RESEARCH WORK AS THE CONDITION OF SUCCESSFUL VOCATIONAL TRAINING OF MASTER’S DEGREE STUDENTS

2018 ◽  
pp. 114-121
Author(s):  
Galina Vasilevna GANSHINA ◽  
Elena Vyacheslavovna BABAEVA ◽  
Svetlana Yurevna ZAVARINA ◽  
Zhanna Vasilevna MURAVEVA
Keyword(s):  
Professional Competence ◽  
Master's Degree ◽  
Research Work ◽  
Scientific Research ◽  
Educational Process ◽  
Learning Activity ◽  
Research Activities ◽  
Master's Degree Students ◽  
Master’S Degree ◽  
The University

At the present stage a multi-level educational system allows creating favorable conditions for students’ research activities. The master’s programme is aimed at training scientific personnel ready for productive research activities in the new conditions. We substantiate the role of research work of undergraduates in development of their professional competence. The analysis of the experience in organizing the research work of the Institute of Culture and Arts master’s degree students of the Moscow State Pedagogical University, based on a practical approach to research activity, allowed us to conclude the integrated approach of the research work of “Social and Cultural Activity” department master’s degree students, that creates conditions for the implementation of our projects and a comprehensive analysis of the results obtained on the basis of theoretical and practical developments. Providing wide opportunities for scientific research of students in educational process the university promotes scientific inquiry, activation of students’ creative potential, forming skills of independent scientific research work. A competent organization of research work of students of the master’s degree helps them to master the theory, forms the qualities of the researcher, and introduces them to the future profession. Engaging of the master’s degree students in the study allows them to design their own professional activity, analyze the results of the work, motivates learning activity. Based on the analysis of the scientific activity of the students, we developed and presented recommendations on improving the research activities of students. The application of the recommendations will allow the teachers of the university to actively support the research activities of master’s degree students, develop their professional competencies, create a situation of success in the chosen professional area and predict further scientific research.

Formation of scientific research competence in students of nonlinguistic universities

2020 ◽  
pp. 104-110
Author(s):  
N. A. Drutsko ◽  
Keyword(s):  
Foreign Language ◽  
Professional Education ◽  
Professional Training ◽  
Research Work ◽  
Scientific Research ◽  
Educational Process ◽  
University Graduates ◽  
Research Competence ◽  
Research Activities ◽  
Higher Professional Education

The article considers issues related to the formation of scientific and research competence in students of nonlinguistic universities by means of a foreign language. Using a foreign language as a tool for obtaining information of a scientific or professional nature is particularly relevant in the current labour market. The distinctive feature of the new federal standard of higher professional education is its focus not only on the accumulation of knowledge, but also on the formation of the ability to apply knowledge in practice, on the development of certain competences. Therefore, it is necessary to switch from the content to the effectiveness of the educational process. Scientific research work is becoming an important part of a student ‘s professional training. This is one of the key factors of development and active formation of the qualities essential for a would be railway specialist. Creation of knowledge-intensive industries in the field of railway transport changes the requirements to the skills of university graduates. Skills in selecting and analyzing of information, applying it creatively, identifying problems and making management decisions are in demand. Project technology is offered as a tool for forming the research competence among students of railway specialties. The feasibility of this method as an effective way of organizing research activities of students of railway and economic specialties is justified.

scholarly journals Increasing service quality at a university: a continuous improvement project

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fernando Gonzalez Aleu ◽  
Edgar Marco Aurelio Granda Gutierrez ◽  
Jose Arturo Garza-Reyes ◽  
Juan Baldemar Garza Villegas ◽  
Jesus Vazquez Hernandez
Keyword(s):  
Student Satisfaction ◽  
Continuous Improvement ◽  
Master's Degree ◽  
Research Work ◽  
Data Availability ◽  
Improvement Project ◽  
Content Type ◽  
Student Loyalty ◽  
Master's Degree Students ◽  
Master’S Degree

