scholarly journals Pedagogical aspects of the formation of professional competence among students of physical culture and sports

2021 ◽  
Vol 14 (33) ◽  
pp. e16602
Author(s):  
Sergij Tkachov ◽  
Mykhailo Liannoi ◽  
Olha Shapovalova
Keyword(s):  
General Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Institution ◽  
Professional Activity ◽  
Physical Culture ◽  
Pedagogical Practice ◽  
Important Place ◽  
Analysis And Synthesis ◽  
Professional Self

The main purporse is to determine the main aspects of professional competence among students of physical culture and sports. The pedagogical practice of future physical culture teachers is an integrating and core component of the personal and professional formation of a future specialist, which provides for the formation of his professional competence through mastering various types of activity, leads to professional self-improvement, student self-knowledge in various professional roles in the real conditions of a general education school. Among the main tasks facing the system of higher pedagogical education, an important place is occupied by the task of training a competence-based specialist of a wide profile, further strengthening of fundamental education and bringing it closer to research and practical professional activity, therefore, the goal of training should provide for an optimal combination of theoretical knowledge and creative abilities of future teachers, which would allow them, after graduating from an educational institution, to independently raise the level of their education and professional training, to find fundamentally new solutions to the problems of science and practice. The study was carried out using the following theoretical methods: systems analysis and synthesis, induction and deduction, comparison, classification, generalization and systematization, idealization and abstraction. As a result of the study, the main aspects of professional competence among students of physical culture and sports were determined

scholarly journals FORMATION OF PROFESSIONAL MOTIVATION OF STUDENTS OF INSTITUTIONS OF HIGHER EDUCATION TO SELF-REALIZATION IN LIFE

2019 ◽  
pp. 38-41
Author(s):  
А. Marushkevych
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Professional Training ◽  
Professional Competence ◽  
Future Application ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Motivation Interaction ◽  
Professional Self ◽  
Development Of Competencies

The article reveals the issues of professional motivation of graduates of institutions of higher education to self-realization in life, the need for interaction between employers and institutions of higher education, which trains specialists for a particular sphere and not always cope with providing them with the knowledge that affects the development of competencies necessary for the performance of official responsibilities at a particular place of work. The emphasis has been placed on the importance of vocational guidance measures for professional motivation, interaction between employers and institutions of higher education. The importance of acquiring professional competence by students for professional self-realization in the future, application of innovative technologies in their teaching, involvement in situational modeling and project development have been highlighted. It has been emphasized that the component of the student's educational motivation can be orientation to international relations, the state's course on academic mobility. The publication outlines the positions of modern scholars on the difficulties of self-realization in the professional sphere, which are influenced by external and internal factors. It has been noted that in the structure of readiness for professional activity, there are motivational, emotional-volitional, orientational components. It has been emphasized that insufficient level of professional training of graduates is explained by the emphasis on their attention only on the material and social advantages of the chosen profession. The focus is on the need for youth to find appropriate bases of practice that will satisfy the institution of higher education, students and employers. It has been noted that an important role for the employer plays a potential employee's possession with new information technologies. It has been explained that today it is important to rethink the role of scientific designing, counseling, directing students to self-realization and scientific guidance from teachers as mentors, tutors. It has been emphasized that the modernization of the educational branch focuses on the recognition of the diploma of the graduate of the institutions of higher education as evidence of real professional qualifications.

scholarly journals PREVENTION AND OVERCOMING METHODS OF PRESCHOOL EDUCATIONAL INSTITUTION EDUCATORS’ BURNOUT

2021 ◽  
pp. 43-47
Author(s):  
O. VILKHOVA ◽  
N. MANZHELII
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Educational Institution ◽  
Self Regulation ◽  
Preschool Education ◽  
Kindergarten Teachers ◽  
Educational Institutions ◽  
Professional Activity ◽  
Professional Burnout ◽  
Emotional States

