scholarly journals The readiness of FPS of Russia departmental institute cadets for work with the convicted (theoretical aspect)

2017 ◽  
Vol 6 (1) ◽  
pp. 188-193
Author(s):  
Evgeniya Anatolievna Zhiryakova
Keyword(s):  
Professional Education ◽  
Theoretical Aspect ◽  
Professional Activity ◽  
Penal System ◽  
Correctional Facilities ◽  
Professional Activities ◽  
Higher Professional Education

The necessity of professionals who are able to take effective measures immediately and adequately for the purposes of achieving goals has conditioned the requirements increase to the system of the departmental higher professional education that trains personnel for the penal bodies (the Penal System). The effectiveness of the penal correctional facilities depends on the level of graduates readiness for work with the convicted. The concept readiness was introduced into scientific use in 1950-1960 by B.G. Ananiev, but a unified position on its understanding has not been worked out in pedagogy. Scientists define it in different ways; it depends on the researcher approach to understanding the essence of readiness for professional activity. In this paper functional, psychological, personal, integrative approaches are characterized. The readiness for professional activity is determined by the requirements imposed to the specialist. The performance of the penal staff has some specific set of features; the main ones are focused on the convicted, as well as on its legal, peremptory, strictly subordinated character. The readiness for work with the convicted is thought of as an integrative synthesis of cognitive, personal components necessary for successful carrying out of professional activities and providing the greatest efficiency.

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.

scholarly journals Programme «The translator in the field of professional communication» as one of the types of further vocational training

2021 ◽  
pp. 48-58
Author(s):  
Marina P. Trofimenko ◽  
Natalia N. Osipova ◽  
Arina V. Ezhukova ◽  
Vyacheslav I. Tumanov
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Professional Communication ◽  
Professional Activity ◽  
State University ◽  
Ministry Of Education ◽  
Self Presentation ◽  
New Type ◽  
Higher Professional Education ◽  
The University

Further vocational education is one of the priorities of Ministry of Education and Science of the Russian Federation. Nowadays professional retraining is of special interest for those who wish to get further vocational education. The article examines the relevance of the Translator in the Field of Professional Communication programme in the context of further vocational education at the present stage in a classical university setting. The authors describe the experience of implementing the above-mentioned programme at Nizhnevartovsk State University. The programme provides an opportunity for getting additional qualifications that allow for a combination of professional knowledge and translation competences in the area of professional interest. The authors emphasize the importance of the programme aimed at the university self-presentation at the regional level. The programme is designed for students with higher professional education and university students of non-linguistic specialties. The article sets out the legal basis on which the programme was developed, presents the main provisions of the program, the content and form of, the technology and teaching methods used, as well as the planned results of the programme. The article stresses that in accordance with the objectives of the programme and FSES 3++, students should develop universal, general professional and vocational competencies, which allow graduates to implement a new type of professional activity in the field of translation. The factors conditioned viability and demand for this professional retraining programme are pointed out. In conclusion the authors underline the students realization of a foreign language command pragmatic value while pursuing the programme.

scholarly journals The Problem of Satisfaction with The Results of The Professional Activity of The Employees of The Penal System of The Russian Federation

2020 ◽  
Vol 79 ◽  
pp. 02025
Author(s):  
Yuri Evgenievich Suslov ◽  
Yuri Yuryevich Tishchenko ◽  
Anastasia Andreyevna Samoylova
Keyword(s):  
Russian Federation ◽  
Professional Activity ◽  
Penal System ◽  
Scientific Methods ◽  
Professional Activities ◽  
Corrective Measures ◽  
Methods And Techniques ◽  
General Scientific ◽  
The Russian Federation ◽  
Comparison Of The Results

The article considers the problem of satisfaction with work and results of work on the example of the professional activity of the penal system employees. In this regard, the purpose of the study, reflected in this work, is to analyze the professional activities of the penal system staff of the Russian Federation. The objective was achieved by analyzing scientific sources devoted to the problem of work, professional activity, and satisfaction with their results, as well as the study and comparison of the results of research conducted in the penal system. During the research, such general scientific methods and techniques as analysis, synthesis, comparison, induction, and deduction were applied. The study draws a parallel between satisfaction with professional choices and satisfaction with one’s own life in general, emphasizing the existential nature of the discussed issue. In conclusion, the authors describe the levels of perception of professional activities results by penal system staff. The obtained results can be used for preventive, educational, and corrective measures with penal system staff.

