scholarly journals Social pedagogy in Kazakhstan: diagnosis of research competence to explore future counselors

2021 ◽  
Vol 7 (3D) ◽  
pp. 244-256
Author(s):  
Ainur Zhexembinova ◽  
Sharkul Taubayeva ◽  
Dinara Yertargynkyzy ◽  
Dinara Mukhatayeva
Keyword(s):  
English Language ◽  
Test Methods ◽  
Educational Institutions ◽  
Diagnostic Tools ◽  
Professional Activity ◽  
Self Assessment ◽  
Research Competence ◽  
Social Pedagogy ◽  
Self Knowledge ◽  
Definition Of

The aim ‎of the study was to distinguish the ways and criteria to diagnose the research competence levels of ‎future counselors in the specialty “Social ‎pedagogy and self-knowledge” and to describe diagnostic tools in ‎accordance with each criterion. The research engaged 103 students acquiring master’s degree in social pedagogy at two Kazakh universities. The participants’ research competence was gauged by 4 criteria and assessed by the “Motives definition of the teaching students of higher educational institutions” test, “The attitude to the research competence of future social workers” test; “Significant attitude to research” test, methods of self-assessment of readiness for professional activity, “Intellectual lability” test, “Assessment of the level of development of research skills of students” test, Common European Framework of Reference for English Language, and the “Diagnostics of the reflexive development level” test. The usefulness of diagnostic tools was approbated for assessment of students’ competence in other pedagogical specialties‎.

scholarly journals Reflection in Teaching

2005 ◽  
Vol 2 (2) ◽  
pp. 11-20
Author(s):  
Ghassoub Mustafa
Keyword(s):  
Literature Review ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
English Language ◽  
Education Institution ◽  
Small Sample ◽  
Educational Institutions ◽  
Collaborative Reflection ◽  
Teachers Attitudes ◽  
Definition Of

The first part presents a review of concepts relating to reflection, drawing on the literature in this area. This literature review relates to the following aspects of reflection: the definition of reflection, the process of reflection, strategies in reflection, content of reflection, barriers to reflection, and advantages of reflection. The second part of this paper presents an investigation into the perceptions of a small sample of English language educators and supervisors, through personal interviews with 9 teachers and 3 supervisors from one higher education institution and other educational institutions in the United Arab Emirates. The findings of the investigation are analyzed with respect to the dimensions that appear in the literature review. These findings show that the teachers do have some knowledge of reflection. They reveal that the teachers: attitudes towards reflection and its applicability in the teaching and learning process is largely positive, mixed with some degree of skepticism. Teachers agree that reflection is useful, but many seem uncertain about how it can be applied in their situation. In some cases the interviewees seemed to be more concerned about the technicalities of their job, making collaborative reflection appear less of a priority.

Formation of Invariants of Research Competence of Students

2018 ◽  
pp. 342-362
Author(s):  
Mariam Iliazova
Keyword(s):  
Professional Competence ◽  
Basic Unit ◽  
Professional Activity ◽  
Contextual Approach ◽  
Pedagogical Model ◽  
Invariant Structure ◽  
Research Competence ◽  
Research Competency ◽  
The Subject ◽  
Definition Of

Professional competence is based on the invariant, which is a systemic and structural education that contains five interrelated components: axiological, motivational, individual-psychological, instrumental, conative. There is no universally accepted notion of “competence” and “competency”. There is no scientifically grounded definition of e invariant structure of competence of the subject of professional activity. The question remains of a productive pedagogical model containing a system of didactic conditions and modern pedagogical technologies that are adequate for the purpose of forming invariants of research competence of student. The basis for the development of such a model was the theory of contextual education by A. A. Verbitskiy. The basic unit of content here is the learning situation, which is a problematic nature. The system of such situations may be based on a situational and contextual approach to the formation of invariants of the research competency of student.

