scholarly journals CONTINUITY IN THE PROFESSIONAL PREPARATION SYSTEM OF SOCIAL PEDAGOGES

2018 ◽  
Author(s):  
Vira Kornjat
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Learning Experience ◽  
Professional Preparation ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Main Factors ◽  
Main Component

The article deals with the problem of professional preparation of specialists is given in the article, in particular her continuity. Understanding is analysed scientists essence of concepts «professional education», «professional preparation». Professional education is understood as the totality of knowledge, skills and ability, the acquisition of which allows you to work as a specialist of higher and advanced qualifications; training in specialized educational institutions for the three-year activity in the national branch of the national economy, nauki, cultury; flashing chest system of education. It is shown that the main component of vocational education is vocational training; gives the people the opportunity to receive a certain professional quali fi cation that will determine her place in the society. The main factors in the process of professional training are the formation of an educated and solid personality, a healthy learning experience in life, a reformation of the professional education and a higher education, and the formation of a willingness to self-education. The main factors in the process of professional training are the formation of an educated and solid personality, a healthy learning experience in life, a reformation of the professional education and a higher education, and the formation of a willingness to self-education. The professional training of social educators is understood as a process that perpetuates the discipline of the professional personality orientation, the assimilation of the negligence of theoretical knowledge, the formation of practical skills and skills, the accumulation of experience, the result of which is the willingness to exploit socio-pedagogical activity. Professional training of social pedagogues is carried out in colleges, institutes, universities, at such educational levels as junior specialist, bachelor, master. The first link in the profession is a pedagogical college. The organization of the educational process has its peculiarities, in particular the following: possibility of obtaining general secondary education and vocational training; taking into account age characteristics of students in organizing the educational process, especially at the first and second courses; orientation of programs for further deepening of knowledge and skills during studying at the institute, university; practical orientation of education, which is expressed in different types of pedagogical practice, the number of their hours; Extended responsibilities and responsibilities of curators of student groups.

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 PROFESSIONAL TOURIST TRAINING OF FUTURE MANAGERS: CONCEPTUAL APPROACHES

Management ◽  
2018 ◽  
Vol 26 (2) ◽  
pp. 9-15
Author(s):  
Lyudmyla Yu. Dudorova
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Cultural Development ◽  
The State ◽  
Educational Process ◽  
Individual Development ◽  
Tourism Education ◽  
The Law

Introduction. The need for reforming the Ukrainian education system, improving it and raising the level of the quality of training specialists is a major socio-cultural problem that is largely conditioned by the processes of globalization and the needs for the formation of positive conditions for individual development, socialization and self-realization in this world.The process of modernization of higher education in Ukraine in the context of the Bologna Process most certainly affects higher education and higher education institutions. Taking into account the place and role of tourism in the life of society, the state, according to the Law of Ukraine "On Amendments to the Law of Ukraine "On Tourism", proclaims tourism as one of the priority directions of economic and cultural development and creates conditions for tourist activities.Hypothesis of scientific research. The directions of training future tourism managers are considered on the basis of the model of a competent graduate. The criteria for the activity of teachers in higher education institutions and the possibilities for their selection are formulated. It is noted that the teacher should possess modern technologies of general and professional education, a set of effective methods and techniques, sufficient amount of professional knowledge to provide education for future tourism professionals (teaching, planning, management of didactic and educational systems).The aim of this study is to highlight conceptual approaches to the preparation of future tourism managers.Research methods:– theoretical analysis - to determine the state of disclosure of the research problem in the psychological and pedagogical scientific literature, the study of normative and legal documents in the field of education;– comparison, classification, generalization - for definition of joint characteristics of objects on the basis of processing and interpretation of theoretical sources on the problem of tourism education in universities;– diagnostics (questioning, conversation, testing, observation, expert evaluation);– mathematical statistics - for processing the obtained experimental data and calculating statistical indicators in order to test the effectiveness of the introduction of pedagogical conditions, models and methods of forming the readiness of future teachers for the organization of school tourism in the educational process of higher education institutions;Results: an approach is proposed to build a holistic process for the formation of a student's personality, which should be based on the characteristics of his upbringing in the system of tourism: education through nature, culture (the principle of visualization), the formation of tolerance; humanization of relations, education in a group (team), ecology of the individual.Conclusions: Work on developing the concept of professional training for future tourism managers led to the conclusion that a conscious and thoughtful program of actions for the organization of the educational process and vocational training precedes the training of students.

