Using Case Technology and Project Method in the Process of Studying Professionally Oriented Disciplines

2021 ◽  
pp. 67-77
Author(s):  
Madina T. Bekoeva
Keyword(s):  
Educational Process ◽  
Practical Significance ◽  
Professional Activity ◽  
Practical Implementation ◽  
Case Method ◽  
University Teachers ◽  
Professional Activities ◽  
Project Method ◽  
Latent Potential ◽  
The University

The article presents a lapidary analysis of possibilities of using the case method and the project method in the formation of professional thinking of students studying philology and journalism. We also consider the possibilities of using case technology and project method in the process of studying professionally oriented disciplines. The practical significance of the work comes down to disclosing the effectiveness of the case method and the method of projects in the process of forming professional skills. The relevance of this article is determined by modern realities of educational process at the university. The case method and the method of projects make it possible to increase the motivational component of learning and contribute to the development of teachers’ progressive thinking and students’ creative potential, both of which are necessary for professional activities. In this article we also made an attempt at revealing the essence of these methods in the educational process at bachelor’s level. They turned out to be the main methods for the formation of students’ universal and professional competencies. The project method and case method act as an integral factor in the gamification of educational process contributing to the formation of skills of expedient action, activation of thinking, instilling the skills of independent search for solutions in standard and non-standard situations that may come up in the course of professional activity. Students actively and productively master the necessary competencies while revealing their latent potential. The case method and the project method demonstrate great efficiency in improving the quality of personnel training; the specific types of their practical implementation are developed jointly during classes by university teachers and employers’ representatives. The purpose of the article is to determine the methodological potential of the case method and the method of projects in the formation of professional thinking of future philologists and journalists and to consider the possibilities of using case technology and the project method in the process of studying professionally oriented disciplines. The project method is a relevant and effective technology that significantly increases the level of mastery of educational material, the internal motivation of students and their independence. The case method initiates the development of professional thinking, independence, unconventional thinking and creativity. When faced with a formulated problem, students concentrate on finding a solution to the problem and the teacher’s skillful interpretation of the problem directs students to search for non-standard ways. Everything mentioned above leads to the development of integrative thinking and significantly expands students’ capabilities. The practice of working with the case method and the project method in the classroom confirms their effectiveness in the professional development of university students, expanding their professional horizons and the formation of professional thinking.

scholarly journals Increasing the practical significance of the Points, Badges, Leaderboards triad in the educational process

2021 ◽  
Author(s):  
С.Н. Панарина ◽  
А.В. Сапожникова ◽  
Н.Л. Яковлева
Keyword(s):  
Learning Process ◽  
Student Involvement ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Activities ◽  
University Teachers ◽  
Professional Activities ◽  
The University ◽  
Goals And Objectives

Статья посвящена вопросам совершенствования игровых методик в образовательном процессе вуза. Актуальность исследования обусловлена необходимостью модернизации процесса обучения в соответствии с задачами цифровизации образования. Анализируются проблема и возможности использования компонент PBL(Points, Badges, Leaderboards) в образовательном процессе. Показано, что существующие механизмы применения указанных компонент не в полной мере отвечают целям и задачам внедрения геймификации как средства повышения мотивации в учебной деятельности. В связи с этим целью работы является разработка системных подходов и механик для повышения практической значимости и переосмысления элементов триады PBLв образовательном процессе вуза. Предложена модификация компонент PBL, позволяющая увеличить вовлеченность студентов в процесс обучения. Полученные результаты могут быть интересны преподавателям вузов, использующим в своей профессиональной деятельности игровые технологии. The article is devoted to the issues of enhancing game techniques in the educational process of the university. The relevance of the study is due to the need to modernize the learning process in accordance with the tasks of digitalization of education. The problem and possibilities of using PBL components (Points, Badges, Leaderboards) in the educational process are analyzed. It is shown that the existing mechanisms for using these components do not fully meet the goals and objectives of introducing gamification as a means of increasing motivation in educational activities. In this connection, the aim of the work is to develop systemic approaches and mechanics to increase the practical significance and rethink the elements of the PBL triad in the educational process of the university. A modification of the PBL components is proposed to increase student involvement in the learning process. The results obtained may be of interest to university teachers who use gaming technologies in their professional activities.

