scholarly journals The Integrated - Operational Model of Managerial - Legislative - Sports Training of Specialists in the Field of Physical Culture

2021 ◽  
Vol 13 (4) ◽  
pp. 329-338
Author(s):  
Liliana Budevici-Puiu ◽  
Veaceslav Manolachi
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Skills Training ◽  
Educational Process ◽  
Physical Culture ◽  
Sports Training ◽  
Operational Model ◽  
Professional Activities ◽  
Creative Achievement ◽  
External Process

Currently, the organization of the interaction of higher education institutions and social partners, responds to the "modern challenges" of the information society and knowledge, determining the development trends of the vocational education system. The analysis, generalization and systematization of the literature, the study of modern pedagogical experience, made possible the determination of conceptual bases and approaches for building a pedagogical integrated - operational model of managerial - legislative - sports training of specialists in the field of physical culture and sports. The model is based on systemic approaches, individual activities and research of specialists, the principles and objectives being focused on inclusive skills training and on the orientation of professional training on motivational, value, cognitive and reflexive components. The pedagogical integrated - operational model of managerial - legislative - sports training involves a certain organization of the educational process and the creation of individual or group pedagogical conditions for professional development focused on ways to solve problems identified in professional context, as well as focusing on creative achievement and innovation of professional activities. The professional training of future specialists in the field is focused on an internal process (because a person can acquire skills or learn through his own activity) and an external process (by creating adequate informational and educational conditions). In order to design the integrated - operational model of managerial - legislative - sports training of future specialists in the field, it was important to determine the essence of professional training, its place in the professional development of the personality of a specialist in the field and to identify factors influencing this 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.

Pedagogical Conditions for the Stage Image Formation of the Vocal Teacher in the Process of Professional Training

2020 ◽  
Vol 6 (2) ◽  
pp. 164-172
Author(s):  
Marianna A. Sukholova
Keyword(s):  
Music Education ◽  
Professional Education ◽  
Professional Training ◽  
Comparative Method ◽  
Image Formation ◽  
Learning Technologies ◽  
Educational Process ◽  
Professional Activities ◽  
Analysis And Synthesis ◽  
Creative Self

The study of pedagogical conditions for the formation of the stage image of vocal teachers is a topical issue in the context of improving the quality of professional music education in Ukraine, as well as in the world. The purpose of the article is to study the pedagogical conditions that contribute to the effective formation of the stage image of the future vocal teacher in the process of his professional education. The methodological basis of the study is the theoretical methods of scientific knowledge (analysis and synthesis, classification method, comparative method). Also, in the context of this study, a theoretical analysis of scientific sources was conducted. The article highlights and substantiates the pedagogical conditions for the formation of the stage image of a vocal teacher in the process of professional education: the creation of models of their own future based on the activation of “I-real” and “I-ideal”; providing motivation for performing and creative stage selfrealization of future specialists; application of personality-oriented models and learning technologies aimed at developing the student's individuality and providing conditions for the development of their abilities and creative self-realization in professional activities; diversification of practical forms of organization of the educational process It is emphasized that the basis of the stage image is a combination of personal and professional characteristics and psychological archetypes, which are the basis of image formation, which should correspond to the character of the vocalist the best human qualities and powerful informational-creative potential of the person. It is emphasized that according to the personality-oriented concept of education, priority is given to the development of personality, rather than the learning process, which is an important aspect in the process of forming the stage image of personality. The practical value of the work is that the results of the study can be used to increase the efficiency of the educational process, as well as to improve the professional qualities of vocal teachers

scholarly journals PEDAGOGICAL CONCEPT OF THE CIVIL SECURITY SPECIALISTS’ ADVANCED TRAINING

2021 ◽  
Author(s):  
Viktor Mykhailov ◽  
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Professional Competence ◽  
Training System ◽  
Advanced Training ◽  
Ministry Of Education ◽  
Highly Qualified ◽  
Professional Activities ◽  
Job Functions ◽  
Main Components

