scholarly journals Andragogical Approach and Problems of Its Application in Professional Education

2021 ◽  
pp. 098-106
Author(s):  
E. V. Bogomolova ◽  
O. V. Sinyavina
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Independent Learning ◽  
Professional Experience ◽  
Basic Principles ◽  
Approach To Learning ◽  
University Teachers ◽  
Professional Activities ◽  
Joint Activities ◽  
Training Courses

It is shown that professional education is received by adults with psychological and social maturity, life and professional experience, therefore, in the process of their training; an andragogical approach should be applied. The basic principles of the andragogical approach (independent learning, joint activities, reliance on the student's experience, and an individual approach to learning) have been determined, which allow purposefully and effectively apply this approach in vocational education based on the methods, techniques and means of teaching adults that correspond to the selected principles. It was revealed that the majority of university teachers do not use or rarely use the andragogical approach in their professional activities, and to solve this problem, advanced training courses, classes of methodological associations of teachers are needed, which will purposefully study the application of the andragogical approach in vocational education.

scholarly journals Common Teaching Methods for Vocational Education Teachers in Jordan: أساليب التدريس الشائعة لدى معلمي التربية المهنية في الأردن

2020 ◽  
Vol 4 (22) ◽  
Author(s):  
Ibrahim Qsaem Mohammad Ababneh
Keyword(s):  
Vocational Education ◽  
Teaching Methods ◽  
Professional Education ◽  
Educational Process ◽  
Project Method ◽  
Female Teachers ◽  
Training Courses ◽  
The Subject ◽  
The Common ◽  
Gender Variations

This study aimed to identify the common teaching methods of vocational education teachers in Al- Mafraq Governorate in Jordan through application to a sample of (180) male and female teachers. And a tool for the study was developed consisting of (20) paragraphs, and after making sure of the tool's sincerity and its stability. The study reached the following results: that professional education teachers use a variety of teaching methods, some of which are traditional and others are modern, noting that (practical presentation style, project method, problem solving method, and method of dialogue and discussion) is the most common among professional education teachers, and that justifications Usage is mainly due to the appropriate occasion of the content of the subject of vocational education, the importance of the appropriate method to develop student discovery skills, and employing the method that makes the student the focus of educational process, and there were no statistically significant differences attributable to gender variations or the educational qualification in Yen differences appeared statistically significant Tazly variable experience on common teaching methods of professional education teachers in favor of the experience category 5-10 years. The researcher recommended a number of recommendations, the most important of which were: holding training courses for vocational education teachers in order to train them on how to choose appropriate teaching methods for the vocational education course, and the need to prepare evidence that shows the steps for teaching the content of the vocational education curriculum for professional education teachers to use when employing modern teaching methods.

On the Essence of the Socio-Pedagogical Approach in Russian Vocational Education

2016 ◽  
Vol 5 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Торохтий ◽  
V. Torokhtiy
Keyword(s):  
Vocational Education ◽  
Social Environment ◽  
Professional Education ◽  
Pedagogical Approach ◽  
Professional Activities ◽  
The Social

In the article gives the results of studies, which are based on a multi-year study of pedagogical resources and capacities of the social environment. These results allow to take a fresh look at the views to improving of vocational education in terms of its modernization and present them in a summarized form as a sociopedagogic approach to professional activities. The essence of this approach is to implement the pedagogical potential of society in the process of organization and goals of professional education.

scholarly journals READINESS OF TEACHERS TO INTRODUCE REMOTE EDUCATIONAL TECHNOLOGIES IN HIGHER EDUCATION

2020 ◽  
Vol 69 (1) ◽  
pp. 280-285
Author(s):  
E.V. Artykbayeva ◽  
◽  
Zh.Sh. Baktybayev ◽  
Zh.M. Tusubayeva ◽  
A.Zh. Arystanova ◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Professional Education ◽  
Online Courses ◽  
Learning Technologies ◽  
Basic Principles ◽  
University Teachers ◽  
Distance Learning Technologies ◽  
Higher Professional Education ◽  
Main Factor

