scholarly journals FEATURES OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE DOCTORS IN MODERN CONDITIONS

2021 ◽  
pp. 109-114
Author(s):  
А. B. Kostyshyn ◽  
Z. R. Ozhogan ◽  
Z. Т. Kostyshyn ◽  
О. М. Ilnytska ◽  
V. М. Shturmak
Keyword(s):  
Personal Development ◽  
Professional Competence ◽  
Personality Development ◽  
Practical Experience ◽  
Educational Process ◽  
Academic Disciplines ◽  
Complex Objects ◽  
Educational Innovations ◽  
Problem Situations ◽  
Interdisciplinary Problems

IFNMU actively uses educational innovations in various pedagogical processes, determining adequate mechanisms for the transformation of higher education. After all, innovative education is a constant desire to re-evaluate values, preserve those that are of undeniable importance, and discard those that are already outdated. In the practice of IFNMU, the diversification of educational technologies allows effectively combine them through the modernization of traditional education and its reorientation to distance education. With this approach, teachers focus on the personal development of future professionals, the ability to master new experiences of creative and critical thinking, finding solutions to educational problems. Therefore, we consider the innovative educational technology as a general didactic process, which consists in using a set of methods and techniques of joint activities of the subjects of the educational process aimed at achieving the goal of learning, personality development and creative and professional acquisition of knowledge and competencies in accordance with the tasks of training specialists of modern times. The process of forming the professional competence of future doctors consists of a set of consistent, purposeful actions that contribute to the renewal, modification of purpose, content, organization, forms and methods of teaching and education, adaptation of the educational process to new socio-historical conditions. Innovations in medical education do not arise spontaneously, but arise as a result of systematic scientific research, analysis, generalization of pedagogical experience. The basis of these processes is the implementation of the achievements of psychological and pedagogical science in practice, study, generalization and dissemination of advanced domestic and foreign pedagogical experience in training doctors. At the present stage, the integration of knowledge in pedagogical theory is seen as a synthesis of interacting sciences on the basis of some basic discipline. The mechanism of interdisciplinary integration is to implement the explanatory, constructive and prognostic functions of academic disciplines, in their transformation into a methodological, theoretical and technological means of building holistic models of the researched phenomena and processes, solving cognitive and professional problems. As the practical experience of synchronizing the study of related educational material from different courses has shown, as well as the maximum use of multidisciplinary knowledge to study complex objects and concepts of medicine is an important condition for the effectiveness of the educational process. Productive integration of knowledge covers such ways as solving interdisciplinary problems, performing complex practical tasks, conducting educational and research observations, conducting lectures and practical classes, applying problem situations in one discipline to classes in another.

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.

scholarly journals Accessible Educational Environment and Pedagogical Support: Theories and Solutions

2019 ◽  
Vol 3 (2) ◽  
pp. 104-110
Author(s):  
Ирина Атякшева ◽  
Irina Atayaksheva ◽  
Татьяна Литвинцева ◽  
Tat'yana Litvinceva ◽  
Татьяна Кель ◽  
...  
Keyword(s):  
Personal Development ◽  
Developmental Psychology ◽  
Personality Development ◽  
Well Being ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Social Pedagogy ◽  
School Events ◽  
Feasible Solutions

The research features the concept of accessible educational environment provided by educational institutions. The paper introduces some models of accessible educational environment, pedagogical support, its principles, forms, and methods. The authors define the pedagogical conditions that would contribute to personality development in an accessible educational environment. Potential and feasible solutions can be identified according to various educational technologies that reveal the subtleties of pedagogical activity in the context of modern personal development, the features of which are specified on the basis of psycho-correction, psycho-didactic, developmental psychology, social pedagogy, and social psychology. One’s involvement in the developmental and educational process is determined by various components of the activities carried out by the student, i.e. his or her well-being, desire to learn and communicate, to belong, entertain, help other students, parents, and teachers, to visit the library, participate in school events, etc. Modern pedagogy offers a variety of social and educational activities for people with special needs, thus ensuring continuous personality development.

scholarly journals The model of students’ cognitive activity in the context of interaction with the world

2019 ◽  
Vol 70 ◽  
pp. 08023
Author(s):  
Rimma Kumysheva
Keyword(s):  
Personal Development ◽  
Cognitive Activity ◽  
Practical Experience ◽  
Professional Activity ◽  
Practical Activity ◽  
Problem Situations ◽  
Learning Tasks ◽  
The World ◽  
Personality Theories ◽  
Development Of Students

