scholarly journals INNOVATIVE PEDAGOGICAL TECHNOLOGIES AS A METHOD OF ACTIVATING THE COGNITIVE ACTIVITY OF STUDENTS IN PROFESSIONAL TRAINING

2020 ◽  
pp. 9-12
Author(s):  
N. Holovko ◽  
V. Zarutska ◽  
A. Cherepakha
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Modern Society ◽  
Training System ◽  
Educational Process ◽  
Educational Activity ◽  
Practical Training ◽  
Training Problem ◽  
Short Period

Different approaches to the interpretation of the essence of innovative pedagogical technologies have been highlighted in the article, as well as their influence on the activation of cognitive activity of students as future specialists. It has been analysed that methods of intensification of educational activities are aimed at forming positive motives for learning, stimulate cognitive activity and at the same time contribute to the enrichment of educational information. The implementing of innovative pedagogical technologies in the educational process will increase students' interest in learning, teach them to work independently, be communicative and mobile, adapt to the requirements of modern society. It has been considered that innovative pedagogical technologies are the purposeful, systematic and consistent implementation of innovative methods, techniques, tools that encompass a holistic educational process from determining its purpose to expected results. This is due to the fact that the training system of a future specialist must comply with modern trends in the development of society, its needs. Innovative learning is a learning and educational activity focused on dynamic changes in the world around us, based on the development of various forms of thinking, creative abilities, and high social and adaptive abilities of an individual. In the professional and practical training of future teachers, technologies are being introduced to form their professional competence, among which are: personality-oriented education and training, group educational technology, information technology, project training, problem-based learning theory, interactive technology, creative personality formation technology , game technology theory, specialized training, integrated technologies and others. Technologies contribute to the assimilation of knowledge and skills, the activation and development of mental actions, the system of effective practical sphere, the strengthening of emotionality, the development of a creative nature; independence in decision making; the desire to acquire skills in a relatively short period.

PRACTICAL TRAINING ON “PATHOMORPHOLOGY” AS A WAY TO FORM FUTURE DOCTOR’S PROFESSIONAL COMPETENCE

2020 ◽  
pp. 96-101
Author(s):  
E. О. Kindrativ ◽  
N. Ya. Chuiko ◽  
Z. Ya. Huryk ◽  
V. М. Kostiuk ◽  
О. М. Rudiak ◽  
...  
Keyword(s):  
Electron Diffraction ◽  
Professional Competence ◽  
Clinical Symptoms ◽  
Training System ◽  
Educational Process ◽  
Practical Training ◽  
Pathological Anatomy ◽  
Medical Discipline ◽  
Training Topic ◽  
Diffraction Patterns

Abstract. The article presents a practical training’s analysis on the discipline “Pathomorphology” at the Department of Pathological Anatomy as a tool of forming the future doctor’s professional competence. The main purpose of practical training on “Pathomorphology” is the formation of skills and abilities of pathological processes and diseases morphological diagnostics by studying morphological pictures with the analysis of pathogenetic mechanisms and clinical symptoms of diseases. Practical training on “Pathomorphology” covers the analysis of incomprehensible and complex issues of the topic during the lecturer and students’ interview, recognition of pathological processes and diseases main manifestations, students’ independent in-class work with macro -, micro -preparations and electron diffraction patterns, solving typical situational clinical tasks with the analysis of mistakes made. The students have the opportunity to observe online autopsies in dissecting room. We created and constantly update archive videos, thematic autopsies. A multimedia presentation has been developed for each practical training topic of the discipline, which contains a practical training scenario according to the guidance papers for teachers. This presentation contains illustrated questions in the form of flowcharts, macro- and micro-preparations, which are proposed to recognise a pathological process or disease. The modern education main provision is to provide students with knowledge, skills and abilities that they should master, mainly in independent in-class work, managed and guided by a lecturer. For this stage of practical training developed an album with consideration to the peculiarities of teaching the discipline at various faculties. In the album, students draw micro-preparations, according to the chart, describe macro-preparations, micro-preparations and electron diffraction patterns. This comprehensive approach to the study of “Pathomorphology” allows to discuss divisive interpretations of complex mechanisms of pathological processes development, demonstrate modern research methods in pathological anatomy, as well as better prepare the student for the final controls, the unified state qualification exam and the exam on International fundamentals of medicine. The students’ educational process in the study of the basic medical discipline “Pathomorphology” is focused on the introduction of new techniques and innovative teaching technologies. In pathological anatomy, a significant place in the assessment of the phenomena studied is given to visual macro-, microscopic, and electron-microscopic analysis of pathology. At the same time, particular importance is attributed to the visibility of the educational process, including with the use of modern multimedia technologies, which is embodied by the faculty of the Department. Active forms of training used in a practical training on “Pathomorphology” allow students to form basic doctor’s professional competencies. The practical training system used on the Department of Pathological Anatomy makes it possible to, first of all, motivate the student to study such a complex discipline as “Pathomorphology”, to ensure the theoretical knowledge acquisition, development and harness skills in the pathological processes and diseases morphological diagnosis as well as to form personality, which is well-versed in the professional field and has competencies for further growth in professional and personal terms.