The article discusses the problem of training university teachers to implement distance-learning technologies in higher professional education. Distance learning technologies have great potential in improving the quality and accessibility of vocational education. The relevance of distance education technologies (DЕT) in Kazakhstan has gained particular importance in connection with the suspension of distance learning from January 1, 2019. The effectiveness of DЕT depends on the degree of implementation of regulatory support, infrastructure, software, digital educational content, but the main factor is the willingness of the faculty to use them. Teachers should know the essence and basic principles of the use of DЕT in higher education, modern platforms for the use of DЕT; вe able to create own online courses and other digital educational resources.

scholarly journals Competitiveness of self-employed professions

2021 ◽  
Vol 15 (1) ◽  
pp. 37-44
Author(s):  
Natalia A. Bondareva ◽  
◽  
Svetlana V. Plyasova ◽  
Keyword(s):  
Russian Federation ◽  
Professional Education ◽  
Professional Associations ◽  
Professional Activity ◽  
Professional Activities ◽  
Tax Legislation ◽  
Tax Regimes ◽  
Training Courses ◽  
The Russian Federation ◽  
Comparison And Analysis

The Russian Federation has established and introduced a tax on professional activities (NAP) as part of the development of special tax systems, but the competitiveness of the professions offered by the tax legislation is not taken into account. The authors determined the purpose of the study: the expediency of using the professions specified in the tax legislation to provide services for personal, domestic and (or) other similar needs, For this purpose the following tasks were solved: the place of the NDP in the aggregate of all existing special tax regimes of the Russian Federation was considered; a comparative analysis of the application of taxation of self-employed citizens in Russia and abroad, in particular, in Germany, is carried out. The study uses methods of statistical observation, comparison, and analysis. It is revealed that during the period of use of the NDP, although the number of entrepreneurs has increased, but budget revenues are insignificant. The comparison of the lists of professions showed that the professions allowed for use by self-employed citizens (freelancers) in Germany differ from the Russian ones established by law: they are competitive in the economy. Self-employed citizens must confirm their professions with diplomas, belong to professional associations, associations, be sure to study at advanced training courses, compete with an employee. The analysis of the reasons for the use of the NAP regime by individuals in Russia showed that professional activity within the regime is forced and is aimed at obtaining additional, rather than basic, earnings, as in GermanAs a result of the study, it was found that the professions specified in the legislation of Russia are not competitive. It is proposed to change the list of NPA professions taking into account special professional education and competitiveness in the labor market.

Factors of formation self-development abilities among university students

2019 ◽  
pp. 24-30
Author(s):  
Elena Molokanova
Keyword(s):  
Professional Education ◽  
Personal Characteristics ◽  
University Professors ◽  
Internal Factors ◽  
University Teachers ◽  
Professional Activities ◽  
Self Development ◽  
Technical University ◽  
Learning Factors ◽  
The University

We substantiate the necessity of the student’s self-development ability formation in the conditions of multi-level educational programs implementation in a technical university. We ana-lyze various pedagogical and psychological approaches to the formulation and use in the relevant sciences concept of “self-development of a personality”. We explain the choice of a scientific ap-proach, in which self-development is defined as the process of purposeful activity of a personality in continuous self-transformation, conscious management of your own development, choice of goals, ways and means of self-improvement corresponding to your own life values and attitudes. We define one of the main tasks of technical universities – the task of updating and managing students’ professional education, the result of which is an organically formed personality capable of self-development through self-education and self-upbringing. We formulate external factors (scientific, academic, informational, social and sports bases of the university; research and professional activities at the educational stage; upbringing work under the guidance of lecturers and supervisors; academic work under the guidance of lecturers) and internal factors (factors contributing to students’ self-learning; factors contributing to the self-realization of your own plans and ideas) affecting the readiness for self-development of the future engineer. We substantiate the main external factor – the factor of personal influence of university professors on students’ self-development. Personal characteristics of the main types of technical university teachers are highlighted. We analyze the views of various scientific schools scientists on the problem of lecturer’s personality influence on the formation of self-education and self-development abilities of students.

scholarly journals The Importance Of Interdisciplinary Integration In Preparing Future Vocational Education Teachers For Professional Activities

2021 ◽  
Vol 03 (01) ◽  
pp. 55-60
Author(s):  
Kakhramon Tanzilovich Olimov ◽  
◽  
Shahlo Sadullaevna Sharipova ◽  
Keyword(s):  
Vocational Education ◽  
Student Learning ◽  
Professional Competence ◽  
Learning Activities ◽  
Professional Work ◽  
University Teachers ◽  
Professional Activities ◽  
Interdisciplinary Relationships ◽  
Goals And Objectives ◽  
Interdisciplinary Integration