scholarly journals Research of psychological stability of the employees of the penal system to the influence of destructive factors of professional activity

2021 ◽  
pp. 60-70
Author(s):  
Aleksey Mikhaylov ◽  
Tat'yana Pivovarova ◽  
Ekaterina Kurkova
Keyword(s):  
Psychological Climate ◽  
Stress Factors ◽  
Psychological Characteristics ◽  
Professional Activity ◽  
Penal System ◽  
Professional Activities ◽  
The Social ◽  
The Impact ◽  
Spearman’S Correlation ◽  
Different Levels

The article presents the results of an empirical study of employees of the penitentiary system, the purpose of which was to study their psychological resistance to the impact of destructive factors of professional activity and the development of a psychocorrectional program. The professional activity of employees of the penal system is associated with the impact of various kinds of stress factors, the main of which is interaction with convicts with different levels of psychological and pedagogical neglect and criminal infection, which leaves an imprint on the employee's personality and destructive changes, and therefore the study the psychological stability of the penitentiary system employees to the impact of destructive factors of professional activity is of particular relevance for the penitentiary department. Having studied the psychological characteristics of employees and determined the destructive factors of professional activity, the authors checked the presence of a statistical relationship between the studied phenomena using Spearman's correlation coefficient, which made it possible to develop a psychocorrectional program for psychological support of this category of employees of the penal system. Also, within the framework of the developed psychocorrectional program, the main directions of work on the prevention and correction of destructive behavior are given, which in turn will increase the efficiency of the professional activities of penitentiary officials, improve the social and psychological climate within the team, and prevent discipline among the employees of the penal system.

scholarly journals Pedagogical Projecting of the Model of a Future Specialist

2018 ◽  
pp. 82-87
Author(s):  
Oleksandr Mozolev
Keyword(s):  
Professional Education ◽  
Professional Growth ◽  
Professional Activity ◽  
Professional Activities ◽  
Pedagogical Design ◽  
Qualified Personnel ◽  
The Future ◽  
Basic Competencies ◽  
Definition Of ◽  
The Individual

Training future specialist to professional activity is one of the main tasks of higher and professional education. Pedagogical modeling of professional activity is used to determine the content of quantitative and qualitative information, which is necessary for modern researchers to further work, and also directs them to the prospects of career growth. The purpose of the article is to analyse the content of the process of pedagogical projecting of the model of the future specialist. The author established requirements for the training of qualified personnel determine the necessary competences which specialist has to master, his professionally important qualities, necessary in future activity, and also carry out the goal setting of the training process, acquiring the necessary knowledge and skills. It is identified that the competence of future specialists is a set of their competencies, which in turn are classified into key required, without exception to all graduates and professional, appropriate to the particular specialty. The article reveals the content of constructing a model of the future specialist which allows to solve such problems: a description of the specialist's work in the course of its professional activities; identifying inconsistencies between the content of training and specific professional activities of specialists. Requirements are defined as quality standards to the training of future qualified personnel. The list of basic competencies of the future specialist has been set which include: general cultural, methodological, professionally-oriented. The model of the specialist personality is characterized. Disclosed the content of the process modeling of learning outcomes and the algorithm of its development is determined. The definition of the concept «pedagogical design» was offered to reveal the principles and forms of pedagogical design. It is established that pedagogical design is one of the most common types of research. It is considered as an alternative to the classroom system in educational institutions. Project technology should be used as a supplement to other forms of direct or indirect learning as a means of accelerated professional growth of the individual.

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.

