PEDAGOGICAL CONDITIONS AND THE MODEL OF TRAINING OF TECHNICAL HIGHER EDUCATION STUDENTS FOR NUCLEAR ENERGY SPECIALISTS’ PROFESSIONAL ACTIVITY

The author reveals the necessity of introducing into the educational and professional programs of preparation of masters of non-pedagogical specialties of the discipline "Didactics of higher education". Formation of pedagogical competences of the teacher of the higher school will allow the future specialists professional activity in the institutions of higher education. The article reveals the essence of didactic competence and peculiarities of its formation in higher education students in the current conditions of organizing the initial process. The competency approach should permeate all aspects of student training. Therefore, a special (didactic) competence should be included in the list of the graduates' learning outcomes. The didactic competence is the ability to apply knowledge of psychology and pedagogy (didactics) in the educational process of higher education institutions. In the orientation of the educational and professional program of the master of non-pedagogical specialties it is necessary to enter competencies that allow him to engage in teaching activities. General competences add to the ability to carry out pedagogical activities using innovative educational technologies, and special competences add to the ability to organize the educational process and carry out scientific research in order to solve topical problems of the theory, methodology, organization and practice of higher education students. One of the most important compulsory (normative) disciplines that enable the future specialist to teach special and professional disciplines in higher education institutions should be "Didactic of Higher Education". This is the main feature of forming didactic competence in higher education institutions. But the competent approach in higher education does not come down to a separate discipline, but because the phenomenon of integral and dynamic develops in the process of formal, non-formal and informal education and is in constant development and self-development. All stages of preparation of the master of non-pedagogical specialties for teaching activity should be directed on achievement of the main purpose of the educational process — formation of pedagogical competences of applicants of higher education.

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Development of foreign language competence of higher education students in the context of blended learning

Revista Tempos e Espaços em Educação ◽

10.20952/revtee.v14i33.16671 ◽

2021 ◽

Vol 14 (33) ◽

pp. e16671

Author(s):

Maryna Velushchak ◽

Tetiana Kravchenko ◽

Kateryna Havrylenko ◽

Tetiana Mykhailenko ◽

Larysa Sokolovska

Keyword(s):

Higher Education ◽

Foreign Language ◽

International Relations ◽

Blended Learning ◽

Higher Education Institutions ◽

Competence Development ◽

Professional Activity ◽

Control Group ◽

Education Students ◽

Language Competence

The circumstances of active implementation of a blended learning format at all educational levels require increased motivation and advancement of the competences learned by students of higher education institutions.Such statement equally applies to foreign language competence, which is one of most relevant skills to the future professional activity of international relations specialists. In considering this, the Ukrainian higher education institutions conducted a study on the development of foreign language competence of higher education students in the context of blended learning. The purpose of the article is to develop and empirically establish the effectiveness of the author's model of foreign language competence development of higher education students in the context of blended learning. The study involved the development, implementation and evaluation of the effectiveness of the author's model of foreign language competence development of higher education students in the context of blended learning. The participants of the study were students of higher education institutions: HEI 1, HEI 2, HEI 3, who majored in the following specialties: international activities, international relations and some technical specialities. The participants were 1st, 3rd and 5th year students.A total of 138 students were interviewed (68 from the experimental and 70 from the control group). The study confirmed that the implementation of the method of organizing the formation of foreign language competence of higher education students, which requires an optimal combination of blended learning with modern digital tools and the professional orientation of foreign language training in the system of higher education institutions, helps advance foreign language competence of higher education students.

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TECHNOLOGICAL COMPETENCE OF HIGHER EDUCATION STUDENTS AS A PROBLEM OF PEDAGOGICAL SCIENCE AND PRACTICE

Ukrainian professional education ◽

10.33989/2519-8254.2020.7.238050 ◽

2020 ◽

pp. 115-122

Author(s):

I. Buhun ◽

L. Kravchenko

Keyword(s):

Higher Education ◽

New Technologies ◽

Professional Competence ◽

Human Interaction ◽

Professional Activity ◽

Learning Technology ◽

Teacher Competence ◽

Education Students ◽

Technological Competence ◽

Pedagogical Science

The article on the basis of competence and technological scientific approaches considers the understanding of technological competence of higher education students in the domestic pedagogical science and practice. Attention is focused on the idea of comparing pedagogical processes with production ones in the works of Ya.A. Comenius, A. Makarenko, famous Ukrainian (A. Aleksyuk, V. Bondar, I. Zyazyuna, V. Loza, I. Pidlasy, etc.) and foreign (B. Bloom, M. Woolman, M. Clark, P. Mitchell , R. Thomas and others). The main provisions of the competence scientific approach (O. Guzman, G. Selevko, O. Savchenko, V. Serikov, I. Khutorsky, etc.) are emphasized, which emphasize the technological component of professional competence of specialists of different qualifications. In the content of technological competence of higher education students there are two blocks (block of knowledge - methodological-theoretical, information-content, methodical, technological, creative; block of techniques - a set of different methods and techniques of human interaction with equipment, machines and other tools that determine the ability to design and design new technologies, the development of creative abilities of the specialist). A distinction is made between the concepts of "pedagogical technology" (contains operational and operational and procedural components of teacher or teacher competence) and "production technology" (is a system of creative and technological knowledge, abilities and stereotypes of instrumentalized activities to create or transform objects of reality into selected professional field). The experience of defining the concept of "technological competence of a specialist" in the main meanings is systematized: 1) communication technology, interaction technology, technology of organization of individual activity; 2) traditional learning technology, which means the use of methods, tools and forms; 3) the focus of the specialist on achieving the planned result (set and sequence of methods and processes for the implementation of the project product or work). In the context of this, the understanding of technological competence of higher education seekers as an integrated personality trait containing knowledge, technological skills, creative and technological abilities, technological reflection on the leading processes of professional activity and creativity is chosen.

