scholarly journals Innovative Model of Socio-Professional Development of a Student’s Personality

2020 ◽  
Vol 22 (3) ◽  
pp. 83-115 ◽  
Author(s):  
E. F. Zeer ◽  
V. S. Tretyakova ◽  
M. V. Zinnatova
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Soft Skills ◽  
Professional Knowledge ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Model ◽  
Professional Perspective ◽  
Innovative Model ◽  
Educational Programmes

Introduction. The expansion of infocommunication and digital technologies, the uncertainty of professional future and accelerated changes in the social and professional future of a modern man and the radical transformation of socio-professional environment require qualitative changes in the Russian education, revision of its methodology, content and technologies of training for the postindustrial economy. Today, “work in the specialty” is increasingly losing its importance, hard professional knowledge and hard skills are not decisive in the professional development and building of a successful career. Flexible, soft skills are becoming increasingly required. Soft skills allow a person to be successful regardless of the specifics of the activity and the direction in which he or she works. However, educational programmes, developed on the basis of Federal State Standards, continue to be currently directed by “mass production” and “conveyor production”, which is contrary to objective requirements of the labour market and students’ requirements.The aim of the present research is the development and theoretical-methodological justification of an innovative educational model of socio-professional development of a student personality. The introduction of this model into the practice of universities and secondary vocational educational institutions will allow the graduates to realise their potential in new realities through the formed transprofessional qualities and extraprofessional competencies.Methodology and research methods. Methodological framework of the research is based on the concept of subject-activity approach, according to which the personality is considered as an active, self-improving, self-actualising and self-determining actor; process and project approaches; as well as the methodology of convergence, which provides a synergistic effect of interaction of socio-humanitarian, natural-scientific and industrial-technical disciplines. The authors used the methods of various types of analysis including SWOT analysis; logical-semantic and structural-functional modelling.Results. The authors actualised the problem of creating an innovative educational content, which expands the range of professional knowledge and skills required of competitive personnel, who are capable and ready to preadapt to the rapidly changing socio-professional conditions. The educational model proposed by the authors is built on a modular principle. The targets, the content of modules, elective disciplines representing this or that module are defined. The content of each module is focused on the final result of educational activity: professional, diagnostic, competence, technological, functional. The mechanism of the model implementation is to build an individual student professional perspective aimed at practical action in order to improve the level of qualification, ability to work, enrichment of professional and personal qualities and behavioural patterns.Scientific novelty of the present research consists in the formation of interdisciplinary scientific knowledge (at the intersection of psychology, pedagogy, philosophy, occupational studies) on the methodology of the modelling, organisation and content of professional education taking into account modern challenges and demands of the digital economy. When training pedagogical personnel, it is necessary to create professional transcendence – an ability to go beyond particular professional activities, to find new meanings in it and beyond it and to solve nonstandard tasks.Practical significance. The presented innovative model of socio-professional development can be focused on the training of specialists at different levels of education, including additional education. The research materials can be useful to developers of educational programmes and training technologies of vocational education, to managers and specialists of educational organisations when making management decisions and organising the educational process.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals THE PROBLEM OF PERSONAL ORIENTED TRAINING OF FUTURE TEACHER OF MATH FOR SELF-EDUCATION ACTIVITIES ІN HISTORICAL DEVELOPMENT OF PEDAGOGY

2016 ◽  
pp. 91-98
Author(s):  
Marharyta Artemchuk
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Professional Training ◽  
Practical Aspect ◽  
Cultural Development ◽  
Educational Process ◽  
Future Teachers ◽  
Theoretical Terms ◽  
Personal Support ◽  
Technology Professional