O ЗНAЧЕНИИ ПРAКТИКИ В ПРOФЕССИOНAЛЬНOМ СТAНOВЛЕНИИ БAКAЛAВРOВ ПЕДAГOГИЧЕСКOГO OБРAЗOВAНИЯ

2020 ◽  
pp. 99-101
Author(s):  
Гулнара Нурманбетова
Keyword(s):  
Professional Education ◽  
Teaching Practice ◽  
Point Of View ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Professional Activities ◽  
Educational Standard ◽  
Higher Professional Education ◽  
Scientific Practical ◽  
State Educational

Аннотация: Стaтья пoсвященa знaчению прaктики в прoфессиoнaльнoм стaнoвлении бaкaлaврoв педaгoгическoгo oбрaзования. Показаны роль и цели, учебно-педагогической практики с точки зрения научно-практического, компетентностного подхода; мнения студентов о роли практики в подготовке студентов к будущей профессиональной деятельности. Практика показана, как главный связующий компонент между теоретической и практической подготовкой будущих специалистов, первостепенным условием повышения качества их обучения, максимально приближенных к будущей профессиональной деятельности, в ходе которой формируются педагогические умения и навыки. В статье на конкретных примерах, на основе фактического материала проанализировано проведение практики у бакалавров педагогического образования на факультете Славяноведения БГУ им. К.Карасаева. Ключевые слова: педагогическая практика, Государственный образовательный стандарт высшего профессионального образования, роль, цель педагогической практики, компетентностный подход, бакалавр. Аннотация: Макала билим берүүдө бакалаврлардын кесипкөйлүгүнүн; студенттерди келечектеги кесипкөйлүк ишмердүүлүккө даярдоодо практиканын ролу жөнүндө студенттердин ойлору камтылган. Макалада окуу-педагогикалык практикасында компетенттүүлүктүн мааниси, ролу жана максаты көрсөтүлгөн. Педагогикалык практикада көндүмдөрүн пайда болуусу анын келечектеги адистерге, теориялык жана практикалык окутуусунда негизи билимди түзөт. Аларды даярдоонун сапатын жогорулатуу үчүн маанилүү шарт түзүү өтө абзел. Келечектеги кесиптик ишмердүүлүккө зор мүмкүнчүлүктү түзөт. Макалада окутуу материалдардын негизинде БМУнун аларды К.Карасаевдин Славянтаануу факультетиндеги студенттерин даярдоо ыкмалары көрсөтүлөт. Түйүндүү сөздөр: педагогикалык практика, жогорку кесиптик билим берүүнүн мамлекеттик билим берүү стандарты, педагогикалык практиканын ролу, максаты, компетенттүүлүк мамиле, бакалавр. Annotation: The article is devoted to the importance of practice in the professional development of bachelors of pedagogical education. The role and goals of teaching and teaching practice from the point of view of the scientific, practical and competence-based approach; opinions of students on the role of practice in preparing students for future professional activities are demonstarted. Practice is show as the main binding component between the theoretical and practical training of future specialists, the paramounty condition for improving their quality training, as close as possible to future professional activities, during which pedagogical skills are formed. The article, using concrete examples, based on factual material, analyzes the practice of bachelors in teacher education at the faculty of Slavic studies of BSU named after K. Karasaev. Key words: Pedagogical practice, State educational standard of higher professional education, role, purpose of pedagogical practice, competence based approach, bachelor.

scholarly journals PREPARING A FUTURE TEACHER FOR INNOVATIVE ACTIVITIES IN A PRESCHOOL EDUCATIONAL ORGANIZATION

2020 ◽  
pp. 75-84
Author(s):  
Марина Александровна Токарева ◽  
Ольга Геннадьевна Холодкова
Keyword(s):  
Program Implementation ◽  
Professional Education ◽  
Preschool Education ◽  
Pedagogical Practices ◽  
Professional Activity ◽  
Positive Interaction ◽  
Educational Organization ◽  
Educational Paradigm ◽  
Higher Professional Education