Purpose The purpose of this paper is to evaluate a continuous improvement project (CIP) at a Mexican university designed to increase engineering graduate student loyalty. Design/methodology/approach A plan-do-check-act problem-solving methodology was implemented, and a SERVQUAL survey was conducted on 67 master’s engineering students. Findings Five factors were found to affect student loyalty: facility cleanliness; faculty teaching skills; evening student services; master’s degree student management roles at work; and master’s degree students’ ages. After the implementation of the improvement and control actions, there was a 7.7% increase in the engineering master’s degree students’ loyalty scores. Research limitations/implications However, there were several research limitations: data availability (such as student loyalty, student satisfaction and a small master’s degree student population size) and factors outside the CIP’s scope (such as the country’s economic situation, university rankings, master’s programme accreditations and COVID-19). Practical implications The findings from this research study could be used by other higher education institutions (HEIs)to improve student loyalty and as a reference when conducting similar studies in other service organisations such as hospitals and hotels. Originality/value This research work took a different approach in assessing student satisfaction and student loyalty in a HEI by using the SERVQUAL survey as the data collection instrument for conducting CIP.

scholarly journals The organization of scientific research work in the system of continuing education

New Collegium ◽  
2021 ◽  
Vol 2 (104) ◽  
pp. 31-36
Author(s):  
O. Ivanova
Keyword(s):  
Continuing Education ◽  
Ukrainian Academy ◽  
Educational Institution ◽  
Research Work ◽  
Scientific Research ◽  
Scientific Work ◽  
Educational Process ◽  
Research Activities ◽  
Scientific Research Work

The article considers the place and role of the system of continuing education in modern society, its components and manifestations. Scientific research work is highlighted as a key component of the continuing education model. The article describes scientific research work within the framework of the “school-university” system and specific features of its organization as exemplified by the educational and scientific complex Kharkiv University of Humanities “People’s Ukrainian Academy”. The structural elements that effectuate the system of the organization of scientific research activities of all the participants in the educational process in “People’s Ukrainian Academy” are highlighted. The specific features and key achievements in the scientific work of Kharkiv University of Humanities “People’s Ukrainian Academy” — an educational and scientific complex of continuing education — are presented. The role of scientific schools and laboratories in the formation of scientific research work at the Academy, the mechanism of their formation and functioning as well as the peculiarities of scientific work at the Academy as an experimental educational institution that implements a social experiment at the regional level in accordance with the pressing challenges of our time have been pointed out. The influence of the system of the organization of scientific work in the system of continuing education on its effectiveness and involvement of all the participants in the educational process has been described.

scholarly journals DIAGNOSTICS OF THE LEVEL OF DIGITAL PEDAGOGICAL COMPETENCE OF SOCIO-CULTURAL MASTER’S DEGREE STUDENTS

2021 ◽  
pp. 225-230
Author(s):  
Иван Евгеньевич Щербаков
Keyword(s):  
Learning Process ◽  
Professional Training ◽  
Scientific Literature ◽  
Master's Degree ◽  
Educational Process ◽  
Digital Resources ◽  
Master's Degree Students ◽  
Pedagogical Competence ◽  
Master’S Degree ◽  
The Moment

Данная статья посвящена актуальной проблеме - диагностике уровня цифровой педагогической компетенции магистрантов социокультурного направления. Обеспечение усвоения магистрантами цифровых педагогических компетенций является необходимым для их дальнейшей успешной деятельности, ведь для магистерской ступени образования характерно получение более углубленных знаний, включающих организацию учебного процесса и управления им с помощью цифровых средств, создание и использование цифровых ресурсов, владение нормативно-правовой базой использования цифровых средств и т. д. Диагностика уровня цифровой педагогической компетенции дает представление о профессиональной подготовке обучающегося и позволяет в случае необходимости, оперативно скорректировать процесс обучения. Тем не менее, на данный момент в научной литературе не представлено единой методики диагностики цифровой педагогической компетенции. This article is devoted to the acute problem of diagnosis of the level of digital pedagogical competence of socio-cultural master’s degree students. Ensuring the assimilation of digital pedagogical competencies by master’s degree students is necessary for their further successful activity, because the master's degree education is characterized by obtaining more in-depth knowledge that affects the organization of the educational process and its management using digital means, creation and use of digital resources, knowledge of the regulatory framework for the use of digital means, and so on. Diagnostics of the level of digital pedagogical competence gives an idea of the professional training of the student and allows, if necessary, to quickly adjust the learning process. However, at the moment, the scientific literature does not present a single methodology for diagnosing digital pedagogical competence.