Methodological foundations of legal education reform in Ukraine: Scientific paradigm and modern context

2021 ◽  
Vol 28 (2) ◽  
pp. 114-122
Author(s):  
Oleksii O. Kot ◽  
Nadiia V. Milovska ◽  
Leonid V. Yefimenko
Keyword(s):  
Education Reform ◽  
Professional Training ◽  
Legal Education ◽  
Legal Regulation ◽  
Training System ◽  
The State ◽  
Educational Process ◽  
Practical Training ◽  
Practical Skills ◽  
Foreign Experience

The study investigates the current state and defines the methodological foundations for improving the practical training of lawyers in the context of reforming legal education by establishing the features of legal regulation of legal education and its role in the state system, identifying the main problems of modern legal education, as well as analysing foreign experience in practical training of specialists in the field of law. The study uses general scientific and special legal methods of scientific cognition, including comparative legal, philosophical and functional methods, dialectical and formal legal methods of cognition, method of analysis and synthesis. The paper established that the professional training of future specialists in the field of law is currently described by a disparity between the theoretical knowledge and practical skills of law graduates, which complicates their adaptation to practical work. The authors of this study proved that the reform of the legal training system through increasing its practical orientation, determining the state needs of legal personnel of various educational levels, internationalisation of higher education, introduction of new specialisations in accordance with the needs of various spheres of legal practice, should become the basis for the development of legal education in Ukraine. Attention was focused on the need to optimise the system of training legal personnel mainly through the introduction of new teaching methods, the approval of new educational standards, considering the corresponding progressive foreign experience in this field, provided that the accumulated experience, traditions, and principles of Ukrainian higher legal education are preserved, thereby ensuring the development of future specialists with stable practical skills of law enforcement activities. It was found that in the context of the reform of legal education, it is important to establish such requirements for the educational process that would ensure that students master not only a minimum amount of knowledge, but also practical skills because practical training of students is a mandatory component of the educational and professional programme for obtaining an educational degree. In particular, it is necessary to reorient the content and orientation of educational works of applicants for legal education, which should be focused not only on repeating or reproducing theoretical material, but also on solving specially developed practical situations. The issue of increasing the duration of internships and effective cooperation between educational institutions and employers is also important. Improving the effectiveness of training specialists in the field of law through a proportional ratio of theoretical and practical content of the educational process in legal specialities is aimed at modernising the higher legal education model in Ukraine

scholarly journals Modular Training System as a Factor of Improving Educational Process

2019 ◽  
Vol 9 (1) ◽  
pp. 3160-3166
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Continuous Process ◽  
Training System ◽  
Educational Process ◽  
Language Teachers ◽  
The Real ◽  
Main Requirement ◽  
Modular Training

At present, a new concept of industrial production is being implemented in Uzbekistan. The continuous process of updating equipment and technology places high demands on the training of specialists in the field of preparing future foreign language teachers. In modern scientific, technical and socioeconomic conditions, the main requirement for professional training of a specialist is the guarantee of the formation of a clearly defined level of professional competence. This inevitably entails a change in traditional educational technologies, in which it is impossible to assess the potential learning outcome. As a fundamental one, we accept the provision that the main, achievable goal of the functioning of the professional education system is to build the competence of a specialist, which also includes the development of professional qualities of his personality. Thus, the formulated goal of vocational training, in our opinion, is more consistent with the real requirements and conditions of production. The universally noted goal-setting as an orientation to the training of highly qualified specialists who are fluent in their chosen profession remains at the level of declarations, without changing the real situation in practice. The article on modular training analyzes the integration of the principles of modularity, self-organization and context that can guarantee the formation of a certain level of professional competence of future specialists, which determines the relevance of the chosen scientific direction of research

scholarly journals КОМП'ЮТЕРНО-ОРІЄНТОВАНІ ЗАСОБИ ПІДТРИМКИ САМОСТІЙНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ У НАВЧАННІ КВАНТОВОЇ ФІЗИКИ

