Training future engineers in conditions of educational and information environment of a technical university

2021 ◽  
Vol 7 (Extra-B) ◽  
pp. 641-654
Author(s):  
Vitaliy Rakhmanov ◽  
Myroslav Koval ◽  
Andrii Lytvyn ◽  
Myroslava Kusiy ◽  
Inna Snitsar ◽  
...  
Keyword(s):  
Professional Training ◽  
Information Resources ◽  
Information Environment ◽  
Student Training ◽  
Technical University ◽  
Synergetic System ◽  
The Individual ◽  
Type Of Management

The study presents the results of exploring the training of future engineering specialists in the conditions of educational and information environment of a technical university, as well as methodological recommendations formulated on the basis of the results obtained. The research assumes that the educational and information environment of a technical university should be designed as an open dynamic and synergetic system, in which future engineers should be given a possibility to design an individual educational trajectory based on the use of educational and information resources and considering the individual psychological capabilities of students. The functioning of the educational and information environment of a technical university provides for a cyclical type of management of professional training of future specialists and adhering to the principle of feedback in student training. The results of the study, in particular a comparison of the levels of competence formation of future engineers in the control and experimental groups at the beginning and end of the study, confirmed the correctness of the hypothesis put forward.

scholarly journals Technological aspects of formation and effective functioning of the education system in the conditions of a technical university.

2021 ◽  
Vol 13 (2) ◽  
pp. 286-292
Author(s):  
Elena N. Sorokina ◽  
◽  
Dmitry V. Gulyakin ◽  
Keyword(s):  
Educational System ◽  
Education System ◽  
Personal Development ◽  
Professional Training ◽  
Professional Activity ◽  
Actual Problem ◽  
Effective Functioning ◽  
Field Of Vision ◽  
Technical University ◽  
The Individual

The article deals with the theoretical and technological aspects of the formation and effective functioning of the education system in the conditions of a technical university. The actual problem of the formation, improvement and effective functioning of the upbringing system is highlighted and presented. The problem between the increased requirements of the state and society for the preparation of future specialists capable of active professional activity, on the one hand, and the harsh conditions of the modern socio-economic system, requiring the individual to be able to effectively work, on the other hand. The emphasis is on the periods and levels of development of the educational system at the university. Technological and methodological mechanisms of formation and further effective functioning of the educational system in the conditions of a technical university are presented. The elements of scientific novelty are indicated in the orientation towards personal development and the qualitative level of professional training of the future engineer. According to the results of the study, the authors came to the conclusion that the educational system of a technical university is relevant, objectively expedient in the field of vision of each member of the team, if it moves along the path of humanization, based on democratic principles, and a creative approach is carried out in the organization of activities.

scholarly journals Pedagogical paradigms of professional training of future engineers in the conditions of educational and information environment of technical university

2021 ◽  
Vol 7 (3C) ◽  
pp. 584-594
Author(s):  
Vitalii Rakhmanov ◽  
Nataliia Vasylyshyna ◽  
Lesia Kozubtsova ◽  
Dmytro Kilderov ◽  
Anzhelika Kokarieva ◽  
...  
Keyword(s):  
Professional Training ◽  
Information Environment ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Self Development ◽  
Training Activities ◽  
Technical University ◽  
Educational Paradigm ◽  
Principles Of Learning ◽  
Personal Fulfillment

The article identifies and analyzes the paradigm of educational information environment formation in the technical higher educational institutions. The authors presented the paradigm based on the humanitarization of higher education, which aims to provide valuable guidance and motivation to establish criteria for creating conditions for self-development and personal fulfillment of future engineers. The article argues that revealing of the integrity of education and regulating scientific, research and practical innovation of training activities and educational paradigm should be considered in conjunction. The pedagogical paradigms of professional training of future engineers in the educational and information environment of a technical university enable determining the content of academic disciplines. In general, the analysis of the dynamics of formation and development of the paradigm helps to preserve the principles of learning and a genetic nucleus of the national pedagogical science and practice.

