Professional activity during studies by physiotherapy students of Master’s Degree course of university-level schools in Poland

The paper presents the model of Master’s Degree Program in Product Design Engineering implemented for training engineers majoring in “Innovation shipbuilding”. The program is being rolled out as a pilot project since 2017 on the basis of the Institute of National Technological Initiative of Sevastopol State University. The ideology of Master’s programs in Product Design Engineering generally matches with the paradigm of context education, nevertheless it has its own specific features, such as the principle of diploma project readiness (as a product of Master’s program) to enter into the market, and the evaluation of the product by expert community; training of the graduates to professional activity as ‘chief designer managers’, who understand the principles of how to organize the team of specialists and to obtain the required result as a market product; simulation by the students of the role of a customer for the object of designing, and preparation of the future engineer taking into account not only object designing, but also future utilization, that is, the whole life cycle. Special attention is paid to so called “distributed design”, which enables to organize a virtual professional environment of a “design bureau” bringing together different student project groups.

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Reading skills development of Master’s Degree Students in “International Relations” programme (based on Mass Media articles)

Tambov University Review Series Humanities ◽

10.20310/1810-0201-2019-24-181-26-33 ◽

2019 ◽

pp. 26-33

Author(s):

Gulnara Nasyrova

Keyword(s):

Mass Media ◽

International Relations ◽

Reading Skills ◽

Master's Degree ◽

Skills Development ◽

Professional Activity ◽

Authentic Texts ◽

Master's Degree Students ◽

Master’S Degree ◽

Media Texts

We pay attention to the two competing trends within each functional style; note the ter-minological diversity when naming publicistic style. We analyze pragmatic and semantic peculiar-ities of the mass information language. We substantiate the expediency of using informational and analytical Mass Media texts as the linguistic material in classes with Master’s Degree Students in “International Relations” programme of Diplomatic Academy of the Ministry of Foreign Affairs of the Russian Federation. We pay attention to the professional and communicative competencies which should be acquired by students while mastering the “Foreign language of professional activity” discipline. We focus on the need to comply with meaningful and linguistic criteria in the selection of authentic texts for Master’s Degree Students. On the example of articles from the magazine “The Economist”, we consider the system of exercises and tasks for the professional-oriented reading skills development among students for more effective reading skills teaching. We differentiate the terms “exercise” and “task”, as well as “skim reading” and “reading for detail”. We substantiate the expediency of methodical processing of Mass Media texts in accordance with the linguistic level of Master’s Degree Students. We prove the necessity of system compliance of pre-text, text and after-text tasks and exercises based on the texts on the topic: “Migration: causes, problems and ways of solving it”. We give a generic list of tasks and exercises taking into account the three-stage system.

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INTRODUCTION OF ELECTIVE COURSE ELEMENTS IN THE PROCESS OF MASTERS-AGRARIANS PREPARATION

Аграрний вісник Причорномор'я ◽

10.37000/abbsl.2019.94.15 ◽

2019 ◽

pp. 100-109

Author(s):

A. Nohinska ◽

О. Cheban ◽

I. Fedorova

Keyword(s):

Professional Training ◽

Master's Degree ◽

Professional Activity ◽

Psychological States ◽

Ethical Competence ◽

Elective Courses ◽

The Future ◽

Elective Course ◽

Key Competencies ◽

Master’S Degree

The problems of organisation and implementations of elective courses in the educational establishments have been analyzed. It was identified that among the key-competencies which must be embraced by a future professional, holder of Master’s degree in agrarian sciences, presents a competence in professional ethics. It is an indicator and at the same time an outcome of the personal and professional readiness of the specialist for the employment in the agrarian sphere. Ethical competence of the future specialist, holder of Master’s degree in agrarian sciences, represents main regulations of his actions, which are crystallized in his habits, traditions, life principles and professional activity, psychological states, deeds and professionally important qualities, and thus it ensures the conscious ethical choice in his behaviour according to the ethical norms of the profession. The main functions of the elective course have been outlined, learning, cognitive, creative, integrative, individualized learning and socializing. The main aim of the implementation of the elective courses is satisfaction of the cognitive interest of the learners in various spheres of the human activity. The necessity of implementation of the elective courses for the professional training of future specialists, holder of Master’s degree in agrarian sciences, has been substantiated. Professional ethical competence according to the specifics of its’ realization belongs to so-called intersubject competencies. They have integrative character and unite in themselves certain complex of skills, knowledge and relations which are gained by the future specialists in agrarian sciences, holders of Master’s degree during the whole term of their studies. That is why we have defined the following indicators of assessment of moral and ethical competences: knowledge of the general moral and ethical values, skills for finding the balance between own interests/aims/motives and requirements, norms of agrarian enterprises, establishments and organisations. The findings of the implementation of the elements of elective courses in the training for the professionals, future holders of Master’s degree of agrarian sciences are represented. The main tasks and methods of the learning activities have been defined, and during the implementation of the elective courses these activities take into account individual interests and aims for shaping of orientations towards definite type of future professional activity.