The article deals with the problem of personality-oriented training in the context of social and educational problems. The urgency of the organization of self- activity of the future teachers of mathematics is proved.The relevance of self education of future teachers of mathematics is enhanced due to the existence of contradictions between: social demand for higher teachers of mathematics, successful in professional and cultural development, keen in the theory and methodology of professional education “white spots” in terms of personal support of educational process in universities;awareness of the need to improve the quality of the educational process through the use of its ways and means of self education of future teachers of mathematics and lack of pedagogical theory relevant regulations;Interests of students for self-technology professional development and the lack of individually oriented methodological component.Personality-oriented training of future teachers for math self-education as a social and pedagogical problem is very relevant due to the present conditions of entry of Universities of Ukraine into the European educational space, taking into consideration both scientific and practical terms. The scientific aspect of relevance is directly linked with the development of the theory and methods of professional education, which is informal by its nature; it is directly related to updating the objectives and content of professional training of future teachers, based on its personal and humanizing orientation. The practical aspect relates to the problem tasks in the context of the transfer of educational policy into professional development track of an individual student.The results of our problem’s review in theoretical terms is fundamental and multifaceted. It explains the fundamental ties to comprehensive personal developmental paradigm reform of professional training of future teachers, it needs to update to the new legal foundation - the law of Ukraine on higher education. The major problem is to determine the mechanism of self-education of Mai RF mate; laws and principles of its implementation; development of classifications and methods; stimulating activity of students in learning math education, self education values means; justification of a model of self-education of future teachers, which reflects the leading cognitive links between it and their postgraduate training, update the conditions of efficiency of self-education activities.

Use of Estimation and Control Techniques for Increasing of Efficiency Training for Public Officers in Russia

2020 ◽  
pp. 815-829
Author(s):  
Sergey Nedelko ◽  
Ekaterina Eremina ◽  
Yulia Lukanina ◽  
Artem Lukanin ◽  
Alexander Osteshkov ◽  
...  
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Technology Implementation ◽  
Information Science ◽  
Rapid Development ◽  
Educational Process ◽  
Continuous Professional Development ◽  
Use Of Technology ◽  
Estimation And Control ◽  
And Control

This chapter focuses on the use of technology estimation and control applied in Modern E-Learning Systems for training of public officers in Russia. Due to the rapid development of innovative technology, implementation of information science and technology in the educational process, it becomes obvious problem of interaction between the participants in the educational process and organizations - employers. This problem is particularly acute, and has its own specific characteristics in the field of continuing professional education of public officers in Russia. The authors propose to solve the problem of increasing the effectiveness of the training creation of a system of continuous professional development, the improvement of information and technical support activities for continuous professional development, including through the creation of a single information resource, including an updated bank of basic programs and additional professional Bank methodical, analytical and informational materials on the most pressing issues of implementation of the state policy for self-education.

THE LATEST TECHNOLOGIES OF PREPARING FUTURE SPECIALISTS FOR THE IMPLEMENTATION OF HEALTHCARE SAVING TECHNOLOGIES

2018 ◽  
pp. 84-88
Author(s):  
Iryna Usatova ◽  
Vadym Tkachenko ◽  
Artem Vedmediuk
Keyword(s):  
Professional Education ◽  
Educational Institution ◽  
Research Work ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
The Future ◽  
Higher Educational ◽  
Modern Technologies ◽  
New Formation

In the article on the basis of scientific and pedagogical sources the ways of perfection of the system of professional education with the purpose of preparing the future specialist for the practical realization of the idea of health saving of the nation at all stages of educational activity are analyzed and solved. New approaches to the development of the content, forms and methods of professional training of specialists of the new formation, as well as introduction of the modern technologies in the educational process of higher educational institutions are studied. It is noted that the educational process should be transformed in the direction of individualization of educational interaction, learning, formation of creative thinking and increase of independent work of students. It is characterized that a specialist-innovator is the bearer of specific innovations, their creator, modifier, it has wide possibilities and has an unlimited field of activity, since in practice it is convinced of the efficiency of existing technologies and teaching methods and can correct them, carry out research work, develop new methods and technology. The focus of this activity is the innovative potential of a future specialist. The directions of introduction into the educational process of modern technologies are revealed, where the teacher becomes more and more the functions of a consultant, counselor, mentor, since in professional activity not only special subject knowledge is realized, but also modern knowledge in the field of pedagogy and psychology, acmeology, technology of education and upbringing. In the course of scientific research, the preconditions for creating a concept for forming the readiness of future specialists for the implementation of innovation as the basis for improving the educational process, the essence of which is the introduction of modern tools and methods into the traditional system of education, is outlined. the pedagogical conditions of effective use of health-saving technologies are formulated, essential characteristics and stages of training of future specialists in educational institutions are highlighted; substantiated the basic provisions, the observance of which provides the training of specialists of the new formation to the implementation of healthcare-saving technologies. It is emphasized that in the educational space of a higher educational institution it is necessary to create conditions that will promote the formation of the right attitude of health professionals to the health of the future as the main value of the person that will significantly stimulate their reflective activity and awareness of personal responsibility for the health of their pupils.