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

PREPARING PUBLIC SERVANTS IN EUROPEAN COUNTRIES: ARCHETYPAL APPROACH

2018 ◽  
Vol 1 (14) ◽  
pp. 255-263
Author(s):  
Oleh Ivanovich Rohulskyi
Keyword(s):  
Public Administration ◽  
Public Service ◽  
Professional Training ◽  
European Countries ◽  
Anglo Saxon ◽  
Public Servants ◽  
German Model ◽  
Managerial Positions ◽  
A Chain ◽  
The Individual

The article describes the main components of the institutional framework of an archetypical approach to public administration. It is determined that the system of preparation of public servants is based on a chain of universal foundations of archetype, in particular, it is influenced by the principle of formation of personnel in the public service, formed on the basis of public opinion. Based on two basic principles relating to admission to public service, three basic models of training civil servants in the European country are defined: German. French and Anglo-Saxon. We analyze each of the models and define the archetypes that influenced their formation and development. The advantages of each model are determined, in particular, the benefits are: the German model of training managers is the balancing between the theoretical knowledge and practical skills that a public servant receives during training, but as a disadvantage one can distinguish the orientation of preparation for legal orientation, which limits the ability to hold managerial positions for many employees The French model of professional training of public servants should include a well-balanced understanding of tasks, namely: decentralization and territorial organization of public services, communication, support of territorial communities, in-depth knowledge and understanding of the need for cooperation with institutions of the European Commonwealth, high-quality human resource management and orientation towards environmentally friendly innovations, such a model of training of public servants is holistic, costly and effective; The Anglo-Saxon model of training of public servants is its orientation towards the implementation of the concept of public administration and the individual approach to employee training, taking into account all the specifics of its activities, providing for the formation of personnel capable of solving specific problems. It is concluded that today in most European countries dominated by mixed models that include elements of different models.

scholarly journals SIGNIFICANCE OF ART AND SCIENCE OF URBAN DESIGN IN THE STUDY PROGRAMME OF ARCHITECTURE / URBANISTIKOS MENO IR MOKSLO REIKŠMĖ ARCHITEKTŪROS STUDIJŲ PROGRAMOJE

2013 ◽  
Vol 37 (4) ◽  
pp. 268-278 ◽  
Author(s):  
Dalia Dijokienė
Keyword(s):  
European Union ◽  
Urban Design ◽  
Professional Training ◽  
The European Union ◽  
Art And Science ◽  
Degree Programme ◽  
Study Programme ◽  
Technical University ◽  
Common Understanding ◽  
Scientific Classification

Urban design is a component of art and science of architecture and an indispensable field of architectural activity. Subsequent to restoration of independence, Lithuania started travelling down the path of democratic urban design of towns and districts, which resulted in an inevitable evolution of concepts as well as mindset. Two decades of independence have passed, yet one could hardly say that everything is clearly and uniformly perceived by all players involved in activities of urban design. There is still a clear lack of common understanding of the object of art and science of urban design. As a branch of science, urban design is still somewhat misplaced in the scientific classification. This article discusses definitions of urban design used in Lithuania and abroad, gives summarised information on the formal position of urban design in documents regulating professional training, and assesses (within the context of the European Union requirements for professional qualifications) the courses on urban design basics taught under the BA degree programme of architecture at the Faculty of Architecture, Vilnius Gediminas Technical University. Santrauka Urbanistika yra sudėtinė architektūros meno ir mokslo dalis bei neatsiejama architektūrinės veiklos sritis. Lietuvai atgavus nepriklausomybę ir einant demokratinio miestų bei rajonų planavimo ir urbanistinio projektavimo keliu, neišvengiamai buvo susidurta su vartojamų sąvokų ir net mąstysenos kaita. Nors prabėgo jau antrasis nepriklausomybės dešimtmetis, tačiau negalime teigti, kad viskas tapo aišku ir vienodai suprantama urbanistikos veiklos srityje. Lietuvoje vis dar yra gilus nesusikalbėjimas dėl urbanistikos meno ir mokslo objekto. Urbanistika kaip mokslo šaka vis dar neturi vietos mokslo klasifikatoriuje. Šiame straipsnyje yra aptariamos Lietuvoje ir užsienyje vartojamos urbanistikos definicijos, apibendrinama formalioji urbanistikos padėtis studijas reglamentuojančiuose dokumentuose, Europos Sąjungos reikalavimų profesinėms kvalifikacijoms kontekste įvertinami dėstomi urbanistinio projektavimo pagrindai VGTU AF architektūros bakalauro studijose.

scholarly journals DEVELOPMENT OF INNOVATIVE POTENTIAL OF STUDENTS IN THE EDUCATIONAL PROCESS

2021 ◽  
pp. 137-142
Author(s):  
Наталья Анатольевна Буравлева
Keyword(s):  
Professional Training ◽  
Individual Characteristics ◽  
Educational Process ◽  
Main Principle ◽  
Systematic Analysis ◽  
Research Activities ◽  
Innovative Potential ◽  
Personal Competencies ◽  
The Individual ◽  
Development Of Students