This article highlights the importance of interdisciplinary integration in preparing future vocational education teachers for professional work, interdisciplinary relationships, mechanisms for forming professional competencies in the development of student learning activities, and pedagogical conditions for effective interdisciplinary integration. The emphasis is placed on systematic inclusion of university teachers in achieving the goals and objectives of building professional competence of students through interdisciplinary integration.

scholarly journals PRINCIPLES AND TECHNOLOGIES OF IMPROVING THE EDUCATIONAL AUTONOMY OF STUDENTS IN THE CONDITIONS OF TWO-LEVEL EDUCATION

2019 ◽  
Vol 7 (4) ◽  
pp. 1180-1188
Author(s):  
Sergey D. Neverkovich ◽  
Elena V. Bystritskaya ◽  
Irina Y. Burkhanova ◽  
Svetlana S. Ivanova ◽  
Ekaterina V. Ignatyeva
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Self Regulation ◽  
Self Control ◽  
Independent Learning ◽  
Educational Activities ◽  
Student Centered ◽  
University Teachers ◽  
Study Materials ◽  
Wide Range

Purpose of the study: The urgency of the problem under study is due to the need to ensure the substantial unity of the two stages of vocational education: undergraduate and graduate. In connection with the increase in the proportion and importance of independent learning activities of students, the problem of self-regulation and self-control of students in the organization of this process and the provision of conditions for the formation of educational autonomy of bachelors and undergraduates from the side of university teachers becomes more acute. The aim of the article is to determine the principles and effective technologies of organizing activities for the formation of the educational autonomy of students in a two-level education. Methodology: The leading principles of the study were the principles of human-like education and student-centered education. Results: The authors formulated the principles, presented copyright technology to ensure the educational autonomy of students. The results of the use of the technological complex in the framework of the educational activities of physical culture students are indicated. The created scientific and methodological complex allowed to improve the level of self-organization and self-government of students in educational activities. Applications of this study: Materials may be applied to solve a wide range of vocational education tasks. The results of the study may be applied by teachers of higher education in order to develop the professional creativity of students and the formation of their professional identity. Novelty/Originality of this study: The problem of the formation of the educational autonomy of students is exacerbated in the conditions of modern higher education due to the increasing proportion of independent work of students and the possibilities of an open educational environment. The originality of the research lies in the development of technology for the use of anthropic educational technologies, focused more on students' activities, rather than regulating the activities of university teachers.

scholarly journals Main directions in scientific research of continuous geographical education

2019 ◽  
Keyword(s):  
Professional Education ◽  
Scientific Research ◽  
Scientific Development ◽  
Educational Institutions ◽  
Geographical Education ◽  
Approach To Learning ◽  
Professional Activities ◽  
University Center ◽  
Effective Implementation ◽  
Modern Form

Introduction. The article notes that the Concept of continuous education in its modern form was first presented at the UNESCO forum in 1965 by P. Langrand, and later has been developed by many foreign and domestic scientists, including those related to geographical education. The Law of Ukraine «On education» (1991) proclaims continuity as one of the principles of modern education in the country. The Concept of continuous geographical education and its individual links are being developed and implemented now in Ukraine. The purpose of this article is to reveal the main directions in scientific research of continuous geographical education. The main material. Continuous geographical education (CGE) develops mainly as a phenomenon of practice and does not have sufficient theoretical justification. The main directions in scientific research of CGE as a whole system are the following: 1st direction is the study of the systemic, holistic nature of CGE (preschool, school, high school, postgraduate). Between the stages of education there should be clear continuity objectives, contents, means, forms and methods of training. This follows from the principle of integration (in this case vertical integration). 2nd direction stems from the need for effective implementation of the principle of training individualization in the system of CGE. Educational institutions are now at the stage of intuitive search solutions. 3rd direction relates to the principle of creativity, the implementation of which should ensure the formation of a creative personality – the protagonist of continuing education. 4th direction is the scientific development of the communication problem in general and special (professional) education. This is also the rationale for the timely student choice of their future field of professional activities. This is the principle of pragmatism and differentiation of teaching in the system of CGE. 5th direction is concerned with the principle of the CGE dynamism. It is important to develop a dynamic approach to learning – the ability to assimilate the new achievements of science and technology (this approach is highly unusual in the lower levels of education). Conclusions. Based on the experience of Kharkiv regional and University center for continuous geographical education, it is considered that the directions of research outlined in the article are significant, although this list can be expanded.

