scholarly journals Google scholar as an instrument for monitoring professional development of higher education institute

2018 ◽  
Author(s):  
Larissa Familyarskaya
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Education Institution ◽  
Legal Framework ◽  
Scientific Activity ◽  
Google Scholar ◽  
Professional Activity ◽  
Higher Education Institution ◽  
Publishing Activity ◽  
Analytical Work

The article describes the influence of globalization and informatization of public life on the transformation of the educational and scientific spheres. The necessity of continuous monitoring of the effectiveness of scientific activity, which can be evaluated using both qualitative and quantitative indicators, has been identified. Their analytical work on the publishing activity of teachers of the higher education institution determines the actual directions of development of scientific research. The normative-legal framework on the system of criteria for evaluating the scientific achievements of the institution of higher education, methodical approaches to the analysis of the changes effectiveness in the professional activity of scientific and pedagogical workers is described. The possibilities of using Google Scholar as a teacher of a higher education institution, in particular postgraduate, as an open science-computer database and a tool for generalizing professional development of a scientist are considered. The peculiarities of the citation index of the scientists publications are described, which is a scientific metric that is currently used to assess the effectiveness of the scientific workers activities and university instructors, and to set up the profile of a scientist in the system under consideration. It was found that analytical work and generalization of quantitative and qualitative indicators of the scientific results and pedagogical activity can reveal a general assessment of the scientific activity effectiveness of individual scholars, departments, faculties, as a whole institution of higher education. The level of use analysis on the possibilities of Google Scholar in the practice of teachers in higher education institutions and assessment of their publishing activity by scientific and pedagogical workers by means of scientometric indicators based on the citation system Google Scholar. The perspective directions of scientific activity are characterized.

scholarly journals ADAPTATION OF STUDENTS TO RESEARCH AND PROFESSIONAL ACTIVITIES BASED ON THE USE OF THE UNIVERSITY HACKATHON ECOSYSTEM

Management ◽  
2022 ◽  
Vol 34 (2) ◽  
pp. 62-76
Author(s):  
Iryna Goncharenko
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Social Institutions ◽  
Education Institution ◽  
Scientific Activity ◽  
Professional Activity ◽  
Higher Education Institution ◽  
Design Assessment ◽  
Research Activities ◽  
The University

BACKGROUND AND OBJECTIVES. For student youth the process of entering the profession and harmonization of interactions with professional environment and future professional activity is the key moment of life activity. This process, according to the majority of modern researchers, is a certain complexity and contradiction both for students and for higher education institution, as well as social institutions and organizations acting as social customers.METHODS. The study of the process of adaptation of student youth to research and professional activity was carried out on the basis of the Kyiv National University of Technologies and Design. Assessment of students' expectations regarding studies, the level of students' awareness of the future professional and scientific activity was carried out with the help of the University Hackathon Ecosystem toolkit. Processing of the obtained results of the survey was carried out on the basis of the "Methodology of research of students' adaptability to dual education in higher education". The methodology includes two scales: adaptability to professional activity and adaptability to research activity.FINDINGS. The following directions of training are distinguished: professional, social and research, as well as stages of adaptation to professional training: learning identification, learning-professional activation, professional-value reflection. Integration of these directions allows us to organize activities that ensure formation of necessary professionally important qualities (competences) in students (graduates), agreed with potential employers and demanded by the corresponding profession. The conducted experiment on the basis of Hackathon-ecosystem of the university was carried out taking into account the directions of training and their corresponding adaptation criteria: professional direction – activity-result and motivation-value criteria; humanitarian – communication-professional criterion; research – personal-creative criterion.CONCLUSION. Students' adaptation to future professional and research activities can be defined as one of the most urgent social problems at the pre-production stage. This is due to the fact that the student spends one of the main periods of his life in a higher education institution, since it is at this time he is formed as a professional and as a person, masters the necessary competencies in order to achieve a certain professional and research level. At this stage the professional intentions of the individual and the requirements of the profession come into alignment, i.e. there is an adaptation to professional and research activities.

scholarly journals PEDAGOGICAL CONDITIONS OF THE FORMATION OF SANITARY AND HYGIENIC CULTURE OF FUTURE ENGINEER-TEACHER IN THE FIELD OF FOOD TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATIONAL INSTITUTION

2021 ◽  
pp. 64-71
Author(s):  
Nataliia Dubova ◽  
Viacheslav Liulchenko
Keyword(s):  
Higher Education ◽  
Free Choice ◽  
Educational Institution ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Higher Education Institution ◽  
Technical Problems ◽  
The Future ◽  
Effectiveness Of Training