The article reveals the category ‘professional burnout’ and describes the ways of emotional states self-regulation of educators in modern preschool educational institutions. Methods for improving kindergarten teachers’ professional competence and self-esteem are clarified. It is defined how to find balance and harmony in professional activity to avoid overload and prevent professional burnout.The changes that are taking place in preschool education today place new demands on kindergarten teachers’ professional training. To optimize educators’ activities, it is necessary to balance the mode of their work and rest. Only by paying due attention to this issue can we avoid the phenomenon of professional burnout, which is quite common today.Attitudes towards colleagues, children, and parents should be based on the basic principles of partnership pedagogy, in particular respect for the individual, positive attitude and friendliness, and distributed leadership. In these conditions, educators of preschool educational institutions will be able to achieve maximum success in their activities, create effective learning and play environments that will form a comprehensively developed personality, and help the kindergarten teacher to maintain enthusiasm for many years.The article emphasizes that professionals must be able to resist the influence of adverse external factors that occur during professional activities. The key vectors of the educator’s life position should be optimism, self-efficacy, and the use of productive strategies to have their emotional state, to remain calm in any situation. It is necessary to be able to maintain mental balance, internal and external resources, and creative potential.

scholarly journals DEFICIENCIES IN PREPARATION OF BACHELOR DEFECTOLOGISTS FOR SUPPORT OF STUDENTS WITH DISABILITIES

2020 ◽  
Vol 53 (3) ◽  
pp. 84-92
Author(s):  
O.L. Belyaeva ◽  
◽  
T.A. Shkerina ◽  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Training ◽  
Developmental Disorders ◽  
Professional Competencies ◽  
Professional Activity ◽  
Master's Program ◽  
Analysis And Synthesis ◽  
Senior Students

Statement of the problem. At the present stage of educational development, new requirements are laid for the professional activity of a defectologist teacher. One of the priority requirements is the readiness and ability of specialists of this profile to carry out defectological support for students with disabilities/ disorders, in the conditions of organizations implementing exclusively adapted basic general education programs, as well as in general education schools. The qualification request of employers for the content of master’s training in the field of correctional activities should be confirmed by a request for relevant professional competencies from already employed specialists and bachelor alumni in the field of 44.03.03 Special (defectological) education. The purpose of the article is identification of deficiencies of vocational training among bachelor speech pathologists for determination of the structure of professional competences for master students in the field of 44.04.03 Special (defectological) education, necessary for work in the sphere of special and inclusive education. Methodology (materials and methods). Analysis of Russian and foreign studies on the training of specialists in the field of special (defectological) education, regulatory documents in the field of education, a survey of senior students in the field of 44.03.03 Special (defectological) education, a survey of employed speech teachers and defectologists; analysis and synthesis of the authors’ experience in training defectologists of the corresponding profile. Research results. The article presents the results of a survey of speech teachers and defectologists, senior students in the field of 44.03.03 Special (defectological) education in order to identify deficits in the professional training of bachelor defectologists. Taking into account the identified deficits and the qualification request of employers for the preparation of master’s degree students, who are able to carry out corrective work with students of different nosological groups, as well as with severe multiple developmental disorders, a master’s program entitled Technologies for corrective work of a defectologist teacher with children with hearing, vision, and intelligence disorders has been developed and implemented. Conclusions. As a result of the study, deficits in the training of future defectologists were identified, consisting in a lack of competence related to the ability to carry out interdisciplinary and inter-institutional interaction to accompany students with disabilities and their parents. On the basis of the results of the survey, the composition of professional competencies was approved for the master’s program in the field of 44.04.03 Special (defectological) education.

scholarly journals Educational Activity of a Pedagogical Higher Educational Institution Student in the Interconnection with Personal Development Spheres in the Professional Training

2013 ◽  
Vol 2 (1) ◽  
pp. 91-94
Author(s):  
G. K. Parinova ◽  
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Institution ◽  
The Other ◽  
Educational Activity ◽  
Pedagogical Practice ◽  
Applied Aspect ◽  
Higher Educational ◽  
The One

The article discusses the problem of multi aspect function of the internal nature of a personality, on the one hand, and versatile forms of its manifestation in the personal professional training of students of the Pedagogical Higher Educational Institution, on the other hand. It determines the grounds for research of productive educational activity of a student in the complex of four spheres of personal development. It shows productive generalized educational activity as a form of versatile activities of a student, that includes actualization of personal spheres in the process of the work of productive generalization mechanism, followed by the intensive flow of the processes itself, which as a unity provides its success in achieving professional competence as the ability and readiness for pedagogical activity. The applied aspect of the problem under study can be realized in the pedagogical practice of the professional training of future teachers.