A model of students’ cognitive activity in the context of interaction with the world is presented. The model is based on cognitive and humanistic personality theories. The relevance of the model is confirmed by the need to increase personal activity in society in order to manage problem situations in it. The model includes levels of learning tasks, professional activity imitations and solving real problems, which allows consistent professional and personal development of students. The advantages of this model are the continuous students’ interaction with the world, which increases their social and practical activity, as well as the value of education in a changing world. The model will be able to form the students’ ability to correlate their knowledge and practical experience with problems in reality.

scholarly journals Development of Digital Competence in the Training of Future Teachers in Ukraine and China

2021 ◽  
Vol 7 (1) ◽  
pp. 103-112
Author(s):  
Tetyana M. Sobchenko
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Professional Competence ◽  
Modern Society ◽  
Educational Process ◽  
Academic Disciplines ◽  
The European Union ◽  
Future Teachers ◽  
Digital Competence ◽  
National Educational Policy

The relevance of the issue of developing the digital competence of future teachers in higher education is obvious, as technological progress is developing at an extremely rapid pace, and digitalisation has already penetrated into all spheres of life, including the education system. The purpose of the study is to compare the approaches of state educational policy to the development of digital competence of future teachers in China and Ukraine. To obtain new results, the following theoretical methods were used in the study: analysis of pedagogical literature, regulations, online platforms, educational sites, systematisation, and generalisation of research, organisation of training courses for future teachers – to compare different approaches to digital competence of future teachers. It is noted that digital competence is key in lifelong learning, as well as one of the components of a teacher's professional competence, according to the Standard Standard for Primary School Teachers, General Secondary Education Teachersб and Primary Education Teachers. The concept of digital competence is defined and it is substantiated that its significance changes in accordance with the development of digital modern society. The national educational policy of Ukraine and the People's Republic of China is analysed, in particular the regulatory base, which regulates the development of digital competence in the countries. It has been found that the problem of digital competence is relevant in both countries, in particular in China, where its solution is more progressive, due to powerful resource opportunities. An example of the content of academic disciplines, namely “Digital Training Tools”, “Cybersecurity”, “Media Education” (Ukraine), “Fundamentals of Computer Use”, “Use of Multimedia Technology” (PRC), their place in the educational process, hours on study, form of control of educational and cognitive activities, etc. These disciplines are aimed at developing the digital competence of future teachers in higher education institutions of Ukraine and China. It is noted that further research will relate to the study and analysis of national educational policy of the European Union on the development of digital competence, in particular in the training of future teachers

scholarly journals Psychologist of personality development in the system of developmental learning of the D.B. Elkonin and V.V. Davydov

2018 ◽  
Vol 27 (3) ◽  
pp. 176-182
Author(s):  
M.V. Rosen (Udovenko)
Keyword(s):  
Personal Development ◽  
Personality Development ◽  
Educational Process ◽  
Point Of View ◽  
Main Task ◽  
Stage 4 ◽  
History Of ◽  
Age Appropriate ◽  
Training Activities ◽  
Common Understanding

This theoretical and bibliographic work aims to discuss the Psychology of personality development in the System of Developing Education of D.B. Elkonin and V.V. Davydov. This system outlines the problem of the perception of the concept of development in society, the lack of a common understanding of what a person is, its functions, essential characteristics and stages of personality development in different areas of psychology. The reasons for the emergence of a tendency aimed at the early development of a child in society are analysed. A brief description of the personality theory of A.K. Dusavitsky and G.K. Seredais also provided. A brief analysis of the history of the concept of developing learning is also given. The article describes the vision of the role and place of a developmental psychologist in education, based on the author's 20 years of experience as a practical psychologist in education. This vision is based on the ideas of L.S. Vygotsky, the provisions of the activity approach in psychology. This vision is reduced to the following points: 1. The psychology of personality development arises when social and\or educational environment demand for the child's personality development. The System of Developing Education of D.B. Elkonin and V.V. Davydovis initially aimed at forming the subject's position of the student and perceives the child as an integral personality. 2. The main task of a psychologist of personality development is psychological and pedagogical support of the educational process. The support is carried out in various forms and advice. The advice is related to participants in the educational process: teachers, children, parents and school administration. The methods are chosen depending on the tasks: reflection regarding the educational process, monitoring of the development of the personality at different age stages, examination of the educational process from the point of view of personal development, joint design of the developing environment, seminars and training aimed at solving various development problems and so on. 3. Requirements for the professionalism of the developmental psychologist in the first place is the ability to perceive the child holistically. The developmental psychologist helps all participants of the educational process to reformulate emerging problems into development tasks at each age stage. 4. Psychological and pedagogical support of the educational process is carried out according to the plan, and each form of work is tied to the stage of the educational process. 5. The psychologist concludes that the development of the child in the presence of their problems is age-appropriate. The main task of the developmental psychologist is to correctly and regularly monitor training activities and personal development according to a certain algorithm. 6. The psychologist of personality development, along with the functions described above, performs the function of organizing a dialogue or moderating a discussion between all participants in the learning process.