В современной России меняется новая образовательная парадигма. Человек, его интересы и потребности, потенциальные возможности и способности оказываются в центре внимания исследователей и педагогов-практиков. Изменение приоритетов российского образования, его структуры и содержания с учетом введения новых образовательных стандартов, в том числе профессионального стандарта «Педагог», направлено на смену роли «транслятора» знаний в профессиональной деятельности педагога – будущего специалиста на роль наставника, партнера, собеседника. В связи с этим обновляется статус образования, предъявляются новые требования к его уровню и качеству. Представлены результаты рабочей программы учебной дисциплины «Инновационные технологии в дошкольном образовании» для студентов педагогического вуза. Реализация разделов программы в структуре ее содержания обеспечивает результативность освоения студентами видов инновационной деятельности, ее этапов в ходе лекционных, самостоятельных занятий, использования активных методов обучения, что формирует их уверенность, мобильность, творческий потенциал, позитивное взаимодействие в условиях готовности профессии. Результаты проведенного исследования свидетельствуют об эффективности содержания данной программы, что подтверждается активным участием студентов в ходе педагогических практик на базе дошкольной образовательной организации, их самостоятельной разработкой инновационных проектов, мероприятий, мини-программ для детей дошкольного возраста. Результатом реализации программы является представленный процесс комплексной готовности будущих специалистов дошкольного образования к инновационной деятельности и профессиональному становлению. In modern Russia, a new educational paradigm is changing: a person, his interests and needs, potential opportunities and abilities are the focus of attention of researchers and practical teachers. The changing priorities of Russian education, its structure and content with the introduction of new educational standards, including the professional standard “Teacher” aimed at changing the role of “translator” of knowledge in professional activity of a teacher, the future expert on the role of mentor, partner, companion. In this regard, the status of education is updated, new requirements are made to its level and quality. The results of the work Program of the discipline «Innovative technologies in pre-school education» for students of pedagogical Universities are presented. The implementation of the Program sections in the structure of its content ensures the effectiveness of students’ development of innovative activities, its stage-by-stage processes during lectures, independent classes, and the use of active learning methods, which forms their confidence, mobility, creativity, and positive interaction in the conditions of professional readiness. The results of the study indicate the effectiveness of the content of this Program, which is confirmed by the active participation of students in the course of pedagogical practices on the basis of a preschool educational organization, their independent development of innovative projects, events, miniprograms for preschool children. The actual result of the Program implementation is the presented process of complex readiness of future specialists of preschool education for innovative activities and professional development. The materials of the article can be used in the practice of departments that train future specialists of preschool educational organizations in the system of secondary and higher professional education.

CRITERIA OF SOCIAL AND PROFESSIONAL PREPAREDNESS OF PENAL OFFICERS

2020 ◽  
pp. 97-105
Author(s):  
Татьяна Васильевна Кириллова ◽  
Елена Аркадьевна Кусакина ◽  
Евгений Владимирович Макаров
Keyword(s):  
Education Program ◽  
Professional Education ◽  
Professional Activity ◽  
Penal System ◽  
Educational Organizations ◽  
Social Partnership ◽  
Stage Of Development ◽  
Constructive Dialogue ◽  
Projective Methods ◽  
Analysis Of Results