scholarly journals Humanistic foundations of the teacher’s professional activity in modern sociocultural conditions

2020 ◽  
Vol 210 ◽  
pp. 18117
Author(s):  
Irina Khlyzova ◽  
Lyudmila Illarionova ◽  
Marina Ivanova
Keyword(s):  
Modern Society ◽  
Professional Activity ◽  
Practical Implementation ◽  
Educational Organization ◽  
University Teachers ◽  
Professional Activities ◽  
Leading Role ◽  
Pedagogical Analysis ◽  
Material Values ◽  
Junior Students

The study examines the problem associated with the fact that features of dehumanization are largely manifested in modern society and in education. There is a loss of spiritual and moral values, a rejection of a worldview based on justice, a lack of attention and respect for a person is increasingly manifested, and his life and morality are being devalued. The leading role in forming the moral image of the younger generation should belong to the general educational organization, teachers and educators. In accordance with this, the goal of the study was set: to identify the level of humanization of pedagogical activity in modern sociocultural conditions. To achieve this goal, the following tasks were set and solved: on the basis of a comparative historical and pedagogical analysis of scientific literature, trace the genesis of the concept of “humanism”; characterize the humanistic foundations of modern education; consider conceptual approaches to the humanization of education; determine the pedagogical conditions for the practical implementation of the humanistic paradigm in the professional activities of university teachers, school teachers and educators. Based on the results of a survey of junior students and their inclusion in project activities to study the heritage of humanist teachers of the XIX-XX centuries, conclusions are drawn that the values of their future professional activities can be formed in the course of studying pedagogy. When carrying out educational projects that have a humanistic orientation, future teachers develop a humanistic consciousness, reorient from material values to spiritual ones, and the personality of the future teacher is humanized.

Assessment of the Communicative Competence of the Students of Pedagogical University

2021 ◽  
pp. 90-98
Author(s):  
Inna Mihailovna Shepshinskaya ◽  
Keyword(s):  
Professional Training ◽  
Communicative Competence ◽  
Quality Criteria ◽  
Oral Communication ◽  
Assessment Method ◽  
Educational Process ◽  
Foreign Languages ◽  
Professional Activity ◽  
Professional Activities ◽  
The University

The organization of professional training of students of a pedagogical university is realized on a competence-based approach, which requires a implementation of new methods, tools and procedures aimed at assessment educational results. The complexity of the formation and assessment of competencies is explained by their multicomponent structure and the ability to manifest themselves during students’ performance. Modern methods and tools of assessing competencies should be based on modeling situations that enable students to perform quasi-professional activity and the description of key elements of each competence domain. The purpose of the article is to develop a methodology for assessing the communicative competence of students of a pedagogical university studying at the Faculty of foreign languages. Methodology and methods of research. The methodological basis of the study was made up of: the competence-based approach and its views on new results of the educational process at the university, methods of assessing competencies (N. F. Efremova, Ibragimov G.I., Baartman L.K., Kanik M.); a contextual approach that explains the need to create educational situations that model the conditions of professional activities for the formation and assessment of modern educational results (A. A. Verbitskiy). Research methods: analysis of scientific literature, pedagogical modeling. Research results. A methodology for assessing the communicative competence of students of a pedagogical university studying at the Faculty of Foreign Languages has been developed and presented. The quality criteria for modern assessment methods and instruments are formulated (authenticity, transparency, the significance of the content of assessment materials for students, effectiveness). The author of the article develops and presents a model of an assessment method based on the analysis of video fragments of communicative situations. The procedure for modeling communicative situations that can be used to compile assessment materials is described in detail. The foreign experience of designing pragmatic tests of oral communication (Discourse Completion Task) is analyzed, ways of improving these tasks are proposed.

scholarly journals FORMATION OF SUBJECTIVITY OF THE STUDENT IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY AS A STAGE OF PROFESSIONALIZATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
T.A SHCHUCHKA ◽  
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Special Role ◽  
Professional Activities ◽  
Mechanisms Of Formation ◽  
The Individual ◽  
The University ◽  
University Training

