scholarly journals PREPARING A FUTURE TEACHER FOR INNOVATIVE ACTIVITIES IN A PRESCHOOL EDUCATIONAL ORGANIZATION

2020 ◽  
pp. 75-84
Author(s):  
Марина Александровна Токарева ◽  
Ольга Геннадьевна Холодкова
Keyword(s):  
Program Implementation ◽  
Professional Education ◽  
Preschool Education ◽  
Pedagogical Practices ◽  
Professional Activity ◽  
Positive Interaction ◽  
Educational Organization ◽  
Educational Paradigm ◽  
Higher Professional Education

В современной России меняется новая образовательная парадигма. Человек, его интересы и потребности, потенциальные возможности и способности оказываются в центре внимания исследователей и педагогов-практиков. Изменение приоритетов российского образования, его структуры и содержания с учетом введения новых образовательных стандартов, в том числе профессионального стандарта «Педагог», направлено на смену роли «транслятора» знаний в профессиональной деятельности педагога – будущего специалиста на роль наставника, партнера, собеседника. В связи с этим обновляется статус образования, предъявляются новые требования к его уровню и качеству. Представлены результаты рабочей программы учебной дисциплины «Инновационные технологии в дошкольном образовании» для студентов педагогического вуза. Реализация разделов программы в структуре ее содержания обеспечивает результативность освоения студентами видов инновационной деятельности, ее этапов в ходе лекционных, самостоятельных занятий, использования активных методов обучения, что формирует их уверенность, мобильность, творческий потенциал, позитивное взаимодействие в условиях готовности профессии. Результаты проведенного исследования свидетельствуют об эффективности содержания данной программы, что подтверждается активным участием студентов в ходе педагогических практик на базе дошкольной образовательной организации, их самостоятельной разработкой инновационных проектов, мероприятий, мини-программ для детей дошкольного возраста. Результатом реализации программы является представленный процесс комплексной готовности будущих специалистов дошкольного образования к инновационной деятельности и профессиональному становлению. In modern Russia, a new educational paradigm is changing: a person, his interests and needs, potential opportunities and abilities are the focus of attention of researchers and practical teachers. The changing priorities of Russian education, its structure and content with the introduction of new educational standards, including the professional standard “Teacher” aimed at changing the role of “translator” of knowledge in professional activity of a teacher, the future expert on the role of mentor, partner, companion. In this regard, the status of education is updated, new requirements are made to its level and quality. The results of the work Program of the discipline «Innovative technologies in pre-school education» for students of pedagogical Universities are presented. The implementation of the Program sections in the structure of its content ensures the effectiveness of students’ development of innovative activities, its stage-by-stage processes during lectures, independent classes, and the use of active learning methods, which forms their confidence, mobility, creativity, and positive interaction in the conditions of professional readiness. The results of the study indicate the effectiveness of the content of this Program, which is confirmed by the active participation of students in the course of pedagogical practices on the basis of a preschool educational organization, their independent development of innovative projects, events, miniprograms for preschool children. The actual result of the Program implementation is the presented process of complex readiness of future specialists of preschool education for innovative activities and professional development. The materials of the article can be used in the practice of departments that train future specialists of preschool educational organizations in the system of secondary and higher professional education.

scholarly journals PORTRAIT OF THE KINDERGARTEN TEACHER IN THE SOCIAL AND CULTURAL SPACE OF THE MODERN RUSSIA

2020 ◽  
Vol 3 ◽  
pp. 732
Author(s):  
Natalia Shlat
Keyword(s):  
Preschool Education ◽  
Preschool Age ◽  
Kindergarten Teacher ◽  
Professional Activity ◽  
Educational Organization ◽  
Cultural Conditions ◽  
The Social ◽  
Pedagogical Research ◽  
State Educational

The article discusses the problem of actual requirements to the kindergarten teacher, which are imposed by society (state), educational organization, the family of the pupil and children of preschool age. The author analyzes the provisions of a number of documents regulating the activities of the teacher, systematizes the results of scientific research about the role of the teacher in modern preschool education. The article describes the theoretical model of the way of the teacher of the preschool educational organization in modern social and cultural conditions: mission, function, result, –answering the question "What should be a modern kindergarten teacher?". The results of the study can be used as a basis for the modernization of the content of the professional activity (professional standard) of the modern teacher of a preschool educational organization.The article is intended for public reading and for those who are interested in pedagogical research. 

