scholarly journals Characteristics of structural components, criteria and indicators, levels of formation of value-semantic experience of future specialists in foreign philology

2021 ◽  
pp. 46-52
Author(s):  
Liliia Svyshch
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Semantic Model ◽  
Structural Components ◽  
Research Experience ◽  
Criteria And Indicators ◽  
Cognitive Value ◽  
Definition Of ◽  
Operational Activity ◽  
Selection Of

Changing axiological guidelines is a fundamental topic for higher education. In particular, the modern professional training of future foreign philologists cannot ignore the need to turn to axiological discourse. The need for special attention to axiological issues in the context of professional training of specialists of the relevant profile led to the definition of pedagogical conditions for the formation of value-semantic experience of these specialists. The implementation of such pedagogical conditions is ensured, including by the evaluation of the achieved results. The latter determines the research interest in the elements of diagnosis - components, criteria, indicators and levels of their implementation. The purpose of the research is to practically define and substantiate the components of the formation of value-semantic experience, the criteria, corresponding to them, the indicators characteristic of the criteria and the levels of their manifestation are determined. Achieving this goal involves (1) determining these elements of the diagnosis of the formation of a certain competence (or desired quality) and (2) their practical justification. The generalized research experience shows that the diagnosis of the formation of certain competencies (individual qualities) is usually accompanied by the selection of components of cognitive, motivational (value-motivational), operational-activity (functional-activity) and organizational. Taking into account the practice of applying the competence approach to determine the criteria in the work, the criteria of formation of value-semantic experience of future specialists in foreign philology are applied: cognitive, value-motivational, operational-activity, organizational with corresponding indicators, as well as certain levels of their manifestation. The researched and substantiated elements of diagnosis open the way to practical modeling of the structural and semantic model of the process of formation of value-semantic experience of future specialists in foreign philology

THEORETICAL ASPECTS OF PROFESSIONAL TRAINING OF THE SPEECH THERAPIST DURING UNIVERSITY EDUCATIONORETICAL ASPECTS OF PROFESSIONAL TRAINING OF THE SPEECH THERAPIST DURING UNIVERSITY EDUCATION

2018 ◽  
pp. 98-109 ◽  
Author(s):  
Natalya Fedorova
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Scientific Research ◽  
Legal Framework ◽  
University Education ◽  
Relevant Today ◽  
Speech Therapist ◽  
Definition Of ◽  
Key Aspects ◽  
Speech Therapists

The publication is dedicated to one of the relevant pedagogical problems of modern higher education – the training of future speech therapists. As the humanistic model of education is relevant today, modern scientific research is focused on such key aspects as: definition of content, directions, principles, stages, components of the training of future speech therapists, consideration of humanistic priorities in the professional training of future speech therapists, the formation of humanistic personal competences of future specialists and others. The article analyzes the legal framework and scientific works in the field of the theory and methodology of vocational education of teachers in general and speech therapists, in particular, the essence of these scientific categories is determined, the specificity of the training of the speech therapist in the conditions of university education is revealed. The article also outlines the main directions and tasks of further scientific research.

Trends of Modernization of professional training in the system of special education

2020 ◽  
Vol 7 (1) ◽  
pp. 58-63
Author(s):  
Maria Sheremet ◽  
Mykola Suprun ◽  
Daria Suprun
Keyword(s):  
Special Education ◽  
Experimental Study ◽  
Professional Training ◽  
Theory And Practice ◽  
Structural Components ◽  
Definition Of ◽  
Conceptual Foundations ◽  
The Given ◽  
Optimal Set ◽  
Professional Formation

The conceptual foundations of the theory and practice of the professional formation of the personality in the system of special education are substantiated. The essence of the given training is considered in various ways, on the basis of which its qualitative and classification characteristics, levels and systemic and structural components are determined; the content, organizational and pedagogical conditions and criteria for assessing the levels of formation of these components aredefined.The following components of professional training are defined: professional and motivational, cognitive and competence, operational and active, productive and reflexive. It is indicated that the given structural components are interrelated, interdependent and complementary to each other. Theoretical paradigm is scientifically substantiated, the structural-functional, organizational-didactic model of the system of professional training in the field of special education is developed and tested and the dynamics of the formation of its components according to the results of the implementation of this system is highlighted. Particular attention is paid to finding and developing of the optimal set of methods of its providing, developing programs and definition of developed program’s efficiency. The practical results of scientists’ work in defining spheres are analyzed. The results of the experimental study of the components of the professional readiness to work on a specialty are highlighted. The prospects for further research in the context of improving professional training in the field of special education are outlined.