scholarly journals ACTUALIZATION OF PROFESSIONAL POTENTIAL OF FUTURE EDUCATORS

2021 ◽  
pp. 6-13
Author(s):  
Svitlana Havryliuk
Keyword(s):  
Creative Thinking ◽  
Professional Training ◽  
Educational Institution ◽  
Preschool Education ◽  
Educational Environment ◽  
Professional Activity ◽  
Future Teachers ◽  
Creative Potential ◽  
Essential Condition ◽  
Professional Self

The article reveals significant aspects of the development of the professional potential of future educators. The main features of the professional readiness of future educators of preschool education institutions to pedagogical activity are highlighted. The essence of such concepts as “professionalism”, “potential”, “creative potential”, and “professional potential” are described. The author pays attention to adverse factors, which block the professional potential of future teachers: low social status in the team; inner anxiety and lack of confidence; authoritarian style of pedagogical leadership; strict control, that prevent youth from taking the initiative; the indifference of a teacher towards professional success and achievements of students. This article draws attention to creating favourable pedagogical conditions in a higher educational institution for developing professional skills, stimulating initiative, searching and independence of future teachers. The significance of the acmeological approach to the formation of the professional potential of future teachers is introduced. It is claimed by the author that modernization of the process of professional training of future preschool teachers provides the search for new effective ways of organization educational activities addressed to actualize the professional potential of specialists. The essential condition of self-fulfilment of future teachers is a creative educational environment needed for the successful professional activity of students. It allows for creating a creative atmosphere for improving creative thinking, stimulating creative activities, initiative and formative research of students. Keywords: professionalism; potential; professional and creative potential; creative personality; creative thinking; creative educational environment; professional skill; professional self-fulfilment; acmeological approach.

scholarly journals Professional self-improvement of higher military school teachers

2021 ◽  
pp. 22-32
Author(s):  
Oksana Havryshkiv ◽  
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Personal Development ◽  
Professional Competence ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Education Institution ◽  
Professional Activity ◽  
Improvement Program ◽  
Professional Self

The article presents the meaning of the concepts of “professional and pedagogical activityˮ, “professional developmentˮ and shows that professional development is a multifaceted process of acquiring and using new knowledge, skills and qualities that are necessary for highly effective implementation of professional pedagogical activity. It is noted that professional development is a process of transforming the teacher’s individuality, aimed at self-improvement and achievement of acmeological peaks in professional activity; the features of professional and pedagogical activity of a teacher of higher military educational institution are singled out in the article. The stages of professional development of a teacher (choice of profession, professional education and training, professional adaptation, professional competence, professionalism, mastery and innovation) are analyzed. It is identified that self-improvement is implemented in two interrelated ways: self-education and personal development. A brief meaningful characteristic of these concepts is offered. The stages of self-improvement of scientific and pedagogical workers are characterized: the stage of self-knowledge (the initial stage of cognitive activity of a person), the stage of creating a personal self-improvement program (formation of goals and ideals for achieving one’s goal), the stage of implementation of self-improvement program (professional development implementation complex), the stage of control and regulation of self-improvement process (evaluation of achieved results). On the basis of theoretical analysis and selected results of the empirical research, the author offers advice for teachers of higher military educational institutions for their professional self-improvement. It is determined that constant improvement of professional skills is an important factor in the professional development of a scientific and pedagogical worker. Keywords: pedagogical activity, higher military education institution, professional development, stages of professional development, self-improvement, self-education, innovativeness.