scholarly journals Formation of Ecological Consciousness in the Process of Training Future Economists

2021 ◽  
Vol 26 (1) ◽  
pp. 190-194
Author(s):  
Kateryna Yablunovska ◽  
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Training ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activities ◽  
Effectiveness Of Training ◽  
Ecological Culture ◽  
The Individual ◽  
High Level

Annotation. Introduction. The article analyzes topical issues of ecological culture formation in the process of training future economists. Modern approaches to the formation of environmental culture during the training of future economists, determining the quality of professional training of future professionals in higher education. Socio-economic changes and the ecological state cause the need for qualitative improvement of professional education of future specialists in the process of professional training with a high level of ecological culture. However, the problem of forming the ecological culture of future economists remains insufficiently studied. Purpose. The aim of the article is to study the formation of ecological culture and thinking, the spread of ethical norms in relation to nature. Results. The analysis of scientific works on the formation of ecological culture in the process of training future economists, revealed the concept of ecological culture of the individual and the concept of educational environment. Attention is paid to the process of formation of ecological culture as a holistic systemic phenomenon in order to develop the ecological and ideological position of a specialist economist. The main measures of preparation of applicants for higher education in economic specialties, which includes the environmental element, have been outlined. The pedagogical conditions that provide the process of education of ecological culture in the educational environment have been singled out. Features of ecological education as an important component of educational process have been considered. Conclusions. It has been proved that the effectiveness of training future professionals and the formation of environmental culture of applicants for higher education will form an opportunity to successfully engage in professional activities in the field of economics after graduation from higher education.

scholarly journals ANALYSIS OF APPROACHES TO THE FORMATION OF PROFESSIONAL READINESS OF STUDENTS IN UZBEKISTAN (ON THE EXAMPLE OF FUTURE TEACHERS)

2021 ◽  
Vol 58 (1) ◽  
pp. 3535-3541
Author(s):  
Khusan Abdurakhimovich Umarov
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Real Process

Studying the further development of higher education, improving the quality of education, expanding the integration of science and industry, we came to the following conclusions: literature on the formation of professional education of students, as well as an analysis of educational (and pedagogical) practice in higher education, despite the fact that more was done work on the development of professional readiness of students, the problem of the formation of professional readiness of future teachers has not yet been completely resolved. To solve this problem, we set ourselves the following tasks: to explain the concept of “professional readiness” among future teachers, taking into account the requirements of the time (for example, students of pedagogical universities); analyze factors affecting student readiness; development of innovative methods of forming students' readiness. A practical study of the problem showed that the most effective process of forming the professional readiness of a future teacher occurs in a real process or in the process of educational activity close to it. Building on the educational process on the basis of an innovative approach, bachelors develop creative skills to analyze existing materials needed to solve professional problems, to independently solve new problems. The study showed that the practical activity of students in their chosen specialties guarantees clear prospects for future professional growth, as well as employment, contributes to the formation and increase of their professional competence; The development of the experimental and educational base of educational institutions, increasing the level of education provided, stimulating the professional growth of teachers, the customer will be given the opportunity to train highly qualified personnel on the basis of educational institutions.  

scholarly journals Methodological basis for designing a digital simulator of pedagogical activities

2020 ◽  
Vol 8 (3) ◽  
pp. 2
Author(s):  
A. A. Galiakberova ◽  
E. Kh. Galyamova ◽  
S. N. Matveev
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Point Of View ◽  
Telecommunication Networks ◽  
Elementary Geometry ◽  
Pedagogical Practice ◽  
Geometric Problem ◽  
Higher Education System ◽  
Geometric Problems