scholarly journals SELF-DEVELOPMENT COMPETENCE OF FIRST-YEAR UNIVERSITY STUDENTS AS AN INTERDISCIPLINARY PROBLEM

2020 ◽  
Vol 54 (4) ◽  
pp. 74-79
Author(s):  
E.V. SYSOEVA ◽  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Psychological Adaptation ◽  
Federal State ◽  
First Year ◽  
Structural Components ◽  
Existential Approach ◽  
Self Development ◽  
Definition Of ◽  
First Year University

Statement of the problem. The article analyzes the philosophical-sociological and psychological-pedagogical literature on the problem of forming a universal self-development competence in the preparation of university students. The problem is the universal nature of the competence and the ambiguity of its interpretation and allocation of structural components. The purpose of the article is to clarify the definition of self-development competence among first-year university students from the standpoint of the existential approach (M.I. Rozhkov). The research methodology consists in the analysis and synthesis of normative legal acts, program documents in higher education, works of Russian and foreign researchers on the problem of students’ self-development. The result of the study is a more accurate definition of “self-development competence” among first-year university students within the framework of the existential approach, taking into account the identified age characteristics, the specifics of educational motivation and socio-psychological adaptation of students at the stage of transition from secondary to higher school. The revised concept interpretation of “self-development competence of first-year university students” and the identified structural components allow the teacher to timely determine the level and develop the ability of students to predict, according to the motivational-target, cognitive-prognostic, activity-reflexive components of the self-development competence with the modern requirements of the Federal State Educational Standard of Higher Education 3++, developed on the basis of professional standards and approved in 2017.

scholarly journals Tytuł profesora w postępowaniu przed Radą Doskonałości Naukowej

2021 ◽  
pp. 9-63
Author(s):  
Krystyna Wojtczak
Keyword(s):  
Higher Education ◽  
Legal Protection ◽  
Scientific Excellence ◽  
Scientific Disciplines ◽  
The Republic ◽  
Definition Of ◽  
New Formulation ◽  
The Right ◽  
Selection Of

The Act of 20 July 2018 on Higher Education and Science is the eighth Polish normative act of statutory rank since 1920 to deal with matters concerning the title of professor, not counting separate acts and their amendments. It is also the first act based on the regulations in force before 1965 to regulate in a single act matters of higher education and science. Despite their new formulation, not all of the solutions implemented by this Act imply a full withdrawal from the regulations adopted in previous years. What is absolutely new in it, however, is the simplification of the procedure and conditions of the proceedings for conferring the title of professor through: (1) a new definition of fields of science (arts) and scientific disciplines (artistic disciplines) based, following the OECD classification, on the two-tier qualification of sciences (with some exceptions); (2) the constitution of the Council for Scientific Excellence, as a new institution, as of 1 January 2021 exclusively endowed with the right to initiate proceedings for the conferment of the title of professor (including refusal) and the subsequent process, ending with a positive or negative decision of that Council. Other solutions of this law have been subject to broader or narrower changes or have been retained in their current wording. Those of such a nature constitute answers to the following questions: (1) On whom may the title of professor be conferred, and in relation to whom, despite meeting the requirements for it, is this unacceptable, for other statutory reasons?; (2) What requirements does the legislator expect from a candidate for this academic title, and to what extent do the expectations placed on them – outstanding scientific (artistic) achievements – go beyond the framework of the previously binding standards in this regard?; (3) What determines the selection of candidates for reviewers in this procedure, and what is the procedure for selecting them?; (4) What are the conditions for a candidate’s legal protection against negative decisions by the Council for Scientific Excellence, taking into account (5) the conditions for the President of the Republic of Poland’s participation in this procedure, which have remained unchanged since 1990?

scholarly journals Analysis Of The Mention Of The Concept “Graphic Competence” In The Preparation Of The Future Bachelor Of Computer Science

2017 ◽  
Vol 5 (3) ◽  
pp. 37-46
Author(s):  
Kateryna Osadcha ◽  
Hanna Chemerys
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Cognitive Abilities ◽  
Computer Animation ◽  
Professional Training ◽  
Basic Knowledge ◽  
Computer Design ◽  
Wide Range ◽  
The Future ◽  
Definition Of