scholarly journals Postgraduate Professional Education in China: Control Mechanisms and Learning Process

2021 ◽  
Vol 21 (3) ◽  
pp. 147-168
Author(s):  
Svetlana Donetskaya ◽  
Bing Wang
Keyword(s):  
Doctoral Students ◽  
Learning Process ◽  
Professional Education ◽  
Postgraduate Education ◽  
Educational Process ◽  
Educational Activity ◽  
Control Mechanisms ◽  
State Planning ◽  
National System ◽  
Scientific Personnel

China’s strong economic growth is undoubtedly due to a set of government initiatives, among which the priority projects are the reform of the higher education system. Since the 80s of the last century, the state has paid special attention to the training of scientific personnel. Thanks to far-sighted state planning and strong budget financing, China has created a competitive national system of postgraduate professional education almost from scratch. As a result, if only 9 postgraduate students were trained in 1978, then in 1985 – already 17004, in 1998 – 47077, and in 2018 – 604368. The number of doctorates degrees awarded from 2005 to 2018 more than doubled: from 27,677 to 60,700.The important factors in the formation of the system of postgraduate education is the promulgation of national laws and regulations governing this area of educational activity, a well-built mechanism for managing the work of postgraduate studies and a strict system to control all stages of the educational process for masters and doctoral students. Therefore, this article focuses on the organization of the learning process in Chinese universities and academic institutes, as well as the management mechanism of the national system of training scientific personnel.In addition, according to the data of China's Ministry of education, official statistical information, publications that are publicly available on the Chinese Internet, as well as scientific articles published in major publications around the world, it is shown how the number of universities and academic institutions that train masters and doctoral students, as well as the number of students, admission and graduation of specialists have changed over the past ten years.

scholarly journals ANALYSIS OF APPROACHES TO THE FORMATION OF PROFESSIONAL READINESS OF STUDENTS IN UZBEKISTAN (ON THE EXAMPLE OF FUTURE TEACHERS)

2021 ◽  
Vol 58 (1) ◽  
pp. 3535-3541
Author(s):  
Khusan Abdurakhimovich Umarov
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Real Process

Studying the further development of higher education, improving the quality of education, expanding the integration of science and industry, we came to the following conclusions: literature on the formation of professional education of students, as well as an analysis of educational (and pedagogical) practice in higher education, despite the fact that more was done work on the development of professional readiness of students, the problem of the formation of professional readiness of future teachers has not yet been completely resolved. To solve this problem, we set ourselves the following tasks: to explain the concept of “professional readiness” among future teachers, taking into account the requirements of the time (for example, students of pedagogical universities); analyze factors affecting student readiness; development of innovative methods of forming students' readiness. A practical study of the problem showed that the most effective process of forming the professional readiness of a future teacher occurs in a real process or in the process of educational activity close to it. Building on the educational process on the basis of an innovative approach, bachelors develop creative skills to analyze existing materials needed to solve professional problems, to independently solve new problems. The study showed that the practical activity of students in their chosen specialties guarantees clear prospects for future professional growth, as well as employment, contributes to the formation and increase of their professional competence; The development of the experimental and educational base of educational institutions, increasing the level of education provided, stimulating the professional growth of teachers, the customer will be given the opportunity to train highly qualified personnel on the basis of educational institutions.  

scholarly journals The role of a pedagogue in the advancement of teaching in a contemporary school

2020 ◽  
Vol 66 (1) ◽  
pp. 111-123
Author(s):  
Sara Kakuk ◽  
Tea Zelembrz
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Educational Process ◽  
Educational Activity ◽  
Active Research ◽  
Insight Into ◽  
Contemporary Context ◽  
Contemporary School

An expert associate pedagogue is a key carrier of the developmental-pedagogical activity in a school. The aim of this activity is to foresee, design, encourage, and guide the development of the educational activity of a school for the purpose of synchronizing the needs of students and their developmental potentials. A pedagogue’s area of work is extremely large. It refers to attendance in all areas of the developmental-pedagogical process, starting with planning and programming and goes all the way to the evaluation of the achieved results. Also, the pedagogue has an important role in the advancement of the developmental-pedagogical process, from monitoring the educational process to organizing professional development and implementation and encouragement of active research. Monitoring the developmental-pedagogical process refers to monitoring the achievements of developmental and educational plans and programs and the quality of monitoring the same, monitoring of the actualization of extracurricular activities and the direct actualization of the developmental-pedagogical process. Professional development modernizes the knowledge of the teachers which they gained during the beginning of their education and perfects their professional skills. The role of the pedagogue is to encourage teachers and motivate them for active research with which teachers solve perceived problems and advance their practice towards the set goals. Using theoretical analysis, this paper will give an overview of certain areas of a pedagogue’s methods in teaching and school with an emphasis on more contemporary context. The aim of this paper is to provide an insight into certain areas of action of an expert associate pedagogue, which are in service of improving the educational process of a contemporary school.