Introduction. The article presents the foundations of the concept of a digital simulator of pedagogical activity. Its characteristics allow us to see the possibilities of modeling pedagogical activity from the point of view of implementing the principles of the activity approach. The purpose of this research is to create a concept and methodological toolkit as a plot composition for programming a simulator of pedagogical activities for teaching to solve geometric problems. The content of one of the storylines on the topic “Orthocenter of a triangle” is shownMaterials and Methods. The modern system of higher education trains teachers for professional activities in the global information society. The development of information and digital technologies involves active use of distant education tools, which means educational technologies implemented using information and telecommunication networks with the indirect interaction of students and teachers. Due to these requirements, the paper considers the possibilities of simulation in the process of professional training of future school teachers. The following research methods were used: pedagogical experiment, observation and modeling, as well as analysis of existing simulators in the higher education system of the Russian Federation [9, 10, 11, 14] and foreign educational systems as well [20].Results. There has been developed a concept and adaptation of the mathematical content of the simulator [16] to the level of specialized secondary education. To create such a simulator, a bank of pedagogical situations and options for their solution was created, the source of replenishment of which is the pedagogical practice of students at school. We see the prospect that the interaction of the simulator should be built in such a way as to meet the potential user needs and the requirements of the professional standard [19]. The concept of a simulator for teaching to solve geometric problems is based on the theoretical foundations of elementary geometry and methods (techniques) for solving problems of increased complexity in geometry (profile level, Unified State Exam, Olympiad problems), teaching methods for geometric problems, cognitive psychology.Discussion and Conclusions. The article presents a model for simulating the actions of a future mathematics teacher in the process of organizing the solution of a geometric problem from the point of view of didactics, psychology, methods and axioms of geometry. An experimental base has been prepared for a future pedagogical experiment on the introduction of a simulator into the educational process of training mathematics teachers. 

scholarly journals Volitional aspects of personality formation in cadets of educational institutions of EMERCOM of Russia

2020 ◽  
pp. 114-122
Author(s):  
O. V. Streltsov ◽  
E. V. Bobrinev ◽  
T. A. Shavyrina ◽  
O. S. Matorina ◽  
V. A. Mashtakov
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Professional Education ◽  
Professional Training ◽  
Fire Service ◽  
Educational Process ◽  
Self Control ◽  
Educational Institutions ◽  
External Control ◽  
The Third

Relevance. Despite a significant number of publications on volitional regulation in cadets of the institutions of higher education of EMERCOM of Russia, development of volitional regulation during training is still insufficiently studied. Conditions of training in higher education institutions of EMERCOM of Russia differ from civil educational institutions, which may determine the features of volitional regulation of behavior in cadets. In this regard, it is of interest to conduct a comparative analysis of the volitional regulation in cadets of different years and identify its features to improve organization of the educational process and professional training of future employees of the EMERCOM of Russia.Intention: To study the features of volitional regulation in cadets of institutions of higher professional education of the EMERCOM of Russia.Methodology. The study involved 100 cadets of the Academy of the State Fire Service of the EMERCOM of Russia aged 17 to 22 years. The first group (n = 50) included first-year cadets, the second group (n = 50) - third-year cadets. Standardized psychodiagnostic methods were used to study the features of volitional regulation and volitional qualities of cadets. Statistical evaluation of the results was performed using Mann-Whitney U-test and Fisher's F-test.Results and Discussion. Most cadets in both groups, when implementing one or another intention, tend to perform an action. Meanwhile, third-year cadets are more often guided by their current mental state. We believe this is due to the conditions of training, namely, training in educational institutions of a closed or open type. According to the comparative analysis of selfcontrol indicators, freshmen show a higher level of self-control than cadets of the third year in the emotional sphere, activity and behavior. Self-esteem of volitional qualities tended to decrease by the third year of study, while the general profile of selfesteem of volitional qualities remains similar in both groups, which is probably due to perception of difficulties in the freshmen and their motivation for social approval. In a sample of students from a civilian university, similar trends were revealed. The assessment of the variance of psychodiagnostic indicators among cadets showed their greater homogeneity among 1st year cadets than among 3rd year cadets, which is possibly due to changes in education conditions, decreased external control over students, and other reasons.Conclusion. Indicators of volitional regulation in cadets of different years differed. Recommendations are suggested for psychologists providing support for the educational process. The ways of further research are outlined to study the structure of personality volitional qualities and relationship between self-control, volitional regulation and meaning-in-life orientations.