The article is devoted to theoretical analysis of the value of graphic competence. The basic scientific positions concerning the formation of graphic competence as an important component of the professional formation of specialists in the system of higher education of Ukraine are considered. The analysis of modern approaches, highlighted in domestic sources, concerning the definition of the essence of the concept of "graphic competence" as a component of qualitative training of a specialist has been carried out. The author emphasizes the demand for the formation of graphic culture in the future bachelors of computer sciences, on the basis of which the author's view on the definition of graphic competence as a component of qualitative professional training of competitive future bachelors on computer sciences in the conditions of a pedagogical institution of higher education taking into account modern social processes. The urgency of forming graphic competence is also substantiated by its role in education, development and upbringing, namely, in the development of thinking, cognitive abilities and spatial imagination of future bachelors in computer sciences, the development of practical skills. Due to the fact that the target preparation of the Bachelor of Computer Science is aimed at training highly skilled professionals, then each graduate of this profile must have a wide range of basic knowledge, skills and abilities in computer graphics and design for effective presentation of the developed Software to the end user. In order to develop the graphic competence of future bachelors in computer sciences, their training should be based on the development of basic knowledge of students on systems of computer design and graphics, computer animation and visualization, and work with graphical packages of 3D design. This will ensure conditions for the graduate to adapt to their professional activities and the subsequent successful application of acquired skills. The results of the analysis of the scientific experience of the mentioned authors, we have determined that graphic competence is versatile, and includes not only the features inherent in artistic or creative activity, but also solid knowledge and skills of the technical component, which are rapidly expanding and branching in view of rapid pace of development of computer technology and modernization of graphic tools.

Innovative educational university environment: essence and structural components analysis

2020 ◽  
pp. 15-24
Author(s):  
Nataliya A. Kotova
Keyword(s):  
Professional Training ◽  
Structural Components ◽  
Cluster Approach ◽  
Pedagogical Innovation ◽  
University Environment ◽  
Personal Qualities ◽  
Components Analysis ◽  
Innovative Economy ◽  
Definition Of ◽  
The University

We present a detailed analysis of the essence and structural components of the university innovative educational environment. An essence analysis of the innovative educational university environment contains information about the purposeful process of its formation in both substantive and organizational aspects. This aspect depends on the goals and expected results that contribute to the formation of students’ not only professional knowledge, but also personal qualities necessary in an innovative economy. An analysis of the structural components of the innovative educational university environment is considered taking into account the influence of the ideas of synergetics, the cluster approach and pedagogical innovation studies. We give a detailed description of the substantial changes in the structural components of the innovative educational university environment, upon consideration of which we propose a new structural component - innovative resultative. We present the author’s definition of the innovative educational university environment. We substantiate the special influence of the innovative educational university environment on students, which helps to increase not only the level of professional training of students, but also the development of their personal qualities, which are in demand in the conditions of an innovative economy.

scholarly journals Innovative competence of the teacher of financial disciplines of the institution of professional preliminary education

2021 ◽  
pp. 14-17
Author(s):  
Tetiana NECHYPORENKO ◽  
Liudmyla MUSIATOVSKA ◽  
Olena MUSIATOVSKA
Keyword(s):  
Higher Education ◽  
Communication Competence ◽  
Educational Activity ◽  
Professional Activities ◽  
Technological Competence ◽  
Willingness To Change ◽  
Information And Communication ◽  
Definition Of ◽  
Selection Of ◽  
Pedagogical Science

The paper is devoted to the innovative competence of the teacher of financial disciplines of the institution of professional higher education. The definition of the concept of innovative competence in scientific sources is considered, the content and structure of this phenomenon are outlined. Innovative competence is understood as a mandatory competence of a specialist, without which it is impossible to effectively perform professional activities by a person, as it requires a willingness to change in connection with the constant innovations and modernizations taking place in society. The modern tendencies of development of professional higher education are covered and the character of pedagogical technologies with the use of innovative tools is analyzed. On the basis of generalization of thematic researches and practice separate offers concerning application of an innovative technique on a researched profile of preparation of the competitive expert are formulated. A review of current research suggests that the question of the importance and feasibility of introducing innovative pedagogical technologies in training to ensure a system of defined competencies of the modern specialist is axiomatic. The analyzed thematic literature sources show that the development of pedagogical technologies (content, nature, selection of tools) in the system of pedagogical science is proposed on the basis of the use of variable technologies. The innovative competence of the teacher is shown in the updated, more effective forms, ways, methods and, accordingly, qualitatively new results of educational activity which are received as a result of realization of innovations. More systematically innovative competence of the teacher is revealed in the content of components of its structure, which includes: social competence, motivational and value competence, theoretical and methodological competence, technological competence, information and communication competence, reflexive and regulatory competence.