scholarly journals ПРОЄКТУВАННЯ МОДЕЛІ ОСВІТНЬО-КОМУНІКАТИВНОГО СЕРЕДОВИЩА ПРОФЕСІЙНОЇ ПІДГОТОВКИ УЧИТЕЛІВ-ФІЛОЛОГІВ ЗВО

2020 ◽  
pp. 44-55
Author(s):  
Тетяна Григоренко ◽  
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Professional Training ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Practical Significance ◽  
Professional Activity ◽  
Professional Activities ◽  
Cross Cultural Communication ◽  
Professional Self

he article is devoted to the design of a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions and substantiation of the essence of functions used in the study of the application of innovative technologies in professional activities. The aim of the article is to characterize the semantic principles of designing the model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. Achieving the goal involved the use of a number of methods: general – analysis, synthesis, abstraction and generalization, which made it possible to design a model of educational and communicative environment for the training of teachers of philology of higher education institutions; structural-logical analysis – allowed to outline the functions of the model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. In addition, the article outlines and analyzes the main scientific sources on this issue. The article characterizes the content principles of designing a model of educational and communicative environment of professional training of teachersphilologists of higher education institutions, formation of professional competence, readiness of future teachers-philologists for professional activity, professional self-improvement and development, formation of integration knowledge and prognostic skills. The practical significance of the research lies in the development and design of a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. As a result of the research, we came to the following conclusions that designing a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions involves creation of the optimal conditions for teaching language and literature; stimulation of speech and mental activity of students; development of their critical thinking, language personality, multiple intelligence and cross-cultural communication; ability to conceptually model information; expansion of knowledge space taking into account individual styles and learning strategies. We see prospects for further development of this thematic area in the implementation of internal and external system communication, coordination of communicative and pedagogical actions, recording and adjusting learning outcomes.

scholarly journals PRIORITY VECTORS OF PROFESSIONAL TRAINING OF MODERN SPECIALISTS IN FINE ART

2018 ◽  
pp. 58-60
Author(s):  
N. Chernukha ◽  
Ali Shaheid Anad
Keyword(s):  
Professional Training ◽  
Social Space ◽  
Interpersonal Relations ◽  
Professional Competence ◽  
Educational Institution ◽  
Fine Arts ◽  
Educational Process ◽  
Theory And Practice ◽  
Coherent System ◽  
Professional Self

The priority vectors of professional training of contemporary specialists of fine arts in the educational environment of higher education institutions are considered in the article. It is noted that in the modern labor market employers are not interested in a set of theoretical knowledge, but professional competence, which is the basis for successful professional self-realization of modern specialists, including specialists in fine arts, which helps them to solve successfully the problems in social and pedagogical activity as a part of the professional field. The essence of competence approach in professional training of specialists as an important methodology of reform and modernization changes is investigated and revealed. It is noted that the process of professional training of specialists in fine arts requires certain changes in a number of segments of educational theory and practice: in values, in the goal, in the results of the educational process, in its content, forms, methods, means of education in interaction with the external environment. Attention is paid to the fact that the professional training of the specialist of fine arts will be productive, if it will be formed as a coherent system and all components of which will be maximally integrated into a single whole and focused on the implementation of basic professionally significant goals, practical activities of modern specialists in social and practical education. The importance of successful social space of an educational institution in the process of qualitative training of specialists of fine arts is substantiated, the signs of modern social space are determined: intellectual work of students, coordinated interaction, creative cooperation, correctness of interpersonal relations, mutual respect, psychological comfort, freedom of participation.

scholarly journals THE IMPORTANCE OF WORKSHOPS IN THE PROCESS OF TRAINING FUTURE TEACHERS

2021 ◽  
pp. 76-82
Author(s):  
Ирина Геннадьевна Санникова
Keyword(s):  
General Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Practice ◽  
Pedagogical Practice ◽  
Pedagogical Workshop ◽  
Future Teachers ◽  
Educational Activities ◽  
State Pedagogical ◽  
Independent Work