scholarly journals EDUCATIONAL ACTIVITIES IN UNIVERSITY DURING TEACHING GEOMETRY AND GRAPHIC DISCIPLINES TO THE BACHELORS OF TECHNICAL SCEINCES

2020 ◽  
Vol 225 ◽  
pp. 68-75
Author(s):  
O.N. Shevchenko ◽  
Keyword(s):  
Personal Development ◽  
Practical Experience ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Standards ◽  
Educational Activity ◽  
Soviet Period ◽  
Educational Activities ◽  
The Individual ◽  
The University

The education system at the university at the present stage is being created in the context of reforming education and other areas of activity that are closely related to the development processes of civil society. In todays’ Russia, the educational system that developed during the Soviet period has essentially lost its influence, and in accordance with the new challenges of the time, a different system for organizing the educational process is being formed. When teaching bachelors of technical sciences, it is possible and necessary to take into account the educational potential of technical disciplines in the complex process of a future engineering and technical worker personality forming. The methodological basis of the study is the psychological and pedagogical theory and practice of creating a system of educational activity when teaching engineering disciplines at a university with the aim of forming the personality of a competitive specialist in engineering and technology and reflecting the requirements of educational and professional standards for the training of experts in engineering profiles. The purpose of this article is to determine professionally important qualities and professionally significant psycho-physiological properties, based on theoretical analysis and study practical experience in teaching geometric graphic disciplines at a university, which students can form in the learning process for personal development and successful mastering of the profession in accordance with professional standards and the realities of industrial and technical sphere. Graphic culture has an impact on the worldview and moral values of the individual, forms aesthetic tastes, contributes to the formation of a civic position and responsibility. Educational activities at the university should be implemented not only in sports, leisure and entertainment events, but the most important aspects of personal education in learning technical disciplines are the formation of cognitive independence, strong-willed personality, emotional, behavioral, intellectual flexibility, which are the key qualifications of the future engineer. The results can be used in the teaching of graphic disciplines in technical universities.

scholarly journals THE CONCEPT OF RESOURCE-BASED LEARNING IN HIGHER SCHOOL

2018 ◽  
pp. 104-108
Author(s):  
N. KONONETS
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Practical Experience ◽  
Living Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
High Level

In the article, based on the analysis of theoretical literature and own practical experience, the concept of resource- oriented learning in the high school is described. The author concept reflects the concept, purpose, essence, task, principles, perspective tasks and the main directions of development of resource-oriented teaching of students in institutions of higher education. The concept includes three interconnected concepts that contribute to the implementation of the leading idea of research: methodological, theoretical and technological.It is grounded that the implementation of the concept of RHE in higher education will ensure: a qualitatively new level of organization of the educational process in the ZOO; high level of formation of independent cognitive activity among students; a high level of professional competence of graduates for the successful realization of professional activity in a living environment in the information society; a clear orientation of students for independent acquisition of knowledge and ability to build knowledge; a clear orientation of students for education throughout their lives; increasing the effectiveness of RHO provided the use of facilities, methods, forms and pedagogical technologies RON; formation of a joint open educational environment of the ZOO; cooperation with various ZOO, educational institutions, libraries and dissemination of pedagogical experience of RON; development of network cooperation ZOO.

scholarly journals ПРОФЕСІЙНА СПРЯМОВАНІСТЬ НАВЧАННЯ СУЧАСНИХ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ МАЙБУТНІХ БАКАЛАВРІВ ТЕХНОЛОГІЧНОЇ ОСВІТИ

2018 ◽  
Vol 67 (5) ◽  
pp. 94
Author(s):  
Oleksandr M. Korets
Keyword(s):  
Information Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Academic Disciplines ◽  
Computer Design ◽  
Future Technology ◽  
Technology Teachers ◽  
Problem Situations ◽  
Modern Information ◽  
Control Knowledge