In legal documents of the Ministry of Education and Science of Ukraine, there is emphasized the need to find ways to improve the level of professional knowledge, skills, abilities and new forms of training in educational establishments, which, in its turn, necessitates the transformation of training strategy. The need to respond to dangerous natural, human-made, anthropogenic, epidemiological and social factors requires highly qualified professionals ready to work in extreme conditions. Therefore, the importance of filling existing gaps in the theory and practice of vocational education determines the need for conceptual justification, development and testing of an improved pedagogical system of civil security professionals’ advanced training. The paper considers the theoretical foundations of the organization of advanced training of specialists in civil security, summarizes the main problems of professional development within the institutions and educational establishments. The content and features of their professional training in order to ensure the safety of people in emergencies is analyzed as well. It is found out that the readiness of civil security specialists to carry out their professional activities is an individual feature that includes professional motives, a set of special knowledge, skills and abilities of civil security professionals, which in integration ensure their ability to perform professional tasks and provide their further professional development. The author outlines the conceptual provisions for improving the advanced training of civil security professionals in institutions and educational establishments for the formation of positive motives for educational activities, the appropriate level of professional competence and approaching the ultimate goals of education. The content of the concept of specialists in civil security advanced training is determined (relevant methodological approaches, didactic principles, goals, objectives, pedagogical conditions are outlined as well). The purpose of forming the concept of advanced training of civil security specialists in postgraduate education should be directed towards the individual needs for personal and professional growth, as well as to meet the needs of the state in highly qualified and professional specialists capable of responsible performing of the job functions related to solving problems in order to ensure the safety of life and activities of people. The proposed conceptual framework helps identify the main components of the advanced training system for civil security professionals, resolving a number of contradictions, the main of which is the contradiction between the public demand for highly qualified professionals prepared for the challenges of modern society and the current training system which at present does not fully meet these requirements.

scholarly journals Essence and Structure of the Formation of Communicative Competence of Students

2018 ◽  
pp. 225-237
Author(s):  
Tan Xiao
Keyword(s):  
Interpersonal Communication ◽  
Professional Training ◽  
Communicative Competence ◽  
Educational Process ◽  
Preschool Age ◽  
Communication Process ◽  
Professional Activities ◽  
Joint Activities ◽  
Effective Use ◽  
Favorable Conditions

The article reveals the peculiarities of formation of students’ communicative competence in the professional training process, which involves the formation of their communicatively meaningful personality traits, a pronounced humanistic tendency to communicate with pupils, the possession of a system of integrated professional- speech skills and communicative qualities. The author defines the essence of the concept of «communicative competence of students» as a process and the result of professional training on the ability to subject-subjective interaction with colleagues of preschool age, which contains a complex of communication knowledge, skills and abilities. The benefit of the study is that a great attention is focused on creating the favorable conditions for the implementation of interpersonal communication in future professional activities. The author of the article has made a conclusion that the analysis of scientific literature gives grounds to assert that the formation of students’ communicative competence is understood by us as a process and the result of professional training on the ability to subject-subject interaction with colleagues and children of preschool age, which contains a complex of communication knowledge, skills and abilities. The author has also identified the components of the structure of the communicative competence formation, which include: motivational-cognitive (comprehension of the multifaceted personality, understanding of its desires; requirement and motives; positive attitude towards colleagues; feeling of community with the team); content (knowledge of norms and rules of communication and interaction, knowledge of ways to resolve conflicts); reflexive (effective use of communicative knowledge, skills and abilities that regulate the communication process, ability to collaborate in joint activities and communication with colleagues, use of constructive ways of resolving conflicts). The author of the article believes that the determining the essence and components of the formation of students’ communicative competence will provide an opportunity to substantiate and develop the technology of forming the communicative competence of students in the process of professional training and its implementation in the educational process of H. S. Skovoroda Kharkiv National Pedagogical University.

scholarly journals DIAGNOSTICS OF PSYCHOLOGICAL FEATURES OF EMOTIONAL COMPETENCE OF MEDICAL STUDENTS IN THE PROCESS OF PROFESSIONAL TRAINING

2018 ◽  
pp. 34-37
Author(s):  
O. Lazurenko
Keyword(s):  
Medical Students ◽  
Professional Training ◽  
Social Cognitive ◽  
Emotional Competence ◽  
Educational Process ◽  
General Description ◽  
Control Groups ◽  
Professional Activities ◽  
The Future ◽  
And Control