Рассматривается совокупность требований, предъявляемых к педагогу общеобразовательной школы в формате профессиограммы педагога, в контекстах ресурсов образовательной практики педагогического вуза, направленных на формирование профессиональной компетентности выпускника. Цель исследования – обобщить опыт и представить модельное видение авторского психолого-педагогического практикума как рассредоточенного курса подготовки будущего педагога. Материалом исследования выступили: результаты анкетирования обучающихся педагогического вуза выпускных курсов и педагоги базовых школ Томского государственного педагогического университета, а также разработанный автором психолого-педагогический практикум. На основе данных анкетирования определены ресурсы развития содержания педагогического образования, в качестве одного из механизмов решения задачи актуальной профессиональной подготовки будущих педагогов предлагается психолого-педагогический практикум. На основе анализа научно-педагогической литературы и опыта подхода к реализации психолого-педагогического практикума избран формат практико-ориентированной организации курса, основанный на сочетании нескольких вариантов учебной деятельности (учебная деятельность по изучению теоретических сведений, учебное моделирование, проектирование и конструирование, учебное взаимодействие и самостоятельная работа в период педагогической практики), описана логика распределения учебного материала на вариативный и инвариантный модули. Психолого-педагогический практикум как элемент создания практико-ориентированной образовательной среды позволяет осуществить внутреннюю взаимосвязь между предметными, психолого-педагогическими и методическими курсами, способствуя формированию педагогически значимых качеств выпускника педагогического вуза. The article considers the set of requirements for a teacher of a general education school in the format of a teacher’s professionogram, and the resources of the educational practice of a pedagogical university aimed at forming the professional competence of a graduate. The purpose of the study is to summarize the experience and present a model vision of the author’s psychological and pedagogical workshop as a dispersed training course for the future teacher. The material of the study was: the results of the survey of students of the pedagogical university of the final courses and teachers of the basic schools of the Tomsk State Pedagogical University, as well as the psychological and pedagogical workshop developed by the author. On the basis of the presented survey data, the resources for the development of the content of pedagogical education are identified, and a psychological and pedagogical workshop is proposed as one of the mechanisms for solving the problem of actual professional training of future teachers. Based on the analysis of the scientific and pedagogical literature and the experience of the approach to the implementation of the psychological and pedagogical workshop, the format of the practice-oriented organization of the course is chosen, based on a combination of several variants of educational activities (educational activities for the study of theoretical information, educational modeling, design and construction, educational interaction and independent work during pedagogical practice), the logic of the distribution of educational material into variable and invariant modules is described. The psychological and pedagogical workshop as an element of creating a practice-oriented educational environment allows for the internal relationship between subject, psychological, pedagogical and methodological courses, contributing to the formation of pedagogically significant qualities of a graduate of a pedagogical university.

scholarly journals Professional Self-Realization of Law Enforcement Officers at the Stage of Professional Training

2020 ◽  
Vol 76 (1) ◽  
pp. 162-166
Author(s):  
N. Y. Tverdokliebova
Keyword(s):  
Law Enforcement ◽  
Police Officers ◽  
Professional Growth ◽  
Professional Training ◽  
Educational Institution ◽  
Law Enforcement Officers ◽  
Professional Activity ◽  
Self Development ◽  
Professional Self ◽  
Reasonable Choice

The key concepts that assist to reflect the essence of the process of professional self-realization of police officers have been determined. The professional self-realization of the personality, which is determined by the value and sensory, intellectual and motivational features of the personality, has been studied. Modeling the experience of professional self-realization is the support of the personality for self-development of intellectual and volitional actions. This process is most productive in adolescence – at the time of completion of the development of readiness to choose a particular profession, defining oneself in a possible professional role. The main point of the studied process is the search for a professional image of “oneself”. It has been noted that the key stages of professional self-realization’s formation are: choice of educational institution, place of work (professional self-determination), subsequent choice of the type and direction of activity, formation within the chosen profession, professional growth, which reflects the effectiveness of professional self-realization. Thus, successful self-realization within the profession is based on a reasonable choice of place of study and future profession, continuous professional self-growth and self-development within labor activity, as well as satisfaction with the way of professional life and career. It has been studied that the development of the value sphere of the personality of law enforcement officers contributes to the optimization of their behavior and self-realization in such spheres of life as profession, family life, relationships, hobbies. The motivational component is one of the basic in the system of moral regulation of activities and behavior of professionals and includes a positive attitude to the chosen type of professional activity, the desire for self-realization and achievement, moral and professional attitudes and interests. Motivation acts as a link between the true goals, ideals, beliefs of the cadet and the actions, deeds, decisions he makes. The author has proved the expediency of forming value regulators of behavior and motivational sphere of future law enforcement officers in higher educational institutions with specific learning conditions, which may increase the efficiency of professional activity and self-realization of police officers in modern conditions.

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