scholarly journals Content and language training of master's degree students as a means of forming bilingual competence of a future specialist in the field of professional communication

2021 ◽  
Vol 49 (1) ◽  
pp. 159-171
Author(s):  
Irina P. Selezneva ◽  
◽  
Alisa V. Bedareva ◽  
Inna A. Mayer ◽  
◽  
...  
Keyword(s):  
Master's Degree ◽  
Research Training ◽  
Learning Model ◽  
Educational Process ◽  
Professional Communication ◽  
Full Time ◽  
Integrated Learning ◽  
Speech Activity ◽  
Master's Degree Students ◽  
Master’S Degree

Introduction. Russian universities attempting to introduce the content and language integrated learning model into the educational process at the levels of bachelor's degree and master's degree face risks and difficulties caused by the lack of a "balance" between substantive competencies and foreign language communicative competence of both the teacher and the students. The purpose of the article is to present the local experience of using the model of content and language integrated learning as a means of forming bilingual competence in the field of professional communication by the example of training masters based on the "Deutsch Lehren Lernen" ("Learning to teach German") program. Materials and methods. The study involved 87 first- and second-year students of the full-time master's program (direction of training "Pedagogical Education") at Krasnoyarsk State Pedagogical University named after V.P. Astafiev during 2017–2020. The main research methods were forecasting, design, prolonged monitoring of the results of learning, a questionnaire survey, and McNemar's statistical test. Results. The experimental use of the model of forming content and language bilingual competence of master's degree students showed an increase in the coefficient of assimilation of the content of the educational material of the components of the integrated disciplines to the high one (0.95 > x > 0.80) and the sufficient one (0.80 > x > 0.65). There is a high level of forming the content and language bilingual competence in all types of speech activity: listening, speaking, reading, and writing. After completing the metasubject course, students can correctly and logically use subject knowledge in speech activity in German (p < 0.04), master the terminological minimum according to the methodology of teaching German (p < 0.01). Discussion. The assumption was confirmed about the possibility of forming bilingual competence of master's degree students subject to the design and implementation algorithm of the content and language integrated learning model, which includes: a) the development of criteria for selecting subjects for interdisciplinary integration; b) taking into account the balance of universal, professional, and linguistic competencies formed in the process of integration; c) focus on the practice-oriented nature of the research training of master's degree students. Conclusion. The results of the research can be used in metasubject design and practical implementation of the process of forming bilingual competence of a future specialist in the field of professional communication at the master's degree level.

scholarly journals PREPARATION OF FUTURE TEACHERS OF NATURAL SCIENCES FOR RESEARCH ACTIVITIES

2020 ◽  
pp. 67-73
Author(s):  
V. Onipko ◽  
Sherstiuk Sherstiuk
Keyword(s):  
Professional Competence ◽  
Educational Institution ◽  
Research Work ◽  
Natural Sciences ◽  
Educational Process ◽  
Future Teachers ◽  
Research Competence ◽  
Research Activities ◽  
Search Design

The article describes the scientific basis for the formation of research competence of future teachers of natural sciences, substantiates the need for research to understand the essence of social, economic, and environmental phenomena, innovative solutions to professional problems. It is substantiated that research activity in a higher pedagogical educational institution is an essential objective condition for the holistic professional competence formation of a science teacher, which ensures the development of the research competence as an important quality of a modern specialist. The research of Ukrainian scientists on the formation of research competence of future teachers is analyzed, and the requirements of the National Qualifications Framework are highlighted, on the basis of which the category ‘research competence of future teachers of natural sciences’ is defined as an integrative quality of personality that characterizes their readiness to solve research (search, design, consulting, organizational and managerial) tasks by applying methods of scientific knowledge, application of the diagnostic approach in educational, scientific, natural and managerial activities and which is expressed in the unity of value-motivational, cognitive and operational components. It is proposed to understand the process of systematic accumulation of positive quantitative and qualitative changes under the formation of research competence of future teachers of natural sciences, which allow applicants for higher education to effectively carry out educational, natural science research. The peculiarities of preparation of future teachers for research activities are considered, taking into account the following principles: scientific, systematic, a connection of theory with practice, continuity of the educational process, humanism and provide two main interrelated areas: teaching elements of research work, formation of research experience; actual research, which is conducted under the guidance of teachers. The system of preparation for research activities of future teachers of natural sciences is characterized, which is characterized by openness, dynamism, manageability, flexibility and provides three main components: theoretical, organizational, and methodological, and practical.