Изменения, происходящие в обществе, усложнение профессиональных задач делают актуальным запрос к высшими учебными заведениями о подготовке специалистов к инновационной деятельности. Для развития инновационного потенциала студентов современный образовательный процесс в высшем учебном заведении должен иметь личностно-профессиональную направленность. Значимым фактором развития инновационного потенциала студентов является образовательная среда и психолого-педагогическое сопровождение образовательного процесса. Changes in society, the complexity of professional tasks actualize the request to universities to train specialists who are ready for innovation. To develop the innovative potential of students, the modern educational process in universities should be focused not only on the professional training of students, but also on the development of personality. Innovative activities, solving creative tasks to create new products and technologies require active work of the intellect, motivation and will, and this stimulates the development and selfdevelopment of a person. An important factor in the development of innovative potential of students is the educational environment. The functioning of this environment should be based on a systematic analysis of the object, subject, processes, and conditions of innovative development. In addition, it is important to determine the criteria for the effectiveness of the innovation environment, as well as to implement the principle of ensuring the continuous development of students. For the development of innovative potential, it is necessary to use psychological and pedagogical support of the educational process. The main principle of psychological and pedagogical support of the educational process is to take into account the individual characteristics and capabilities of students, the development of their resources. Psychological and pedagogical support of the educational process should be aimed primarily at the actualization of personal competencies that determine innovative activity. For the development of innovative potential, students should participate in the choice of an individual educational trajectory, show educational initiatives and implement them in research activities.

scholarly journals PEDAGOGICAL PRINCIPLES OF PREPARATION OF THE FUTURE HAIRDRESSER FOR PRODUCTIVE BUSINESS COMMUNICATION

2021 ◽  
pp. 20-25
Author(s):  
D. BILAY
Keyword(s):  
Professional Training ◽  
Business Communication ◽  
Self Esteem ◽  
Wide Field ◽  
Service Worker ◽  
Service Workers ◽  
The Future ◽  
Actual Direction ◽  
Pedagogical Research ◽  
The Individual

Communicative training of future service workers is a wide field for pedagogical research in the field of vocational (vocational) education. This is especially true of the training of a hairdresser - a master whose work involves close physical and emotional contact with clients and requires him to be able to build confidence, to act in each case not only technically but also psychologically competent. The article argues for the need to form in the context of professional training of the future specialist in the field of services of his communication skills. The principles of professional interaction of the future hairdresser are formulated, which, according to the author, are the basis of productive business communication (tolerance, integrity, balance of business and personality-oriented communication, priority of client interests, cooperation and compromise, objective self-esteem). The importance of educational modeling of communicative situations as a method of adjusting the individual communicative style of the future service worker is revealed. This ability must be formed over the years, based, in particular, on the possibilities of educational modeling. We see the development of its content and methodological support as an actual direction of our further research.

scholarly journals CONCEPTUAL FOUNDATIONS OF PROFESSIONAL TRAINING OF FUTURE PRACTICAL PSYCHOLOGISTS

2020 ◽  
pp. 137-141
Author(s):  
V. M. Synyshyna
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
World View ◽  
Educational Process ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Social Phenomena ◽  
Fundamental Knowledge ◽  
The Individual ◽  
Conceptual Foundations

The scientific achievements of leading scientists on the selected theme are analyzed and leading ideas, concepts, and main definitions of the research are identified in the article. The creation of proper psycho-didactic conditions in institutions of higher education, which serve as a basis for the formation of professionally significant competences, the development of personal creative potential and active public position in future practical psychologists, is updated. It is argumented that the educational system built on the conceptual foundations of professional training makes it possible to effectively content the educational disciplines, and therefore effective fundamental knowledge, professional-oriented skills, advanced skills, professional norms and values, which have the highest degree of generalization of social phenomena and processes. It is proved that the concept of the study of practical psychology combines professional methodological, philosophical and general scientific principles and scientific-methodological approaches, which are directed at the revealing future professional activity. The outlined conceptual foundations of professional training allow us to modify the educational process in higher education according to the individual needs of future practical psychologists. The methodological analysis of educational phenomenon of practical psychology in institutions of higher education on four basic levels is offered: philosophical-theoretical (evolutionary-theoretical formation of the specialist and his or her effective functioning), methodological (formation of the system of world-view and semantic individual formations for realization of individual’s educational skills and abilities), specific-scientific (acquisition of fundamental knowledge about professional activities) and technological (effective use of methods and techniques of research for acquisition of true empirical knowledge). The conclusion about the importance of outlining of conceptual foundations in the system of professional training of future practical psychologists is made.

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