About Socio-Psychological Aspect of the Mediation

2020 ◽  
Vol 9 (3) ◽  
pp. 7-14
Author(s):  
Ul'yana Udavihina
Keyword(s):  
Psychological Aspect ◽  
Professional Activity ◽  
Personality Profiles ◽  
Self Assessment ◽  
Chi Square ◽  
Activity Data ◽  
Subjective Success ◽  
Negotiation Style ◽  
Definition Of ◽  
Psychological Features

The definition of mediation as a process or procedure prevails in the scientific literature. Consideration of the socio-psychological aspect of meditation is rarely found in the works of foreign and domestic researchers. A hypothesis was put forward about the existence of socio-psychological features of the mediator's professional activity, which are manifested in the socio-psychological features and social orientations of mediators and their clients. 198 people were surveyed, including 98 mediators and 100 mediation clients. We measured: personality profiles of social orientations; use of mediation approaches; negotiation style in mediation; level of subjective success of the mediator's professional activity. Data processing: frequency analysis, correlation analysis using the t-test for independent samples, Pearson's Chi-square, and Spearman's r-square. Results: among mediators, people who tend to dominate are more common, while clients who use the services of mediators have a tendency to lead behavior. There are differences in the mutual assessment of personality profiles and social orientations of mediators and their clients. Each mediation approach and negotiation style is characterized by its own set of relationships with the characteristics of the personality profile of the mediator's social orientations, features and self-assessment of his work.

scholarly journals Using of Imitational Teaching Technologies in the Process of Future Labour Specialists Professional Training

2019 ◽  
pp. 244-258
Author(s):  
Yurii Shapran
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Educational Institutions ◽  
Interpersonal Interaction ◽  
Professional Activity ◽  
Empirical Observation ◽  
Active Teaching ◽  
Industrial Enterprises ◽  
Definition Of ◽  
Simulation Problem

The objective of this abstract was to determine the features of the using of the imitational technologies in the educational process of labor protection specialists. The theoretical (scientific literature analysis, modeling of specific situations, synthesis and comparison, evaluation and synthesis of collected facts) and empirical (observation, questioning, testing, questioning, conversation, problem solving, game interaction) analyzing methods were used as the main ones. The features of the active teaching methods using were determined. The experience of their implementation in the educational process is discussed. It is proved that the interpersonal interaction of students in the process of vocational training contributes to very many important things. Such things are: the effective formation of skills for emergencies forecasting at military and construction objects, social and educational institutions, industrial enterprises of various forms of ownership; the development of life strategies in order to minimize these destructive influences; the development of adequate measures to prevent possible emergencies etc. The experience of the «Accident at the enterprise» simulation technology using is discussed. An algorithm is proposed which consists of the next stages for the implementation of educational technology: the definition of a goal; the necessary material and equipment selection; the familiarization with the simulation problem content; the normative base of business activity studying; the creation of the investigation expert accident commission; an analysis of the materials received and the investigation of the root causes that led to an accident; the reveal of the officials who committed violations; the development of recommendations for elimination of the revealed violations; summing up and issues discussing. It is important to take into account that the simulation training technologies are the most effective when students acquire future professional activity experience, and analyze the possible variants of activity in the industrial, educational and social spheres. The author notes that the studying of the essential training technologies simulation features provided an opportunity to determine the main advantages of their use in the practice of future labor specialists training.

scholarly journals STATUS SCHOOLS VERSUS REGULAR SCHOOLS: DIFFERENCES IN TEACHER ACTIVITY

2021 ◽  
Vol 7 (2) ◽  
pp. 23-38
Author(s):  
Lyudmila A. Osmuk ◽  
Svetlana V. Pronoza
Keyword(s):  
Point Of View ◽  
Educational Opportunities ◽  
Educational Institutions ◽  
Professional Activity ◽  
School Teachers ◽  
Social Pedagogy ◽  
Everyday Practices ◽  
The Status ◽  
Equality Of Educational Opportunities ◽  
The City