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PRINCIPLES OF MODEL CONSTRUCTION OF DEVELOPMENT OF PEDAGOGICAL COMPETENCE OF FUTURE TEACHERS OF PSYCHOLOGY IN MASTER'S DEGREE

International Journal of Innovative Technologies in Social Science ◽

10.31435/rsglobal_ijitss/30032021/7490 ◽

2021 ◽

Author(s):

Olha Cherepiekhina

Keyword(s):

Graduate School ◽

Master's Degree ◽

Model Construction ◽

Professional Activity ◽

Future Teachers ◽

Professional Orientation ◽

Professional Mobility ◽

Pedagogical Competence ◽

Master’S Degree ◽

Pedagogical Principles

The article reveals the principles of building a model of formation of pedagogical competence in future teachers of psychology in graduate school. In particular, the conceptual block of the model of development of pedagogical competence of future teachers of psychology in the conditions of master's degree defines ideology of the specified development and contains such pedagogical principles: system, continuity, professional orientation, innovation, democratization, electiveness, creativity, professional mobility, problems; unity of scientific, educational and professional activity; informatization; independence, reflectivity.

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FORMATION OF READINESS OF TECHNICAL UNIVERSITY UNDERGRADUATES FOR PROFESSIONAL ACTIVITY

Pedagogical Review ◽

10.23951/2307-6127-2021-2-154-159 ◽

2021 ◽

pp. 154-159

Author(s):

Ирина Васильевна Толстоухова

Keyword(s):

Personal Development ◽

Master's Degree ◽

Personality Change ◽

Professional Activity ◽

Highly Qualified ◽

The Hours ◽

Master’S Degree ◽

Technical University ◽

High Level ◽

Independent Work

Раскрывается процесс расширения профессионально-личностного развития студентов, обучающихся в магистратуре, что обеспечивает высокий уровень профессиональной продуктивности в будущем. На основе эмпирического исследования определены субъективные мотивы поступления и трудности, встречающиеся на пути магистрантов. Именно магистерская подготовка должна быть ориентирована не только на формирование готовности магистрантов технического вуза к профессиональной деятельности, но и на подготовку высококвалифицированного специалиста с развитыми личностными качествами. Оказалось, что успешное обучение требует продуктивных отношений и конструктивного общения между преподавателем и студентом. Преподаватель должен уделять больше внимания магистрантам, прибывшим из других направлений подготовки, организовывать для них дополнительные консультации как индивидуализированную форму приобретения знаний и опыта, а также конструктивно использовать часы, отведенные на самостоятельную работу, для организации сотрудничества со студентами. In the work briefly deals with the concept of “professional development», which involves a professional choice, a line of career, features of professional behaviour at work, professional achievements, satisfaction from the process and results of labor, efficiency of educational behavior of personality change or stability of the workplace, the profession. The article reveals the process of expanding the professional and personal development of students studying for a master’s degree, which ensures a high level of professional productivity in the future. On the basis of empirical research, the subjective motives of admission and difficulties encountered on the way of undergraduates were determined. Therefore, master’s degree training should be focused not only on the formation of the readiness of undergraduates of a technical University for professional activity, but also on the training of a highly qualified specialist with developed personal qualities. As a result, it turned out that successful learning requires a productive relationship and constructive communication between the teacher and the student. For undergraduates, the teacher should pay more attention to undergraduates who come from other areas of training, organize additional consultations for them as an individualized form of acquiring knowledge and experience, and constructively use the hours allocated for independent work to organize cooperation with students.

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HE INTELLECTUAL ENVIRONMENT OF THE MASTER'S DEGREE AS A CONTEXT OF PERSONAL AND PROFESSIONAL DEVELOPMENT OF THE FUTURE MANAGER

ТHE SOURCES OF PEDAGOGICAL SKILLS ◽

10.33989/2075-146x.2020.26.227429 ◽

2021 ◽

pp. 30-33

Author(s):

I. VAZHENINA ◽

O. ZUB

Keyword(s):

Professional Development ◽

Extracurricular Activities ◽

Intellectual Development ◽

Master's Degree ◽

Scientific Activity ◽

Professional Activity ◽

Educational Work ◽

The Future ◽

Master’S Degree ◽

Intellectual Environment

The article analyzes the specifics of the master's degree as an environment that promotes intellectual development and personal and professional development of the future specialist in the field of management. The opinion is substantiated that the master's degree should prepare a specialist, not only competent in the chosen field, but also able to grow in the process of professional activity on the basis of self-analysis, self-design, self-organization. These skills need to be formed in him not only by means of teaching, but also by extracurricular communication, involvement in scientific activity of teachers of the department and scientists in the field as a whole. It makes sense to talk about the intellectual environment of the master's degree as a context of such formation, which requires a number of conditions for its effectiveness (the presence of a broad scientific context of educational activities and the department, which is sufficiently covered in the media, Internet resources, has adequate opportunities to carry out such activities, emphasizing the value attitude to personal and professional development of students, their intellectual enrichment on the background of the tasks of all forms of educational work provided by the educational and professional program, the use of innovative technologies to expand teacher-student interaction in educational and extracurricular activities. allows for more focused on personal and professional development of the student communication; monitoring the growth of opportunities for future students as a subject of personal and professional self-development). We see the disclosure of their detailed content and means of implementation as a promising area of our further research.

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Student Experience Applying to Graduate School for Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00102 ◽

2020 ◽

Vol 5 (1) ◽

pp. 192-205

Author(s):

Lesley Sylvan ◽

Andrea Perkins ◽

Carly Truglio

Keyword(s):

Graduate School ◽

Master's Degree ◽

Graduate Programs ◽

Student Experience ◽

Degree Programs ◽

Speech Language Pathology ◽

Application Process ◽

Master's Degree Programs ◽

Language Pathology ◽

Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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