КУЛЬТУРОЛОГІЧНА ПАРАДИГМА ЯК МЕТОДОЛОГІЧНА ОСНОВА РОЗВИТКУ ФАСИЛІТАТИВНИХ ЗДІБНОСТЕЙ МАЙБУТНЬОГО ПСИХОЛОГА

1970 ◽  
Vol 8 (1) ◽  
pp. 51-59
Author(s):  
Зоряна Адамська
Keyword(s):  
Professional Education ◽  
Cultural Awareness ◽  
Main Task ◽  
Main Function ◽  
Psychological Conditions ◽  
Self Development ◽  
Educational Paradigm ◽  
The One ◽  
Higher Professional Education

Статтю   присвячено   проблемі   теоретичного   осмислення   методологічних   засад   розвитку  фасилітативних здібностей майбутнього психолога в умовах вищої професійної освіти. Проаналізовано два  основних напрямки, в контексті яких ведеться діяльність сучасного психолога: об’єктний, в якому основна  увага    приділяється    використанню    сильно    формалізованних    методів    психологічної    діагностики,  психологічної корекції з метою максимальної адаптації людини до умов суспільства відповідно до визнаних  нормативів вікового розвитку; і суб’єктний, результатом впливу в якому виступають негарантовані і  непрогнозовані, однак свідомо продуковані зміни. Процесом, який стимулює прогресивні зміни, визначено  фасилітацію, і, відповідно, основним завданням психолога – фасилітативний супровід особистості з метою  створення необхідних психологічних умов для її повноцінного саморозвитку. Обґрунтовано актуальність  створення  в  середовищі  вищої  професійної  освіти  сприятливих  умов  для  розвитку  фасилітативних  здібностей майбутніх психологів. У пошуку освітніх орієнтирів особливу увагу звернуто на культурологічну  парадигму,  основною  функцією якої  є  гуманітарна,  а  основним  завданням  –  становлення  особистості  студента.    Роль    викладача    в    контексті    культурологічної    освітньої    парадигми    повинна    бути  супроводжувальною  –  такою,  що  забезпечує  розширення  освітніх  сфер  кожного  студента.  Завдання  викладача   –   допомогти   кожному   студенту   в   побудові   індивідуальної   траєкторії   освіти,   яка  співвідноситься із загальновизнаними досягненнями людства і спрямована на їх примноження. В результаті  усвідомлення  соціально-культурних  смислів  освіти  розвивається  гуманітарна  культура  майбутнього  психолога, провідними властивостями якої є рефлексивність, конгруентність, позитивне самоставлення,  емпатійність, альтруїстичність, креативність, потреба в самореалізації і саморозвитку The article is devoted to the theoretical comprehension problem of the methodological foundations of  future psychologist’s facilitative abilities development in higher professional education. Two main directions in the  context of which the activity of the modern psychologist are carried out: object-oriented in which the main attention  is paid to the use of highly formalized methods of psychological diagnostics, psychological correction for the  purpose of maximum person’s adaptation to the society’s conditions, according to the accepted standarts of age  development;  and  subjective  in  which  there  are  not  guaranteed  and  unpredictable  but  consciously  produced  changes as the result of influence. Facilitation is defined as a process that stimulates progressive changes and  according to this, the main psychologist’s task is facilitative support of personality in order to create the necessary  psychological conditions for his or her self-development. The actuality of organization profitable conditions for the  development of  future psychologists’ facilitative abilities in the environment of higher professional education is  substantiated. In searching educational guides, special attention is paid to the culturological paradigm, the main  function of which is humanitarian, and the main task - the formation of the student's personality. The role of the  teacher in the context of the culturological educational paradigm should be accompanying, the one that provides  expansion of each student’s educational spheres. The teacher’s task is to help each student to build an individual  trajectory of education which correlates with the generally accepted achievements of mankind and is aimed at their  multiplication. The humanitarian culture of a future psychologist develops as a result of socio-cultural awareness of  education meanings, leading properties of which are reflexivity, congruence, positive self-drive, empathy, altruistic,  creativity, the need for self-realization and self-development. 

scholarly journals Formation and development Features of independent work skills at the initial stages of higher professional education