From a sociological point of view, the article examines the problem of differentiation of Russian schools, which came in the post-Soviet era to replace the relative equality of educational opportunities. The differentiation of schools, presumably, did not lead to the differentiation of Russian teachers. In general, there are few studies comparing schools and teachers in different schools by any parameter. The everyday practices of teachers are also poorly studied by both sociology and social psychology and social pedagogy. The current moment of time is unique because the restrictions introduced during the pandemic have created new conditions for the work of educational institutions. In this regard, it was decided to study the differences in the attitude of school teachers that have the status of a gymnasium or lyceum, and schools that do not have such a status, to the conditions and opportunities for the manifestation of activity and initiatives, as well as differences in the practices of professional activity, including during pandemics. The research method is a questionnaire survey. The empirical object was the teachers of the middle and senior level of secondary schools in the city of Novosibirsk. Differences in teachers› perception of conditions and opportunities for the manifestation of activity were revealed, as well as differences in the practices of manifestation of activity, indicating a more favorable situation in gymnasiums and lyceums than in schools. There were no types of teacher activity in which school teachers would be more active than teachers of gymnasiums and lyceums. A common problem for teachers in both types of educational institutions is overload, which is felt more strongly by teachers in gymnasiums and lyceums. The possibilities of attracting outside organizations of specialists to the school are discussed as a solution to the problem of teacher overload and elimination of inequality of opportunities.

scholarly journals Genesis and content concept of professional self-determination of personality

2018 ◽  
pp. 43-49
Author(s):  
Nataliia Оshurkevych
Keyword(s):  
Self Determination ◽  
Professional Activity ◽  
Internal Factors ◽  
Theoretical Approaches ◽  
Self Actualization ◽  
Professional Self ◽  
Self Knowledge ◽  
Definition Of ◽  
Multicomponent Nature

The article is devoted to the study of the problem of professional self-determination of personality and its relevance in contemporary socio-economic conditions. An analysis of the work of domestic and foreign scholars on the problem of professional self-determination of personality, made it possible to find out that there is no single theory in the understanding of the process of professional self-determination of personality. The article reveals the essence of the concepts of «personality», «profession», «professional self-determination», «professional self-determination of personality», «self-determination». The genesis is analyzed and approaches to the definition of the essence of the concept of «professional self-determination of personality» are considered. The emphasis is placed on the professional self-determination of a personality as a multicomponent phenomenon that is interconnected with professional development and the formation of an individual. The author’s definition of the concept of «professional self-determination of personality» is proposed as a prolonged, dynamic and phased process of self-knowledge and professional choice, influenced by external and internal factors of the subject. It has been established that in the writings of leading scholars there is an increased interest in the problem of professional self-determination of personality. The great experience of the various concepts and theoretical approaches developed to understanding the problem of professional self-determination of personality points to the complexity and multicomponent nature of the phenomenon of «professional self-determination of personality», as well as its close connection with the person’s self-determination of the person, his self-realization, self-actualization and self-knowledge in professional activity.

scholarly journals Experimental Research of Components of Professional Readiness for Design-Technological Activity of Future Teachers

2017 ◽  
Vol 5 (4) ◽  
pp. 112-120
Author(s):  
Svitlana Kucher
Keyword(s):  
Professional Competence ◽  
Cognitive Activity ◽  
Educational Institutions ◽  
Professional Activity ◽  
Continuous Training ◽  
Technological Activity ◽  
Future Technology ◽  
Technology Teachers ◽  
Definition Of ◽  
Practical Recommendations

The problems of forming the readiness for design and technological activities of future technology teachers are determined. To achieve this goal, the method of pedagogical modeling is used. The main tasks of the experiment were determined as: definition of the structure of professional readiness for design-technological activities and levels of its formation; verification of the effectiveness of certain pedagogical conditions; verification of the effectiveness of the system of continuous training for the design and technological activities of future technology teachers; correction of theoretical and practical recommendations about the formation of professional competence of future technology teachers in the field of design for educational institutions. Taking into account the essence of professional activity of technology teachers, the components of readiness for design and technological activity are determined: motivationally-evaluative, cognitive, activity-creative and reflective. On the basis of the obtained results, the positive dynamics of all components of readiness for design-technological activity of future technology teachers was noted, especially in the indicators of motivational and activity-creative component. Justification and coverage of individual indicators allowed to generalize the result obtained, the basis of which is the technology of teacher's readiness to design-technological activity, projected on the basis of previously acquired psycho-pedagogical, artistic-creative, design competencies.