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Assessment of the Future Role of Some Energy Sources by Higher Education Students in Hungary

WSEAS TRANSACTIONS ON ENVIRONMENT AND DEVELOPMENT ◽

10.37394/232015.2020.16.71 ◽

2020 ◽

Vol 16 ◽

Keyword(s):

Higher Education ◽

Energy Demand ◽

Nuclear Energy ◽

Online Survey ◽

Solar Power ◽

Pairwise Comparison ◽

Energy Sources ◽

Education Students ◽

Future Role ◽

The Future

Serving the ever-increasing energy demand of the world by preventing the excessive deterioration of the environment requires the continuous development of energy technologies. Both renewable and nuclear power are reasonable alternatives to fossil sources. Beyond the engineering and economic issues, the social acceptance of the technologies is an essential factor. Recent literature pays growing attention to learning students' attitudes to renewable energy and sustainability since they are the future users and the decision-makers. Targeted actions in the field need thorough investigations about the opinions, attitudes, and knowledge level of the new generations. This paper contributes to a better understanding of higher education students' approaches to renewable and nuclear energy in Hungary by a voluntary online survey on evaluation and ranking the energy sources. The research sample includes 328 business, engineering, and state science students from various Hungarian universities. The results show the respondents are optimistic about favorable future changes in the utilization of renewable energies, but the opinions are scattered. Using the energy sources, sparingly seems to be more acceptable by the respondents than making financial sacrifices for a greener solution. The results of the pairwise comparison pointed out that solar power and wind power are considered decisive and acceptable sources. There is a general distrust of nuclear energy among the respondents. The analysis did not find significant differences between the responses of students from different faculties. The evaluations confirm a positive approach to sustainability and the particular emphasis on solar power. The result shows the need for knowledge formation that the assessment of the future role is not in line with the professional opinion and the national strategy

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Meditation readiness as a Humanities bachelor students’ competence

Samara Journal of Science ◽

10.17816/snv201872302 ◽

2018 ◽

Vol 7 (2) ◽

pp. 224-229

Author(s):

Anna Olegovna Budarina ◽

Irina Nikolaevna Simaeva ◽

Alina Sergeevna Chupris ◽

Ekaterina Valentinovna Shakhtorina

Keyword(s):

Higher Education ◽

Human Resources ◽

Vocational Training ◽

The State ◽

Professional Activity ◽

Professional Standard ◽

Education Students ◽

State And Society ◽

Methodological Problems ◽

Settlement Of Disputes

The article deals with a number of interrelated social, methodological problems that impede the development of mediation as a professional activity in Russia, and put forward the idea of an integrated training of Humanities and Education bachelor students in the sphere of mediation on the basis of a competence approach. It is shown that this variational or optional module makes it possible to train professional mediators with a minimum of expenses for those with a humanitarian worldview and readiness to mediate as a social and humanitarian practice. This eliminates the discrepancy between the objective need of the state and society in mediators, the narrowly utilitarian interpretation of the mediator as a mediator in the settlement of disputes and conflicts, the diluted requirements of the professional standard for higher education of the mediator and the inability to use human resources among the BA graduates for mediation. It is proposed to introduce the universal competence Ability and readiness for mediation into the GEF3++ vocational training for Humanities and Education students. The paper considers the structure of this competence and the content of the cognitive, emotional-evaluative and motivational components of readiness for professional activity in the field of mediation. The paper also contains the results of the approbation of the elective module Fundamentals of Mediation and techniques of modeling the readiness for mediation on the basis of the competence approach, the theory of attitudes and ideas of a restorative strategy of responding to conflict and criminal situations.

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Psychological and Pedagogical Features of Students' Adaptation to Studying at Higher Education Institutions

Journal of Vasyl Stefanyk Precarpathian National University ◽

10.15330/jpnu.7.1.184-191 ◽

2020 ◽

Vol 7 (1) ◽

pp. 184-191

Author(s):

Liubomyra Iliichuk ◽

Oleksii Vorobets

Keyword(s):

Higher Education ◽

Experimental Study ◽

Academic Success ◽

Education Institution ◽

Educational Process ◽

Professional Activity ◽

Adaptation Period ◽

Education Students ◽

Higher Education Institution ◽

The Impact

The article describes the peculiarities of the process of students' adaptation to studying at a higher education institution, emphasizes the relevance of this problem in the context of the issue of training highly qualified specialists capable of effective work in the specialty at the level of world standards, ready for continuous professional improvement and personal development. The paper emphasized that the period of adaptation is a particularly important stage of studying at a higher education institution. It is particularly relevant when higher education students adapt to the content and nature of the educational process, in the period of adoption of norms and requirements of the new social environment, inclusion in the system of interpersonal relations, formation of a system of personal orientations, values, necessary for professional activity. The relationship between students' academic success and their level of adaptation to studying at a higher education institution has been identified. The results of an experimental study are presented, where the main factors of adaptation of higher education students, affecting their activity and academic success, are identified. Among these factors, the authors singled out magnitude of educational and extracurricular workload, working capacity during the school day and week, health condition, manifestation of various signs of fatigue, self-efficacy, motivation to learning, relationships with classmates and teachers, social frustration. The researchers stressed that the first-year students' adaptation period is different, depending on their individual and psychological characteristics, the level of readiness to study at a higher education institution, the correct choice of the future profession. On the basis of the results of the experimental study, the ways and directions of successful students' adaptation are determined, which foresees, first of all, the reduction of the impact of maladaptation factors on higher education students, increase in their resistance to these factors and strengthening of those factors that are favorable to them.

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