2018 ◽  
Vol 65 (3) ◽  
pp. 103
Author(s):  
Stepan P. Velychko ◽  
Sergii V. Shulga
Keyword(s):  
Quantum Physics ◽  
High Efficiency ◽  
Research Work ◽  
Cognitive Activity ◽  
Educational Process ◽  
Educational Activity ◽  
Laboratory Research ◽  
Practical Training ◽  
Software Products ◽  
Independent Work

The introduction of modern innovative training technologies in the training of highly skilled specialists involves a significant expansion and increase of the significance of cognitive activity in the educational process of each student, and in particular his individual activity during the implementation of a laboratory practice on the course of general physics, including the study of the section "Quantum Physics". Our scientific researches convincingly prove the expediency of widespread use of computer-oriented means for the purpose of development of independent activity of students in physics and in their high efficiency in solving the problem of integration of the real and virtual experiment from the given section. For this purpose, our computer-oriented training tools and corresponding software products take into account the obligatory availability of successive modules that provide the multifunctionality of the proposed training kit for the physical workshop and practical training tasks from the corresponding section as autonomously (independently of others), for example and integrated with other modules. The isolated modules, on the one hand, are consistent with the types of educational activity of the student, and on the other hand, they contribute to the purposeful management of research work during the physical practice and thus are an important factor in the organization and management of the student's independent work. Such a technique allows the student to attain a sufficiently high level of understanding of each module and, accordingly, at the appropriate level, to master laboratory research on quantum physics, where the subject of study can be presented real or virtual, which simultaneously enhances the professional expertise of future physics teachers and professionals whose activities are " with physics, and also improves the efficiency of independent work of a future specialist.

scholarly journals Psychological and Pedagogical Factors of Activating the Masters Students Cognitive Interests to the Study of Foreign Languages

2019 ◽  
Vol 11 (1) ◽  
pp. 312
Author(s):  
Yulya Zhurat ◽  
Natalya Davydzuc ◽  
Maria Oliynyk
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Material ◽  
Educational Process ◽  
Professional Communication ◽  
Foreign Languages ◽  
Educational Activity ◽  
Social Nature ◽  
Effective Components

Motivation is a major factor in activity, including cognitive one. Pedagogical and psychological factors stimulate cognitive interest, cognitive and educational activity. Activating the cognitive interests of students to study foreign languages becomes successful due to the correspondence of the content of educational material organization, ways and methods of teaching, the provision of personal meaning educational material, the establishment of subject-subject relations in the educational process, the use of psychological and pedagogical methods of stimulation by the teacher of students’ cognitive interest and cognitive activity. The future professionals (students) successful training of foreign language, professionally oriented communication is impossible without defining a single concept that is the training clear strategy and tactics.Formation of foreign-language professional-oriented competence is possible through that modeling in the educational process typical situations of real professional communication that arise in different spheres of life and relate to different topics.The communicative activity of students during the training of professionally oriented communication in a foreign language is a system consisting of organizational and motivational, informational and procedural and criterion-effective components that derive from the social nature of human activity and create the best conditions for the improvement of the entire system of student communicative activities in relation to formation of foreign professional competence.

POLY-ART APPROACH TO INSTRUMENTAL-PERFORMING TRAINING OF FUTURE TEACHERS OF MUSIC ART

2021 ◽  
pp. 98-103
Author(s):  
Tsuranova O.O. ◽  
Arzhanukhina S.V.
Keyword(s):  
Professional Training ◽  
Common Ground ◽  
Music Teachers ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Competencies ◽  
Necessary Condition ◽  
Practical Training ◽  
Musical Work ◽  
Musical Works