scholarly journals ON THE QUESTION OF ECOLOGIZATION OF THE EDUCATIONAL ENVIRONMENT IN INCLUSIVE INSTITUTIONS

2021 ◽  
pp. 140-145
Author(s):  
M. KONONOVA
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Practice ◽  
Professional Preparation ◽  
Educational Environment ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Self Assessment ◽  
Definition Of

The article defines the role of pedagogical ecology in the system of educational practice in the conditions of inclusion. The term "inclusion", the concept of "greening", the definition of universal design in education and reasonable adaptation of school space are revealed. Problems and prospects of greening of the educational environment in the context of inclusive education are considered. Comparing the inclusive culture of our country and the Scandinavian countries, it is noted that the approach of Scandinavian cultures is more to ensure inclusiveness, inclusion in society. The conditions for the implementation of the principles of pedagogical ecology in inclusive education are determined. It is proved that the success of inclusive education largely depends on the professional competence of teachers, the reorganization of the system of professional training of future professionals. The features and level of readiness (according to the results of self-assessment in the interview) of future teachers for professional activity with children with special educational needs in the conditions of inclusion are studied. The positive attitude of students to the need for purposefully organized process of their professional preparation for work in inclusive educational institutions is recorded.

scholarly journals Criteria and indicators of professional experience formation of future border guard officers in the process of military and border guard practical training

2021 ◽  
Vol 7 (3C) ◽  
pp. 345-353
Author(s):  
Valentina Miroshnichenko ◽  
Halina Topolnicka ◽  
Nataliia Holiardyk ◽  
Nataliia Makohonchuk ◽  
Liudmyla Levytska ◽  
...  
Keyword(s):  
Value Orientations ◽  
Professional Activity ◽  
Professional Experience ◽  
Practical Training ◽  
Self Assessment ◽  
Criteria And Indicators ◽  
Personal Qualities ◽  
Definition Of ◽  
The Individual

The article is devoted to the definition of criteria, indicators of the professional experience formation of future border guards in the process of military and border guard practical training. Criteria for the professional experience formation of future border guards in the process of military and border guard practical training have been defined as follows: value and personal (indicators: the formation of personal qualities; expression of value orientations of the individual; awareness of the importance of professional activity), motivational and functional (indicators: motivational activity; attitude to professional activity; responsibility for own actions), activity and reflexive (indicators: ability to apply the acquired professional experience; ability to reflect in the assessment of own actions; self-assessment of own behavior and own decisions). According to the criteria and indicators, three levels of professional experience of future border guards in the process of military and border guard training have been identified: high, average, low.

scholarly journals CORPORATE PROGRAM OF TRAINING "ENGLISH IN THE SPHERE OF PROFESSIONAL ACTIVITY" IN MODERN EDUCATIONAL ENVIRONMENT: OBJECTIVES, CONTENTS AND RESULTS

2018 ◽  
Vol 6 (3) ◽  
pp. 5 ◽  
Author(s):  
A. N. Shamov ◽  
O. М. Kim
Keyword(s):  
Foreign Language ◽  
Adult Students ◽  
English Language ◽  
Diagnostic Tools ◽  
Professional Activity ◽  
Language Competence ◽  
Scientific Methods ◽  
Staff Members ◽  
General Scientific ◽  
Grammatical Structures

Introduction: the higher school educational establishments require new pedagogical staff having a good command of a foreign language.New staff members are to be able toconduct the lessons in their  subject not only in the native language, but also in foreign (English) language.Materials and methods: within the conducted research general scientific methods of knowledge and also special methods of a research were used.Results: psychological and linguo-didactic features of training of adults in a foreign language are defined; educational and methodical materials and manuals on training of adults in professionally focused English are studied, the objectives and tasks are formulated; content of training in the "English for Professional Activity" program is determined, specifications are made to the content  of levels of  language competence  in relation to the contingent of trainees, appraisal and diagnostic tools are developed.Discussion and Conclusions: following the results of the conducted research the training program in English is developed for corporate training. In the program intermediate and ultimate objectives and tasks of training are formulated; the minimum of special lexicon is selected and organized by textual and topic principle; grammatical structures for lecturing in language and for understanding of special professionally focused texts are selected; effective technologies for assimilation of language among adult students are recommended.

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