scholarly journals Model of formation of social and cultural competence of social workers to-be in course of professional training

2019 ◽  
Vol 66 (3) ◽  
pp. 133-138
Author(s):  
Liudmyla Kurinna
Keyword(s):  
Cultural Competence ◽  
Social Workers ◽  
Subject Matter ◽  
Professional Training ◽  
Regulatory Framework ◽  
Professional Activity ◽  
Structural Components ◽  
Integral System ◽  
Proposed Model ◽  
Definition Of

The author of the article pays special attention to the problem of formation of social and cultural competence of social workers to-be in course of professional training, the topicality of which is confirmed by corresponding legal and regulatory framework. Moreover, the author also substantiates the choice of method of simulation as one of the most reasonable for its solution. The own definition of the notion “the model of formation of social and cultural competence” was provided in the context of author’s research. It was formulated as follows: “it is the integral system including certain structural components oriented to the professional becoming of social workers to-be in course of their professional training at higher educational establishments”. The attention was also focused on the approaches of other scientists to the matter under research. The author considers the models developed by the scientists O. Kvasnyk and Yu. Riabova, being of interest to author's research. The researcher O. Kvasnyk developed the model of formation of social and cultural competence of the professional of engineering and technical field. The structure of such model includes the following components: theoretic and methodological, organizational and sense bearing, procedural and activity, estimative and efficient. The scientist Yu. Riabova represented the model of training of social workers to-be for the professional activity in multinational environment. The model is structured according to the following blocks: organizational, sense bearing, test and efficient. Each specified block (or component) has own subject matter. The article also represents the description of the model of formation of social and cultural competence of social workers to-be in course of professional training developed by the author. It also provides the characteristic of destination, sense bearing, organizational and efficient blocks identified in the structure of proposed model. Destination block is represented by such components as the purpose, task, principles and approaches. The components and subject content are the constituents of sense bearing block. The organizational block is characterized with the availability of the following components: organizational and pedagogical conditions, stages, forms, methods and means. The criteria, levels and result are identified in the structure of the efficient block.

scholarly journals CONSTRUCTIVE FORMATION OF SKILLS OF PROFESSIONAL COMMUNICATION IN A FOREIGN LANGUAGE AT STUDENTS: REASONING OF PEDAGOGICAL CONDITIONS

2018 ◽  
pp. 18-34
Author(s):  
Olga Demchenko
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
Foreign Language ◽  
Experimental Model ◽  
Professional Training ◽  
Professional Communication ◽  
Self Reflection ◽  
Language Communication ◽  
Definition Of ◽  
Teaching Professional

The article specifies the meaningful content of the concepts "condition", "pedagogical conditions" and "formation". The theoretical analysis of scientific sources is made. The results of the diagnostics, the specifics of training, the requirements for the professional training of future mariners, scientific notions about the pedagogical conditions of education in a higher education and the formation of skills of professional foreign language communication, self-reflection of experience in the field of teaching professional communication in English are taken into account. The definition of pedagogical conditions as a content core of an experimental model of formation in a higher school of skills of professional communication in a foreign language at students is theoretically substantiated and given.

scholarly journals Structure of the Economic Competence of Bachelors of Entrepreneurship, Trade, and Exchange Activity of the Educational Program «Commodity and Commercial Activity»

2020 ◽  
pp. 35-44
Author(s):  
Mariia Morozova ◽  
Keyword(s):  
Higher Education ◽  
Educational Program ◽  
Professional Training ◽  
Economic Knowledge ◽  
Structural Components ◽  
Commercial Activity ◽  
Trade And Exchange ◽  
Economic Competence ◽  
Exchange Activity

The article characterizes the basic requirements for the professional training of bachelors of entrepreneurship, trade, and exchange activity based on the Standard of Higher Education (Specialty: 076 «Entrepreneurship, Trade, and Exchange Activity»), the educational program «Commodity and Commercial Activity». The paper presents modern scientific approaches to determining the essence and structure of the economic competence of specialists in various fields. Taking into account the competency approach and the relevant standard, the essence of the economic competence of future professionals in the field of entrepreneurship, trade, and exchange activity is determined. It has been discovered that the economic competence is characterized by a set of educational elements, including the system of economic knowledge, skills, values, attitudes towards economic knowledge. The structural components of the economic competence of future specialists in this field have been revealed: value-motivational, cognitive, personal, activity-communicative.

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