The article reveals the problem of finding pedagogical conditions of the formation of a sanitary and hygienic culture of future engineer-teacher in the field of food technologies. The peculiarities of the formation of sanitary and hygienic culture in future specialists in the educational process of higher education are highlighted. They will provide the following pedagogical conditions: providing positive motivation of future engineer-teachers of food technologies to form sanitary and hygienic culture through updating introduction of interdisciplinary links with the relevant software and methodological support; introduction of the discipline of free choice; using the potential of industrial practice to gain experience in the formation of sanitary and hygienic culture.The transition of the state from a planned to a market economy requires an increase in the competitiveness of food production, so the future engineer-teacher in the field of food technologies must meet high requirements for the level of ability and willingness to act effectively in professional activities, which involves solving various socio-psychological, economic and technical problems with the possibility of introducing new educational technologies. Purposeful activity in the direction of rethinking the formed stereotypes, the search of new pedagogical approaches in terms of increase of own professional readiness and professional and personal qualities will allow the future engineer-teacher on completion of the higher education institution to possess a complex of engineering and pedagogical knowledge necessary for future productive professional activity. The effectiveness of training depends on the environment of the higher education institution and specific conditions for the educational process, i.e., to establish the level of readiness of the future engineer-teacher, it is necessary to determine the pedagogical conditions to ensure an effective educational process. Keywords: pedagogical conditions; sanitation; hygiene; culture; food technologies; engineer-teacher; a discipline of free choice; educational process; internship.

scholarly journals PROFESSIONAL DEVELOPMENT OF STUDENTS IN THE INITIAL STAGES OF STUDY IN HIGHER EDUCATION INSTITUTION

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Nina Аtamanchuk ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Psychological Factors ◽  
Positive Attitude ◽  
Healthy Lifestyle ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Professional Activity ◽  
Professional Activities ◽  
Development Of Students

The readiness of student youth for professional activity is a complex personal formation. At the initial stages of education in higher education institutions is characterized by a contradiction between the student's need for professional self-determination and the lack of necessary professional competencies to meet it. To highlight the psychological factors of professional development students in the initial stages of higher education. Most of the respondents have a formed interest in professional activity, which implies a positive attitude to the chosen profession. Unfortunately, among the respondents there are students who do not have a positive attitude to the future profession. The professional development of first-year students is hindered by frustration as a result of failures related to learning. A large number of subjects have health problems that hinder successful professional development. The vast majority of students emphasize the importance of purposefulness in professional development. Most students consider interest in the profession as a factor influencing their professional development. The attitude of students to learning is one of the important indicators of their professional development. A factor that will help to implement the professional plans of students is their own strengths and abilities. Psychological factors of professional development of students at the initial stages of education in higher education institutions are highlighted. Psychological factors of professional development of students at the initial stages of education in higher education institutions are: the formation of interest in professional activities; frustration as a result of failures; health status; own inertia; purposefulness; full dedication in any case; realistic tasks to achieve the goal; healthy lifestyle; interest in the profession; example of colleagues; ability to self-education and own development; awareness of one's own strengths and abilities; sufficient funding; great own efficiency.

THE REFLEXIVE COMPETENCE OF A FUTURE TEACHER: ESSENCE, STRUCTURE, LOGIC OF REFLEXIOGENESIS

2020 ◽  
Author(s):  
Victoria Zhelanova
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Future Teacher ◽  
Professional Activity ◽  
Individual Student ◽  
Self Awareness ◽  
Higher Education Institution ◽  
Personal Quality ◽  
Self Knowledge

The article analyzes the reflective paradigm of education as a promising strategy for Ukrainian higher education reforming. Its mission, purpose, objectives, content, functions and criteria are disclosed. Proved the priorities of the reflexive education paradigm related to the reflexive competence formation of the personality, represented by a set of components, adequate to reflective activity. The structure of reflexive competence which contains motivational-value (motives, needs, personal interest, desire, tendency to engage in reflexive activity, approach to pedagogical reflection as a value); cognitive (system of reflexive knowledge, which is the theoretical basis of reflective competence and represent a system of concepts and ideas associated with self-knowledge, self-awareness, understanding and perception of the individual student, interaction with students); operational-activity (system of reflexive skills connected with self-knowledge and understanding of another, with self-assessment and evaluation of other people, with self-interpretation and interpretation of another, with analysis and development of pedagogical technologies) components, was grounded on the basis of structural-activity trait and types of reflection. According to the structure of reflexive competence, the criteria of its formation are defined (stimulating-axiological, cognitive, praxeological). Adjusted diagnostic toolkit containing standardized and proprietary methods. The genesis of the reflective competence of future teachers in the period of vocational training in higher education is revealed. The concept of “reflexiogenesis” as a process of gradual development of reflexive competence components in the direction of their complication and extension of the range of realization of different types of pedagogical reflection synthesized in contextual reflection is introduced into scientific circulation. Proved that the initial stage of formation of reflective competence (the first course of study at a higher education institution) associated with the formation of reflection not as a professional quality, but as a basic personal education; with in the next step (the second, the thirdcourse of study at a higher education institution), there is a formation of pedagogical reflection as a professional-personal quality of the teacher; in the process of educational and professional activity (the fourthcourse of study at a higher education institution) the formation of reflexive competence as a holistic, integrated professional-personal quality of the future teacher.

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