scholarly journals Pedagogical Technologies for Competent Training of Teachers in Ukrainian Professional Education

2022 ◽  
Vol 16 ◽  
pp. 29-38
Author(s):  
Yevhen Kulyk ◽  
Liubov Kravchenko ◽  
Mykola Blyzniuk ◽  
Liudmyla Chystiakova ◽  
Nataliia Orlova ◽  
...  
Keyword(s):  
Labor Market ◽  
Vocational Education ◽  
Professional Education ◽  
Virtual Classroom ◽  
Educational Process ◽  
Independent Learning ◽  
Educational Institutions ◽  
Digital Learning ◽  
Teaching Resources ◽  
Technological Advances

In recent decades, technological advances have revolutionized all areas of society, including the teaching resources and methodologies used in education. The relevance of pedagogical technologies in vocational education cannot be overemphasized, since technologies are constantly changing in today's environment, thus creating new challenges for modern education in globalization. The research aims are to establish patterns for promoting the implementation of pedagogical technologies in educational institutions for providing quality competent training of specialists in professional education. Research methods: comparative analysis; survey; systematization, generalization. As a result of the survey was established that pedagogical technologies positively influence the provision of competent training of specialists in Ukrainian professional education (89.7%), a smaller number of students (7.5%) were not sure about the quality of competent training of specialists in Ukrainian professional education with modern pedagogical technologies. It was determined that the students of educational institutions are most familiar with such pedagogical technologies as mobile learning (100%), e-learning (98%), independent learning (90%), virtual classroom (85%), and massive open online courses (MOOC) (71%). The study found that teachers need to improve digital competency from technologies such as Gamification and Next Generation Digital Learning Environment (NGDLE). Based on statistical data, it was found that the need for competent specialists in vocational education in the labor market is increasing every year, while those willing to study at vocational education institutions are decreasing every year. According to the negative trends, it has been determined that vocational education institutions should improve the educational process to increase the number of future competent specialists for the labor market.

Dynamics of the characteristics of the value-motivational sphere of internal affairs bodies employees with different levels of personal adaptive potential in the process of vocational education

2020 ◽  
Vol 2020 (4) ◽  
pp. 174-182
Author(s):  
Vasiliy Belov ◽  
Ekaterina Popinako
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Empirical Studies ◽  
Motivational Orientation ◽  
Professional Activity ◽  
Adaptive Potential ◽  
Professional Activities ◽  
Professional Environment ◽  
Internal Affairs ◽  
The Individual

Adaptation to the professional activities of employees of the Internal Affairs bodies during the period of professional education is an important condition for the success of further professional activities, which determines the effectiveness and reliability of the subject in performing operational and service tasks. A direction of current importance in the study of various aspects of adaptation to professional activity is the correlation of the system of personal values and motives with the norms and values of the professional environment, their dynamics in the process of adaptation to professional activity, which is confirmed in theoretical and empirical studies. The article presents the results of the empirical study of the dynamics of the value-motivational sphere of the personality of Internal Affairs body’s employees in the process of vocational education, both of the general sample and the division according to the level of personal adaptation potential. Statistical analysis made it possible to establish reliably significant differences in the motivational orientation of the individual, characteristic both for the general sample and for individual groups. It was found that by the end of vocational education, employees with a high level of adaptive potential are characterized by changes in the value-semantic and motivational spheres, which contributes to more active interpersonal interaction,successful entry into the professional environment and the desire to increase the level of education and acquire new professional competencies. Employees with low adaptive potential are characterized by the desire to complete training as soon as possible and to reduce the importance of professional activity and the prestige of the service. Indicators of the dynamics of the value-motivational sphere of the personality of employees in the process of vocational training underline the importance of this stage in adaptation to professional activity and the need for psychological and pedagogical support of employees newly recruited into the service of the Internal Affairs bodies.

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