The article focuses on the professional orientation in studies of modern information technologies by future technology teachers. The main positions of formatting the content of the program of this discipline are outlined, as well as demonstrated the ways of possible use of information resources for studying technical and technological disciplines. As an example of a professional direction, the problem of developing teaching programs on technical and technological disciplines, which realize the ability to control knowledge of students, the implementation of complicated technical calculations, assessment of student knowledge for reporting, as well as the implementation of virtual laboratory work in the format of simulation is presented. In the process of developing educational programs, psychological requirements to them have been taken into account, the essence of which is the formation of a holistic image of the solvable problem, step-by-step solving the programmed problem situations, strengthening semantic, logical and spatial activity, which makes it possible to shift the emphasis in the learning process from finding the necessary information to conducting own research. The monitoring of the effectiveness of the introduction of the professionally directed content of the course "Modern Information Technologies" into the educational process has been carried out according to the following criteria: cognitive, motivational, activity, value-reflexive. The positive dynamics of qualitative indicators (with high and sufficient level) of the formation of technical competence of technology teachers in experimental groups were traced. For grounded students’ acquaintance with modern information technologies, it is proposed to include an autonomous course "Computer Design and Modeling" in the cycle of selective academic disciplines for professional training of technology teachers, which has summarizing and generalizing functions in the context of modern information technologies.

scholarly journals Accessible Educational Environment and Pedagogical Support: Theories and Solutions

2019 ◽  
pp. 104-110
Author(s):  
Ирина Атякшева ◽  
Irina Atayaksheva ◽  
Татьяна Литвинцева ◽  
Tat'yana Litvinceva ◽  
Татьяна Кель ◽  
...  
Keyword(s):  
Personal Development ◽  
Developmental Psychology ◽  
Personality Development ◽  
Well Being ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Social Pedagogy ◽  
School Events ◽  
Feasible Solutions

The research features the concept of accessible educational environment provided by educational institutions. The paper introduces some models of accessible educational environment, pedagogical support, its principles, forms, and methods. The authors define the pedagogical conditions that would contribute to personality development in an accessible educational environment. Potential and feasible solutions can be identified according to various educational technologies that reveal the subtleties of pedagogical activity in the context of modern personal development, the features of which are specified on the basis of psycho-correction, psycho-didactic, developmental psychology, social pedagogy, and social psychology. One’s involvement in the developmental and educational process is determined by various components of the activities carried out by the student, i.e. his or her well-being, desire to learn and communicate, to belong, entertain, help other students, parents, and teachers, to visit the library, participate in school events, etc. Modern pedagogy offers a variety of social and educational activities for people with special needs, thus ensuring continuous personality development.

scholarly journals SELF-ASSESSMENT CRITERIA OF TEACHER’S WELL-BEING

2012 ◽  
Vol 48 (1) ◽  
pp. 81-90
Author(s):  
Diana Liepa ◽  
Aija Dudkina ◽  
Maruta Sile
Keyword(s):  
Professional Development ◽  
Job Performance ◽  
Professional Growth ◽  
Teaching Effectiveness ◽  
Professional Competence ◽  
Daily Life ◽  
Personality Development ◽  
Well Being ◽  
Educational Process ◽  
Self Assessment

Our dynamic life brings changes not only into our daily life, but in thinking and the way to work and to learn as well. We have to be faster and more flexible in order to develop our professional, social and civic competencies. Education helps to develop the attitudes, skills and knowledge necessary to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. That is why teachers have to find the best ways in acquiring professional competencies and in developing their individual qualities. The teacher’s role in the educational process has always been vital. Especial significance is being attached to the teacher’s personality and professional growth, the teacher’s satisfaction with the life in general and their abilities’ conformity to the demands of the profession. The teacher’s satisfaction serves as a motivation factor in order to advance the educator’s professional competence (high mastery). The teacher’s as a professional’s advancement is closely connected with his personality development. The human’s personality in general influences positively the professional adaptation, promotes professional creativity, safeguards from professional obsoleteness. The teacher’s personality maintains the professional expertise, promotes professional competences’ advancement. There are relationships between aspects of teacher’s well-being and student’s learning, job performance or other aspects of teaching effectiveness. The teacher’s well-being influences the effectiveness of student’s learning. Key words: compensation, dissatisfaction, professional development, satisfaction with work.

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