The article considers the implementation of a polyartistic approach in the educational process of instrumental and performance training of future music teachers, presents an alternative integrated-subject model of teaching a piano course based on general didactic principles and special methods of mastering musical works. The proposed model is developed from the perspective of the concept of interaction of arts which is realized by the current programs of secondary education.The purpose of the article is to justify the effectiveness of the integrative-subject model of teaching a piano course based on a polyartistic approach to the educational process using the principles of art pedagogy within the higher education system.It is noted that polyart education in a modern school puts forward fundamentally new requirements for a music teacher. His professional training should be based on integrative technologies that will promote the acquisition of special knowledge related to the ability to establish objectively existing links between a work of music and works of other arts, the ability to synthesize concepts, find common ground and implement a holistic, integrated, value-content analysis of a musical work. All these polyartistic skills, artistic knowledge belong to the essential characteristics of polyartistic competence, the formation of which becomes a necessary condition for artistic professionals.The concept of an integrated-subject model of piano teaching is based on a comprehensive polyartistic approach to the study of musical works, which is hinged on certain didactic principles and special methodological techniques, each of which cannot be distinguished; they all complement, interpenetrate, synthesize, accumulate in the educational process. The following didactic principles are considered: the principle of system-complex approach, which is focused on the combination of classroom, independent, extracurricular and professional-practical training of students; the principle of content and diversity, which allows the teacher to plan the technical, artistic and musical development of the student, taking into account his individual psychological characteristics and intellectual capacities; individual approach to the student, which involves the use of variability of the student’s curriculum depending on his performance capabilities and growth prospects; intra-subject, interdisciplinary integration and artistic synthesis, which forms polyartistic skills, develops in them polyartistic consciousness and thinking, cognitive interests in interaction with art.It is concluded that increasing the level of instrumental and performing training of future music teachers using the polyartistic approach equips them with a range of knowledge, skills and abilities that in the process of various educational activities are transformed into characteristics of a deeper categorical level, professional competencies, including polyartistic. The professional competencies developed by future specialists in the process of educational activity can be further transposed into their future professional and pedagogical activity.Key words: art education, piano performance, musical work, polyartistic competences, didactic principles, methodical receptions.

scholarly journals Personal interest in the formation of the subjective position of the future pre-school teachers

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 159-165
Author(s):  
Julia Kosenko
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Personal Responsibility ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Preschool Education ◽  
Educational Process ◽  
Personal Interest ◽  
The Future

The article reveals the essence of the subjective position of future preschool teachers in the process of vocational training. The content of the concepts such as «subject», «subjectivity», «subjective position» is characterized; the essence of the concept of «personal interest» is clarified. The author’s understanding of the student’s subjective position is a well-established system of his attitude to professional education, personal self-expression in the educational process of higher educational institution, to his own «Self» – his abilities, potential opportunities, individual peculiarities of mental processes (thinking, speaking, memory, imagination, etc.). As a quality of personality, the subjective position of the student is the manifestation of his positive and active attitude to his own professional training at university, cognitive activity, own efforts, specific actions, concrete acts, independence in determining the individual path of theoretical and practical learning, personal responsibility for formation of professional competence. The student’s personal interest in professional training is characterized as his aspiration, focus on deep knowledge of the future profession, manifested in cognitive needs, professional orientation, a conscious understanding of the purpose of future professional activities, responsible attitude to the tasks and content of professional training. The role and main ways of development of personal interest of the student to professional training and formation of a subjective position of the future teacher of preschool education in this process are defined.

scholarly journals Some aspects of implementation of experimental and innovation activity of an educational institution oriented to the improvement of learning and teaching materials and material and technical support of the educational system

2021 ◽  
pp. 34-48
Author(s):  
Roman Vasil'evich Pavlenkov ◽  
Marat Galimyanovich Gizatullin
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Training System ◽  
Educational Process ◽  
Innovation Activity ◽  
Ground Vehicle ◽  
Learning And Teaching ◽  
Personal Motivation ◽  
Complex Training

The authors consider general and special issues of implementation of experimental and innovation activity of an educational institution using the example of the development and usage of a highly effective hardware and software system based on the components of a small-arms training system “Auto-SCATT” for organization and implementation of educational process (supervised and unsupervised work of students) at an institution of higher education under the Ministry of Internal Affairs of Russia - the Ural Law Law Institute. The research object is the process of professional training of students. The research subject is the use of a training system “Auto-SCATT” during the “Firearms training” lessons. The research methodology is based on analysis, synthesis, comparative and problem-search methods. The scientific novelty of the research consists in the fact that it shows how the firearms training process, based on the complex training system “Auto-SCATT” used at ground vehicle driving lessons for the imitation of off-road shooting in motion, is organized. The authors arrive at the conclusion that the use of the “Auto-SCATT” training system not only promotes the improvement of the quality of firearms discipline learning, but also improves the cognitive activity and personal motivation of students. 