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Julia Sokolova ◽  
Olga Chalova
Keyword(s):  
Professional Education ◽  
Scientific Activity ◽  
Educational Process ◽  
University Education ◽  
Professional Activity ◽  
Cultural Changes ◽  
Contact Hours ◽  
Higher Professional Education ◽  
Favorable Period

The article deals with the pedagogical problem of developing students' independence in learning, taking into account the latest socio-cultural changes in society in relation to education and professional activity. The authors describe the features of modern trends in education and the acquisition of new professional competencies already in the course of work, which make us look at the problem of developing independence in students in a new way. The idea is put forward that it is a developed skill for independent studies that allows you to achieve success in learning and subsequently plays a crucial role in the development of personality, as well as provides a modern person with professional mobility. The student's ability to self-study is presented in the work as an organic unity of certain qualities, the development of which should be given special attention. The most favorable period for the formation and development of these qualities in higher education, according to the authors, is the initial stage of University education. The article analyzes the main obstacles and difficulties in developing students' independence skills at different stages of training. Based on this analysis, the ways and methods of removing obstacles in the period of training in Junior courses are proposed. The authors believe that active teaching methods are the most effective for solving the stated pedagogical problem. They allow you to intensify the educational process, increase the interest and creative activity of the student, which provides him with the role of a leading subject of the educational process. Special emphasis is placed on the role of social and humanitarian disciplines, the beginning of the student's scientific activity, the first experiences of speaking at conferences and publishing scientific papers, the importance of a large amount of contact hours in Junior courses. The empirical basis of the research is the current situation in engineering universities in Russia.

scholarly journals Sustainable education in Russia

2020 ◽  
Vol 208 ◽  
pp. 09032
Author(s):  
Yuliya Masalova
Keyword(s):  
Sustainable Development ◽  
Professional Education ◽  
Traditional Approach ◽  
Real Life ◽  
Modern World ◽  
Russian Higher Education ◽  
Key Factor ◽  
Integral Element ◽  
Higher Professional Education

In the modern world, many countries recognize that education should act in the interests and for the benefit of the ideas of sustainable development. At the same time, sustainable development itself becomes an integral element of quality education and its key factor. In Russia, the “national strategy of education for sustainable development” has been formed, which provides for a reorientation from ensuring that students have certain knowledge to the ability to analyse real problems and find possible solutions for them. At the same time, the traditional approach to teaching based on the study of specific subjects remains, but it is important to ensure that each student is able to carry out an interdisciplinary analysis of real-life situations. Currently, a project on “Key areas of development of Russian education for achieving the goals and objectives of sustainable development in the education system” until 2035 has been developed and published, which contains indicators that allow us to assess the achievement of the goals set out in it. However, this document hardly presents the level of higher professional education and its contribution to sustainable development. The article will examine the role of Russian higher education in the concept of sustainable development.

scholarly journals The readiness of FPS of Russia departmental institute cadets for work with the convicted (theoretical aspect)

2017 ◽  
Vol 6 (1) ◽  
pp. 188-193
Author(s):  
Evgeniya Anatolievna Zhiryakova
Keyword(s):  
Professional Education ◽  
Theoretical Aspect ◽  
Professional Activity ◽  
Penal System ◽  
Correctional Facilities ◽  
Professional Activities ◽  
Higher Professional Education

The necessity of professionals who are able to take effective measures immediately and adequately for the purposes of achieving goals has conditioned the requirements increase to the system of the departmental higher professional education that trains personnel for the penal bodies (the Penal System). The effectiveness of the penal correctional facilities depends on the level of graduates readiness for work with the convicted. The concept readiness was introduced into scientific use in 1950-1960 by B.G. Ananiev, but a unified position on its understanding has not been worked out in pedagogy. Scientists define it in different ways; it depends on the researcher approach to understanding the essence of readiness for professional activity. In this paper functional, psychological, personal, integrative approaches are characterized. The readiness for professional activity is determined by the requirements imposed to the specialist. The performance of the penal staff has some specific set of features; the main ones are focused on the convicted, as well as on its legal, peremptory, strictly subordinated character. The readiness for work with the convicted is thought of as an integrative synthesis of cognitive, personal components necessary for successful carrying out of professional activities and providing the greatest efficiency.

scholarly journals Programme «The translator in the field of professional communication» as one of the types of further vocational training