scholarly journals РЕАЛЬНИЙ СТАН ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ-ФІЛОЛОГІВДО ДОСЛІДНИЦЬКОЇ РОБОТИ

2020 ◽  
pp. 93-98
Author(s):  
Zaika A.Yu.
Keyword(s):  
Research Work ◽  
Scientific Research ◽  
Scientific Work ◽  
Research Problem ◽  
The State ◽  
Educational Process ◽  
Social Significance ◽  
Future Teachers ◽  
Research Activities ◽  
Research Problems

The article reveals the main results of the study of the readiness of future teachers of philology to carry out research activities. The study of the state of the problem in the scientific literature shows that researchers pay the most attention to the content and specifics of research activities in general. The works of many scientists reflect the formation of the creative personality of the teacher, the development of creative potential and crea-tive individuality of the teacher and methods of its formation, creative style and creative activity of students in the process of their preparation. The generalization of scientific work on the problem of preparing future teach-ers of philology for research allowed to reveal its essence, which, in our opinion, is a creative search for future teachers of philology of optimal ways to solve research problems, resulting in novelty, originality and social significance. The study of the state of organization of the educational process on the formation of research skills of future teachers of philology of higher educational institutions confirmed the relevance and feasibility of the chosen research problem. The results of the observational experiment allowed to draw a conclusion about the insufficient level of readiness of future teachers of philology to carry out research activities: they are poorly versed in its essence, superficially oriented in the methods and techniques of scientific research; insufficiently convinced of the need to involve all students in scientific work. We have identified significant reasons for shortcomings in the organization and preparation of future teachers of philology for research: weak practical orientation of research work of students, insufficient information base, inefficient implementation of research results, weak mutual interest and responsibility for student results and teaching scientific research. Our analysis showed that scientists and researchers have not developed the problem of preparing future teach-ers of philology for research work, as well as did not clarify the theoretical foundations, pedagogical conditions and methods of such training. У статті розкрито основні результати дослідження готовності майбутніх учителів-філологів до здійс-нення дослідницької діяльності. Вивчення стану проблеми в науковій літературі свідчить про те, що найбільшу увагу дослідники приділяють змісту і специфіці дослідницької діяльності загалом. У робо-тах багатьох учених знайшли відображення питання формування творчої особистості вчителя, розвит-ку творчого потенціалу і творчої індивідуальності вчителя та методи її формування, творчого стилю та творчої активності студентів у процесі їх підготовки. Узагальнення наукового доробку з пробле-ми підготовки майбутніх учителів-філологів до дослідницької діяльності дало змогу розкрити її суть, яка полягає, на нашу думку, в творчому пошуку майбутнім учителем-філологом оптимальних шляхів розв’язання дослідницьких завдань, результатом якого є новизна, оригінальність і соціальна значущість продукту цього пошуку, а також збагач ення майбутнього вчителя-філолога досвідом, новими знаннями і вміннями. Вивчення стану організації навчально-виховного процесу із формування дослідницьких умінь майбутніх учителів-філологів вищих навчальних закладів підтвердило актуальність і доціль-ність вибраної проблеми дослідження. Результати констатувального експерименту дали змогу зробити висновок про недостатній рівень готовності майбутніх учителів-філологів до виконання дослідницької діяльності: вони слабо обізнані в її сутності, поверхово орієнтуються в методах і методиках наукових досліджень; не досить переконані в необхідності залучення всіх студентів до наукової роботи. Нами були виявлені суттєві причини, які зумовлюють недоліки в організації та підготовці майбутніх учителів-філологів до дослідницької діяльності: слабка практична спрямованість науково-дослідної роботи сту-дентів, недостатня інформаційна база, малоефективна реалізація та впровадження результатів дослі-джень, слабка взаємозацікавленість і відповідальність студента та викладача за результати наукового пошуку. Зроблений нами аналіз показав, що науковцями і дослідниками не розроблено проблеми під-готовки майбутніх учителів-філологів до науково-дослідної роботи, а також не з’ясовано теоретичних засад, педагогічних умов та методики такої підготовки

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