scholarly journals The essential definitions of modular-developmental interaction of teacher and students in the educational process

2020 ◽  
Vol 3 (81) ◽  
pp. 53-81
Author(s):  
Oksana Furman ◽  
Andriy Hirniak
Keyword(s):  
Educational System ◽  
Educational Communication ◽  
Semantic Content ◽  
Educational Process ◽  
Psychological Climate ◽  
Educational Activity ◽  
Scientific School ◽  
Educational Model ◽  
National Education ◽  
Essential Change

Today there is an urgent strategic task of qualitative essential change of the existing educational model of secondary and higher education in the multi-problematic context of highly politicized, declarative and formalized reforming of the national education system during the decades of Ukraine’s independence, which giving priority to information-technical resources, academic and intellectual competence successes of students, does not focus on the processes of multifunctional, primarily widely involved and fully balanced, psychocultural development of individuals, groups, and teams. This methodologically oriented study argues that the modern trends of innovative development of society, ethnocultural prospects of the Ukrainian nation and systemic psychodidactic requirements meets A.V. Furman’s modular-developmental system, which as a complex socially-scientific project is implemented for more than a quarter of a century in the field of domestic education by a team of scientists, managers, researchers and practitioners. It theoretically, projectly, methodically and practically implements a more effective than the existing one technostructure of organization and logic-semantic content of the educational process due to the balanced implementation of ideas of culture and development, the requirements of mentality, spirituality, development, modularity and most importantly – its qualitatively different psychological-pedagogical, program-methodical, educationally-bookish, psycho-artistic and expert-diagnostic support. In the effective dimension, it is substantiated that this author’s educational system guarantees a Quaternary metasystemic effect, namely: a) causes at the level of the institution an innovative-psychological climate appearance of productive cooperation of all organizers, teachers and participants by a number of its interdependent basic parameters (according to O.Ye. Furman’s theory, it is psychological influence and its classes, educational communication and its aspects as types of exchange, polymotivation and spheres of conditions of its development, positive-harmonious Self-concept and its components); b) determines at the level of group (joint-academic) educational interaction the formation of such a psychocultural polydialogical space, which has an essentially new restructuring of the educational process, by the format of coverage the advanced human experience – socio-cultural-psychological and by structural structure – modular and multi-parametric; c) allows at the level of interpersonal contact between the mentor and successor to reflect still closed to the conscious ability of each of them the semantic components of their real, purely interself, modular-developmental interaction (normatively set for each stage of the educational cycle invariants of psychological-pedagogical content, portions of educational-subject content as fragments of the state educational standard, newly created sets of methodical-means content of a separate discipline, etc.); d) all this ultimately actualizes in the psycho-spiritual sphere of a personal world of a pupil, a student the best sensory and mental, social and volitional, existential and action, reflexive and creative potential of diverse development and self-improvement during his passing the holistic modular-development cycle in its central link – gradual implementation of personal educational activity. It is reflexively concluded that the logic-semantic core of the investigated here educational system is the concept of developmental interaction (A.V. Furman, O.Ye. Furman (Humeniuk), A.N. Hirnyak, etc.), which has the perspective with the efforts of the current scientific school representatives to become a full-fledged original theory. For the time being, this methodological research outlines the attributive features of the new educational model in terms of both scientific-design support and psycho-artistic implementation in everyday life the optimal psychosocial influences of participants in innovative learning on each other, as well as psychodidactic conditions for achieving proper efficiency and quality of parity educational activity in the classroom are highlighted. In addition, it is established as a product of pure thinking of named system’s author – an updated intelligence map of 36 categorical concepts of modular-developmental education, which has at least five-segment heuristics. Naturally, the lion’s share of the proposed scientific text is devoted to the logic-essential definition of ten basic categories of this innovative educational model, which in semantic complementarity reflect its fundamental theoretical framework and complex research optics of interdisciplinary (mostly socio-humanitarian) cognition.

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