scholarly journals FEATURES OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE SPECIALISTS ON ENTREPRENEURSHIP, TRADE AND EXCHANGE ACTIVITIES

2019 ◽  
pp. 45-51
Author(s):  
Svitlana Stebljuk
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Programs ◽  
Educational Process ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Master Program ◽  
Trade And Exchange

The article deals with the specifics of the training of future specialists in entrepreneurship, trade and exchange activities in multy-degree system of education. The research on the identified problem is found out in the areas of: professional pedagogy, competency approach in the educational process; professional competence of future specialists of economic direction, including entrepreneurship; multy-degree system of education. The purpose of the article is to reveal the peculiarities of the training of future specialists in entrepreneurship, trade and exchange activities based on the volumes of educational programs under conditions of multy-degree system of education. Objective: to find out the requirements of the Standard of Higher Education in specialty 076; to disclose the content of educational programs at the educational qualification level «junior specialist», educational degrees «bachelor», «master»; to submit proposals for the improvement of educational programs according to the specialty. The theoretical and practical training in the college is analyzed, in accordance with the Standard of higher education of Ukraine, the competence, which should be possessed by experts: integral, general, special. The author analyzes the content of educational programs, the share of disciplines of professional training, practical training at college and university. It is determined that the specialty of specialist training under the «Master» program is that it provides for the provision of fundamental scientific and methodological and applied knowledge of economic processes and regularities of the functioning and development of a trading company, organization of trade and exchange activities; realization of commoditymarketing and commercial tasks concerning the assortment and quality of goods; making operative decisions within the limits of its competence concerning preservation of the quality of goods in the process of commodity turnover; evaluation of the quality of the main groups of goods in market conditions, taking into account the current legislative framework. Proposals for improvement of educational programs according to the specialty are submitted. In particular, an increase in the number of credits for practical training on the educational level of «bachelor», as in accordance with the Law of Ukraine «On Higher Education» it is a completed course in the training of a future specialist; the introduction into the educational program of the Master’s degree in credit for psychological and pedagogical training, respectively, the availability of pedagogical practice that will provide pedagogical activities in educational institutions.

scholarly journals Psychological-pedagogical support of professional training aimed at future Specialists of Preschool Educational Institutions

2019 ◽  
pp. 165-171
Author(s):  
Iryna Nepomniashcha
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Preschool Education ◽  
Education Institution ◽  
Personal Communication ◽  
Educational Process ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Social Monitoring ◽  
The Future

The article reveals the essence of the concept “support” and its place in the professional training intended for future specialists of preschool education institutions (PSEI). The types of support have been determined, to be more precise: psychological, pedagogical, communicative, speech-centred, methodological, social, monitoring, etc. It has been concluded that the overall purpose of the psychological and pedagogical support in the educational process is to ensure the full development of the future specialist of a preschool education institution (the subject). The psychological and pedagogical support is widely used in the process of professional training intended for future preschool teachers. It has been substantiated that the tasks of the psychological and pedagogical support are fulfilled in the unity of the scientific-theoretical, methodological and practical components of the training aimed at future teachers of the PSEIs, which is reflected in the curricula. The leading role in the professional training belongs to the cycle of the disciplines aimed at profession-oriented and practical training as well as pedagogical practice, the latter being the main component and the result signalising about the professional readiness of the future PSEI specialists. While conducting the questionnaire aimed at studying and improving the professional training within the process of pedagogical practice, we came to the conclusion that it is necessary to use psychological and pedagogical support, enhancing the humanistic-personal communication of the teacher in the process of studying in institutions of higher education, which testifies to the high motivation of modern students to pedagogical activities, their desire to professional self-improvement and self-development, the orientation to the enrichment of professional competence in the latest scientific achievements, as well as the realization of their own scientific and methodological research. The psychological and pedagogical support for the professional training intended for the future professionals of PSEIs is used to outline and form a positive profession- and person-oriented “I”, confidence in his / her own abilities, creative development, independence in making positive decisions, etc. Keywords: support, psychological and pedagogical support, methodological and speech support, professional training, future specialists of preschool education.

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