2021 ◽  
pp. 48-58
Author(s):  
Marina P. Trofimenko ◽  
Natalia N. Osipova ◽  
Arina V. Ezhukova ◽  
Vyacheslav I. Tumanov
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Professional Communication ◽  
Professional Activity ◽  
State University ◽  
Ministry Of Education ◽  
Self Presentation ◽  
New Type ◽  
Higher Professional Education ◽  
The University

Further vocational education is one of the priorities of Ministry of Education and Science of the Russian Federation. Nowadays professional retraining is of special interest for those who wish to get further vocational education. The article examines the relevance of the Translator in the Field of Professional Communication programme in the context of further vocational education at the present stage in a classical university setting. The authors describe the experience of implementing the above-mentioned programme at Nizhnevartovsk State University. The programme provides an opportunity for getting additional qualifications that allow for a combination of professional knowledge and translation competences in the area of professional interest. The authors emphasize the importance of the programme aimed at the university self-presentation at the regional level. The programme is designed for students with higher professional education and university students of non-linguistic specialties. The article sets out the legal basis on which the programme was developed, presents the main provisions of the program, the content and form of, the technology and teaching methods used, as well as the planned results of the programme. The article stresses that in accordance with the objectives of the programme and FSES 3++, students should develop universal, general professional and vocational competencies, which allow graduates to implement a new type of professional activity in the field of translation. The factors conditioned viability and demand for this professional retraining programme are pointed out. In conclusion the authors underline the students realization of a foreign language command pragmatic value while pursuing the programme.

scholarly journals Institutional Support of Continuing Engineering Education

2018 ◽  
Vol 27 (10) ◽  
pp. 30-46 ◽  
Author(s):  
O. V. Budzinskaya ◽  
V. S. Sheinbaum
Keyword(s):  
Engineering Education ◽  
Professional Education ◽  
Institutional Support ◽  
Professional Standards ◽  
Professional Activity ◽  
Normative Documents ◽  
Leading Role ◽  
Knowledge Industry ◽  
Research And Design

The article raises the issue of the need to fix in professional standards, which are the  main normative documents in the field of qualifications, the requirements concerning the mandatory  continuity of professional competencies of employees, including through the institution of additional professional education. The authors propose possible options for introducing these requirements  without changing the established format of professional standards. The article substantiates the  leading role of research and design universities as the system-forming structures in the knowledge  industry in the formation of qualification requirements for new areas and types of professional activity, the necessity to develop and implement professional retraining programs for specialists before  they officially acquire the corresponding status and the professional standards will be developed and  approved for them.

scholarly journals DYNAMICS OF FORMING FUTURE SOCIAL WORKERS’ TOLERANCE IN THE PROCESS OF HIGHER PROFESSIONAL EDUCATION

2016 ◽  
pp. 89-93
Author(s):  
A. L. Zadoenko
Keyword(s):  
Higher Education ◽  
Personality Traits ◽  
Social Workers ◽  
Professional Education ◽  
Linear Dynamics ◽  
Leading Role ◽  
Higher Professional Education ◽  
The University ◽  
Development Of Tolerance

The paper discusses the problem of formation and development of future social workers’ tolerance in the process of higher professional education. The author presents the factors that hinder the development of tolerance. The research revealed the leading role of education in the formation of tolerance and proved the necessity of developing tolerance in future social workers. Empirically the differences in the formation of tolerance as personality traits of students majoring in “Social Work” and students from non-humanitarian faculties (e.g. the Faculty of Physics) were revealed. The author identified the lack of positive linear dynamics of formation of tolerance as personality traits of future social workers in the learning process at the University. The paper describes the specifics of internalizing tolerance of future social workers in the process of higher education.

scholarly journals ROLE OF THE DISCIPLINE “LIFE SAFETY” IN THE FORMATION OF SAFE THINKING AMONG UNIVERSITY STUDENTS

2020 ◽  
Vol 1 ◽  
pp. 116-120
Author(s):  
Natalya V. Petrova ◽  
Oksana V. Usikova ◽  
Tatyana V. Lojkova
Keyword(s):  
University Students ◽  
General Education ◽  
Vocational Education ◽  
Professional Education ◽  
Vocational Training ◽  
Life Safety ◽  
Special Role ◽  
Higher Professional Education

The article discusses the process of forming safe thinking among students at three levels of education: general education (secondary general education), vocational education (secondary and higher professional education) and vocational training, as well as problems specific to each level are identified. The special role of the discipline "Life Safety" in the formation of safe thinking is substantiated.

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