scholarly journals FEATURES OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE SPECIALISTS ON ENTREPRENEURSHIP, TRADE AND EXCHANGE ACTIVITIES

2019 ◽  
pp. 45-51
Author(s):  
Svitlana Stebljuk
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Programs ◽  
Educational Process ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Master Program ◽  
Trade And Exchange

The article deals with the specifics of the training of future specialists in entrepreneurship, trade and exchange activities in multy-degree system of education. The research on the identified problem is found out in the areas of: professional pedagogy, competency approach in the educational process; professional competence of future specialists of economic direction, including entrepreneurship; multy-degree system of education. The purpose of the article is to reveal the peculiarities of the training of future specialists in entrepreneurship, trade and exchange activities based on the volumes of educational programs under conditions of multy-degree system of education. Objective: to find out the requirements of the Standard of Higher Education in specialty 076; to disclose the content of educational programs at the educational qualification level «junior specialist», educational degrees «bachelor», «master»; to submit proposals for the improvement of educational programs according to the specialty. The theoretical and practical training in the college is analyzed, in accordance with the Standard of higher education of Ukraine, the competence, which should be possessed by experts: integral, general, special. The author analyzes the content of educational programs, the share of disciplines of professional training, practical training at college and university. It is determined that the specialty of specialist training under the «Master» program is that it provides for the provision of fundamental scientific and methodological and applied knowledge of economic processes and regularities of the functioning and development of a trading company, organization of trade and exchange activities; realization of commoditymarketing and commercial tasks concerning the assortment and quality of goods; making operative decisions within the limits of its competence concerning preservation of the quality of goods in the process of commodity turnover; evaluation of the quality of the main groups of goods in market conditions, taking into account the current legislative framework. Proposals for improvement of educational programs according to the specialty are submitted. In particular, an increase in the number of credits for practical training on the educational level of «bachelor», as in accordance with the Law of Ukraine «On Higher Education» it is a completed course in the training of a future specialist; the introduction into the educational program of the Master’s degree in credit for psychological and pedagogical training, respectively, the availability of pedagogical practice that will provide pedagogical activities in educational institutions.

scholarly journals The professional training of a future biology teacher: basic theories of natural scientific discourse

2019 ◽  
Vol 66 (3) ◽  
pp. 76-82
Author(s):  
Nadezhda Gramatik
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Professional Training ◽  
Educational Process ◽  
Future Teacher ◽  
Biology Teacher ◽  
Biology Teachers ◽  
Pedagogical Training ◽  
The Future ◽  
New Formation

The dynamic development of modern society dramatically changes the educational orientations and priorities. This is especially true of the higher education system, which must respond in a timely manner to the new challenges for the preparation of competitive future professionals. The renewal of the philosophy of school natural education, due to the need for its correlation with the current level of scientific knowledge, as well as with the realities of the modern world. In this connection, there is a problem of professional training of the future biology teacher of the new formation, oriented on innovative pedagogical activity. The recognition of the modern teacher as the subject of innovative changes defines new targets in his vocational training system. The problem of professional training of the future biology teacher does not lose its relevance. The new paradigm of science education necessitates constructive changes in the professional training of the future teachersubjectist. First of all, the process of becoming a future teacher should be professionally and pedagogically oriented. An important component of the professional development of a modern biology teacher is his personal qualities formed in the process of pedagogical training that determine the professional orientation of the future specialist. In this regard, the professional training of the future teacher of the natural sector should integrate in the content of higher education the idea of developing the creative potential of the student's personality, the recognition of students as subjects of the educational process. And the process itself, the formation of the professional competence of the future teacher, should be guided by modern natural science knowledge. The peculiarity of teaching biology in high and high school requires the modern teacher to have specific qualities, which in the conditions of the New Ukrainian School are of particular relevance. Among the most significant are the responsibility of the teacher for the results of his teaching activities. At present, the modern school is waiting for a teacher of a new formation, which is characterized by creative thinking, innovative pedagogical activity, the ability to self-reflection, which significantly expands its role functions. The development of new directions in the training of biology teachers objectively requires a rethinking of the content, forms and methods of pedagogical education, development of new approaches to teaching. In addition, the focus on European educational standards, necessitates the study of foreign teacher training experience in the context of innovation. Thus, the European vectors for the development of higher education in Ukraine necessitate changes in the methodological and psychological-pedagogical foundations of modern higher education of future biology teachers. It is the practice-oriented character of the pedagogical training of the future teacher that will provide the updating of the content of the system of vocational training of future teachers, which will significantly increase its competitiveness.