В статье рассматривается одна из актуальных проблем кадровой политики Российского правового государства на современном этапе развития. Уголовно-исполнительная система нуждается в сотрудниках, способных противостоять агрессии со стороны спецконтингента в рамках международных требований, использовать свои должностные полномочия в соответствии с законом и способствовать адаптации осужденных к условиям изоляции от общества и дальнейшей ресоциализации. Одним из возможных путей решения проблемы является формирование социально-профессиональной готовности сотрудников пенитенциарной системы, обучающихся по программе профессионального обучения в вузах ФСИН России. Опираясь на положения А. М. Столяренко и принимая во внимание специфические особенности профессиональной деятельности сотрудника уголовно-исполнительной системы, авторами были определены критерии социально-профессиональной готовности: аксиологический, интеллектуальный, эмоционально-волевой, коммуникативно-поведенческий и рефлексивный. Для определения уровня сформированности был использован пакет психодиагностических методик, включающий в себя метод беседы, интервьюирования, феноменологическую технику и стандартизированные тесты. Исследование проводилось на базе Пермского института ФСИН России. Респондентами выступили сотрудники, впервые принятые на службу в уголовно-исполнительную систему Российской Федерации, находящиеся на должностях рядового и младшего начальствующего состава, в количестве 168 человек. В результате психологической диагностики по каждому критерию социально-профессиональной готовности были определены уровни: начальный, допустимый, профессиональный. Анализ полученных результатов свидетельствует, что у большинства сотрудников (44,4 %) по всем критериям отмечается начальный уровень. В связи с этим возникает необходимость в создании специальных педагогических условий на этапе освоения программы профессионального обучения в образовательных организациях ФСИН России. Анализ полученных данных в результате использования проективных методов позволил определить основные направления. Приоритетным направлением должно стать совершенствование института наставничества. Второе направление предполагает создание педагогического условия по организации социального партнерства между ведомственными образовательными учреждениями и пенитенциарными учреждениями. Включение в рабочие учебные программы специальных курсов по формированию коммуникативных компетенций для конструктивного общения с субъектами профессиональной деятельности, в том числе и с осужденными, является третьим педагогическим условием, обеспечивающим формирование социально-профессиональной готовности сотрудников уголовно-исполнительной системы. The article views one of the urgent problems of Russian personnel policy as the rule of law state at the present stage of development. The penal system of Russia needs the officers who can counter detainees’ aggression according international requirements, use their official powers in conformity with the law, and contribute to convicts’ adaptation to incarceration conditions and further resocialization. One of the possible ways to solve the problem is to provide social and professional preparedness of penal officers training in Professional Education Program at departmental institutions of higher education of the Federal Penal Service of Russia. Relying on the ideas of A.M. Stolyarenko and taking into account particular features of penal officers’ professional activity, the authors define criteria of social and professional preparedness: axiological, intellectual, emotional and volitional, communicative and behavioural, reflexive. To determine the preparedness level, the set of psychodiagnostic methods, including the method of conversation, interviewing, phenomenological techniques and standardized tests, was used. The survey was carried out at Perm Institute of the Federal Penal Service. Respondents were officers obtained employment in the service in the penal system of the Russian Federation, occupied positions of enlisted and junior commanding staff, totally 168 people. By the results of psychological diagnostics, the levels (initial, permissible, professional) were identified for each of criterion. The analysis of results obtained shows that the majority of officers (44,4 %) has the initial level of all the criteria. Thereby the need of creation of special pedagogical conditions at the stage of mastering Professional Education Program in departmental educational organizations of the Federal Penal Service of Russia arises. Due to using projective methods, the analysis of findings allows ascertaining the main directions. Improving the institution of tutorship should be the first priority. The second direction assumes providing such pedagogical condition as organization of social partnership between departmental educational establishments and penal facilities. Inclusion special courses on forming communicative competencies for constructive dialogue with subjects of professional activity (including convicts) in academic course working programs is the third pedagogical condition guaranteeing formation of penal officers’ social and professional preparedness.

Pedagogical Analysis of Higher Educational Standard of Bachelor’s Professional Education with Specialization in Taxes and Taxation at the Universities of Russian Federation

2014 ◽  
Vol 4 (2) ◽  
pp. 40-47
Author(s):  
Natalia Rudenko
Keyword(s):  
Russian Federation ◽  
Professional Education ◽  
Professional Training ◽  
Professional Activity ◽  
Practical Training ◽  
Educational Standard ◽  
Service Professional ◽  
Pedagogical Analysis ◽  
Higher Educational ◽  
Higher Professional Education

Abstract The problem of tax officials’ training in Russian Federation is considered to be the main topic of the article. In the context of integration processes, the study of European countries’ experience, in particular, of Russian Federation, as well as the implementation of progressive ideas of tax service specialists’ professional training, have been actualized. Pedagogical analysis of the higher educational standard of bachelor’s professional education with specialization in taxes and taxation has been carried out. The branches of future tax service professional activity have been defined. The structure and content of the bachelor’s basic educational program of training in specialty 080100.62.04 “Economy” (profile “Taxes and taxation”) have been defined as well, inter alia, the meaning and features of the variable part of the program. The analysis of the students’ practical training and types of the final state assessment of the graduates has been performed. Types of the professional activity have been analyzed and main tasks of a tax service specialist’s training have been defined as well. General cultural competences have been described. According to the types of the professional activity, professional competences important for the future tax service officials have been defined. The relevance of using Russian Federation’s experience, in particular, the educational standard of higher professional education of bachelor’s degree in profile “Taxes and taxation” with the updated content and forms of Ukrainian state tax service professional training activity, has been proved.

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