis is placed on the following conditions of future professional readiness to work in an inclusive educational environment, namely the recognition of the values of inclusive education as guidelines for professional activity (equality, rights, participation, community, respect for diversity, sustainable development, nonviolence, trust, compassion, honesty, courage, joy, love, hope and beauty); the relationship of educational material of different disciplines of the professional and pedagogical cycle; inclusion of students in effective professional cooperation (pedagogical practice, co-teaching, mentoring, dialogue), improvement of professional competence of the future specialists (cognitive-motivational, reflective, communicative, multicultural, etc.). Speaking about the preparation of future educators to work in modern preschool education, it should be emphasized on the formation of students' ability to solve problems by applying the knowledge gained during the study of disciplines of the psychological and pedagogical cycle, and, accordingly, to create both in the classroom and outside it the educational environment focused on the features of future professional activity, to use their own experience during pedagogical practice, in accordance with the age characteristics of children and the specifics of the stage of their learning. The environment for the child development should be modern and contribute to the effective formation of children's competencies, skills of independent and joint activities, active interaction in society needed for realization of their own potential. Subject-spatial environment should be content-rich, ready for transformation; multifunctional; variable; available; safe. We support the view of many scholars that the worldview of educators should change, and that philosophy and principles of inclusion should become an integral part of professional thinking. We understand that it is important to analyze the experience of other countries, which has its advantages and challenges, and implement the best examples of pedagogical practice of providing support to children with special educational needs in educational process in Ukraine.

scholarly journals SOME PROBLEMS OF FORMATION THE PROFESSIONAL COMPETENCE OF FUTURE TEACHERS-PSYCHOLOGISTS

2020 ◽  
Vol 65 (1) ◽  
pp. 151-155
Author(s):  
Т.М. Yessimgaliyeva ◽  
Keyword(s):  
Emotional State ◽  
Professional Competence ◽  
Modern Society ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
High Level ◽  
Emotional Burnout ◽  
Difficult Situations

This article is devoted to the formation of professional competence in future teachers-psychologists. The problem of training a competent specialist teacher-psychologist is relevant in modern society. The success of the work of the teacher-psychologist depends, first of all, on the high level of development of his personality, his ability to empathize with others, through the ability to productive behavior in difficult situations. The article also provides the opinion of the scientist V.I.Dolgova, which considers emotional stability as a key competence of a teacher-psychologist, since this competence manifests itself in all areas of professional activity of a future teacher-psychologist and is an important component in the development of their professional competence. It is also said that the profession of a teacher-psychologist is accompanied by constant psycho-emotional overload, emotional tension, emotional burnout. This requires the regulation by the teacher-psychologist of his emotional state, the presence of motivation and interest in the professional activities of the psychological and pedagogical direction.

scholarly journals CONTINUOUS EXPERTS COACHING TO INCREASE THE COMPETENCE OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN EDUCATIONAL INSTITUTIONS

2020 ◽  
pp. 23-29
Author(s):  
Tetiana Skrypnyk ◽  
Karina Biryukova
Keyword(s):  
Training Program ◽  
Professional Competence ◽  
Educational Institution ◽  
Assessment Method ◽  
Educational Environment ◽  
Professional Activity ◽  
Inclusive Process ◽  
Team Interaction ◽  
Before And After ◽  
Expert Coaching

In the article, the authors analyze ways to increase the professional competence of teachers of multidisciplinary IEP teams. This allows the conclusion that that the use of coaching is appropriate for mastering support specialists with inclusive technologies, as well as the ability to work in a team interaction mode. Despite the obvious advantages of teamwork, in Ukraine this format of work is still not mastered in an inclusive educational environment. In the article the authors present the structure of the training program based on the team management model for significant achievements (R. Hackman). We conducted a training program for 10 IEP teams, aimed at increasing the level of team interaction and inclusive competence of specialists. Formative influence was done directly during the professional activity of teachers and was accompanied by prolonged expert coaching. In their study, the authors applied a special design scheme for teamwork. This scheme was concretized in the fact that the participants of the IEP teams used the experience gained in the training sessions in the practice of their professional activity, critically comprehended and analyzed their new experience, sought to comprehend the factors of both success and failure. Together with the coordinator and experts, all participants of the IEP teams developed rules for the team, established feedback, sought to influence the focus on mastering the modern approaches of the inclusive process at the level of the entire educational institution. In turn, this maintained the necessary level of motivation and joint intentions to introduce a competently constructed educational environment. To assess the state of inclusive competence formation before and after the training program, we used teacher self-assessment method «Professional Development Tool for Improving the Quality of Practice in primary school». As a result, all teachers have achieved a significant increase in the effectiveness of interdisciplinary support for children with special needs, which have reflected in the positive changes that have occurred in teachers at the professional, interpersonal and personal levels.

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