The model and the logic of empirical research are determined. The experimental study of emotional competence is presented. A general description of the subjects is systematized. The results of the ascertaining experiment are presented. The author conducted her research in several directions. This approach allowed the researcher to present the quantitative characteristics of emotional intelligence on all scales and subscales in details. On this basis, the author makes a detailed qualitative analysis of the manifestation of the studied ability in future doctors. Besides, after conduction of the research, the author makes conclusion that students' ability to understand and manage other people's emotions and the ability to understand their own emotions and manage them are not formed enough. And these make impossible the success of the future professional activities of a doctor. The author makes conclusion that the development of emotional competence of students of medical universities can be formed by introducing special courses, educational and developmental training programs into the educational process. The correlation analysis allowed the author to empirically confirm the correct determination of the content of the basic components of the future doctor’s emotional competence. Besides, it is proved that the parameters of the social, cognitive, regulatory, empathic components of emotional competence significantly correlate with each other. The received results confirmed that during first year medical students of the experimental and control groups have the same positions of the level of development of emotional competence. And any significant statistical differences in its manifestation were not found among students of the experimental and control groups. Moreover, the received results at ascertaining stage of the study showed the insufficient level of development of the components of emotional competence among students of medical faculty. This led to the creation of a program for the formation of the emotional competence of a future doctor in the process of training in a higher medical school

scholarly journals Formation of student personality’s physical culture as subject of professional functioning

2015 ◽  
Vol 19 (6) ◽  
pp. 50-55
Author(s):  
O.V. Otravenko
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Physical Culture ◽  
Healthy Life ◽  
Motor Functioning ◽  
Healthy Life Style ◽  
Health Related ◽  
Active Motor ◽  
Great Health ◽  
Modern Technologies

Purpose: generalization of experience of higher educational establishments’ future specialists’ professional training, oriented on formation of students’ personalities’ physical culture. Material: we questioned students (n=50) and institute teachers (n=30). Results: it was found that for increase of future specialists’ professional fitness effectiveness it was important to consider orientation of educational process on formation of student personality’s physical culture. Besides, it was noticed that professional fitness of future specialists is greatly influenced by implementation of modern technologies of formation of students’ physical culture in educational-learning process. Physical education means, oriented on aesthetic are of great health related and recreation significance. Conclusions: educational process shall be oriented on support of active motor functioning, motivation for physical exercises’ and healthy life style practicing.

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.

scholarly journals Cross-cutting technologies in education

2021 ◽  
Vol 10 (47) ◽  
pp. 27-34
Author(s):  
Olga I. Vaganova ◽  
Julia M. Tsarapkina ◽  
Marina R. Zheltukhina ◽  
Elena G. Knyazeva ◽  
Julia S. Krasilnikova
Keyword(s):  
Vocational Education ◽  
Significant Role ◽  
Professional Training ◽  
Educational Process ◽  
Promising Direction ◽  
Professional Activities ◽  
Article Analysis ◽  
End To End ◽  
Senior Students

Purpose of the article: analysis of the experience of implementing end-to-end technologies in vocational education. Methodology: the article presents a study aimed at identifying the role of end-to-end technologies in the professional training of students. For this, a survey was conducted among students on the use of end-to-end technologies in the educational process in three age categories (junior, middle, senior). Students had to assess the importance of end-to-end technologies for the implementation of the educational process on a scale from 1 to 4. Results: Students note the significant role of end-to-end technologies in professional activities. This is a promising direction for the development of vocational education.

PROFESSIONAL DEVELOPMENT OF TEACHERS FOR THE IMPLEMENTATION OF DISTANCE LEARNING AT SCHOOL

2021 ◽  
Vol 71 (3) ◽  
pp. 143-154
Author(s):  
G. Mailybayeva ◽  
◽  
G. Zholtayeva ◽  
D. Kaldiyarov ◽  
A. Meirambek ◽  
...  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Professional Training ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Process ◽  
Digital Tools ◽  
Educational Technologies ◽  
Successful Implementation ◽  
Digital Competence

The article deals with the problem of increasing the level of competence of teachers associated with the use of digital educational technologies in the educational process of the school by organizing advanced training courses. Effective digital educational technologies for organizing distance learning are also described. The formation of digital competence is possible in the process of implementing educational programs of higher education, as well as professional development and professional training programs. The authors, based on the analysis of empirical data obtained during the survey of current teachers and future teachers - students of the pedagogical direction on the use of distance educational technologies in the educational process, identify problems and difficulties in using digital technologies, types of competence improvement for the successful implementation of distance learning. Based on the analysis of ICT competence in the field of education, the authors developed a program of a professional development course on the topic "Kashyktyktan okytudagi tsifrlyk bilim beru technologiyalary" and conducted teacher training. The survey revealed the degree of readiness and desire of teachers to use digital tools and services in the educational process. This suggests the need for further development of the organization of effective online communication of participants in the educational process, productive feedback with students using digital technologies; forming a critical assessment of students 'behavior and correcting their actions when working in a digital educational environment, monitoring the independence of students' performance of educational tasks; using the potential of digital tools and services in organizing group work and project activities of schoolchildren, and others.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

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