scholarly journals PECULIARITIES OF TRAINING OF FUTURE TEACHERS OF PEDAGOGY FOR TEACHING THE COURSE «DIDACTICS»

2021 ◽  
pp. 423-426
Author(s):  
Oktaviia Fizeshi
Keyword(s):  
Higher Education ◽  
Primary School ◽  
Professional Education ◽  
Professional Training ◽  
Educational Programs ◽  
Educational Process ◽  
Future Teachers ◽  
Literature Study ◽  
School Teachers ◽  
Primary School Teachers

An important condition for reforming pedagogical education is the training of highly qualified teachers of higher education institutions who are able to implement program objectives and implement the requirements of professional, industry standards and educational programs in the educational process of pedagogical education institutions. Article’s purpose is to generalize the features of training future teachers of pedagogy to teach the course «Didactics» in the system of professional education of future primary school teachers. Methods applied: the method of theoretical analysis of normative educational documents and educational-methodical literature on methods of teaching pedagogy in institutions of higher pedagogical education; methods of generalization, systematization for formulating the conclusions of scientific research. Most educational programs for the training of specialists at the second (master's) level in pedagogical specialties provide for the assignment of the qualification «teacher of pedagogy», which requires his thorough theoretical and methodological and practical preparation for teaching pedagogical disciplines. Therefore, it is important in this context determination of methods of teaching the section of pedagogy «Didactics», which includes acquaintance of future teachers of pedagogy with the main goals and objectives of the course, its structure, features of the work program on the discipline, a list of sections and topics recommended for future primary school teachers; mastering the most rational forms and methods of organizing classroom (lectures, seminars, micro-teaching, modeling of pedagogical situations, etc.) and extracurricular (pedagogical observation of the real pedagogical process in primary school, acquaintance with pedagogical and methodological literature, study of advanced pedagogical experience, etc.) work of students, features of diagnostics of results of educational achievements from a course «Didactics». Preparation for teaching «Didactics» is an important component of professional training of future teachers of pedagogy in higher pedagogical education, which provides targeted, systematic and comprehensive mastery of knowledge of didactics and methods of its teaching in higher education and training the teacher's personality with a high level of scientific knowledge. organization of the process of knowledge transfer to applicants for institutions of higher pedagogical education.

SCIENTIFIC AND PRACTICAL BASIS FOR THE INTRODUCTION OF ELEMENTS OF DUAL TEACHING IN PROFESSIONAL TRAINING OF FUTURE TEACHERS

2021 ◽  
Vol 66 (2) ◽  
pp. 112-119
Author(s):  
U. Abdigapbarova ◽  
◽  
А. Smanova ◽  
A. Kenzhebayeva ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
Teacher Training ◽  
Vocational Training ◽  
Professional Training ◽  
Educational Process ◽  
First Century ◽  
University Graduates ◽  
Research Projects ◽  
Future Teachers

The article discusses the integration of dual teaching elements into the process of vocational training for future teachers. From the 30s of the twentieth century to the beginning of the twenty first century, the reflection of the elements of dual teaching in the educational process of pedagogical higher education institutions is based. Although it does not mention the introduction of the elements of dual education, it is noted that in recent years, due to the emphasis on the training of future teachers, special attention is paid to practical classes, internships. From 2014, domestic dissertation research and research projects covering dual learning will be thoroughly analyzed. Questionnaires were received from university graduates and employers. It will also be revealed that there are currently opportunities to integrate dual teaching elements into the process of future teacher training.

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