In psychological and pedagogical science, professionalization is considered as a process associated with the development of the subjectivity of the individual, motivation to perform professional activities, determination of the potential of the individual in the profession, awareness of his role in the life space, setting requirements for a specialist in the chosen professional activity. The problem is stated, an attempt to solve which is made in this article: what are the directions of the formation of subjectivity of the student in the educational process of the university as a stage of professionalization? The analysis of psychological and pedagogical studies revealed their insufficiency in the perspective of consideration and analysis of the stages of formation of subjectivity of the student in the educational process of the university, which determined the purpose of the study, which consists in solving the stated problem. In the process of research, theoretical methods are used: analysis, comparison, comparison, discourse, systematization of the results of scientific research. The directions of formation of subjectivity of the student in the educational space of the university are revealed. Adaptation is followed by identification with the socio-cultural environment of educational institution, where the realization of values of the environment, the social meaning of vocational education, assimilation of traditions, norms of coexistence, communication experience (socio-professional aspects). Development of the system of Self, self-development of the student as mechanisms of formation of subjectivity in the profession, ensuring the formation of content, effectiveness, positive dynamics in training (personal-value aspect). Ensuring effective communication between the teacher and the student in pedagogical interaction with the use of modern educational technologies and the use of professionally directed situational tasks (technological aspect). A special role in optimizing the process of professionalization for the successful formation of the student's subjectivity is assigned to professional training, where, using pedagogical technologies, the necessary professional competencies are formed. The process of professionalization at the stage of university training is aimed at the formation of subjective characteristics of the teacher's personality, defined as independence and regulation of their actions in the performance of professional activities, responsibility, mobility, creativity, deep sociability, lack of conflict when working in a team.

scholarly journals Potential of reflection in developing the skills of teachers’ and students’ self-organization

2020 ◽  
Author(s):  
А.Н. Нюдюрмагомедов ◽  
Л.А. Абдурагимова ◽  
Н.Г. Ибрагимов
Keyword(s):  
Evaluation Criteria ◽  
Educational Environment ◽  
Educational Process ◽  
Self Organization ◽  
Practical Significance ◽  
University Teachers ◽  
Teachers And Students ◽  
Favorable Conditions ◽  
The University

В статье обоснована актуальность использования рефлексии в развитии мобильных умений самоорганизации студентов. Одним из благоприятных условий решения проблемы определена интерактивная образовательная среда, которая создается и реализуется через знаниево-рефлексирующие, информационно-знаниевые, диалога рефлексивных позиций, проектной рефлексии и презентации профессиональных умений технологии. Экспериментально выявлены и обоснованы закономерные связи между продуктивностью развития мобильных умений самоорганизации студентов с их рефлексивной и смыслосозидающей позицией в учебных диалогах. Предложена классификация мастер-классов на основе презентации интерактивной образовательной среды в вузе с выделением критериев оценки их эффективности в развитии умений рефлексии и самоорганизации преподавателей и студентов. Экспериментально обоснована эффективность развития умений рефлексии и самоорганизации в интерактивной образовательной среде. Практической значимостью результатов исследования является возможность создания в учебном процессе вуза интерактивной образовательной среды через актуализацию рефлексии, смысла и самоорганизации студентов. Статья адресована научно-методическим советам вузов, преподавателям и слушателям системы повышения квалификации. The article substantiates the relevance of the use of reflection in the development of mobile skills of students’ self-organization. One of the favorable conditions for solving the problem is defined as an interactive educational environment, which is created and implemented by means of knowledge-reflexive, information-knowledge, dialogue of reflexive positions and project reflection technologies. The regular connections between the productivity of the development of mobile skills of self-organization of students with their reflexive and meaning-creating position in educational dialogues are experimentally substantiated. The classification of master-classes on the basis of presentation interactive educational environment is introduced with determination of evaluation criteria for measuring the efficiency in reflexive abilities development as well as teachers’ and students’ self-organization. The development of reflexive abilities and self-organization in the interactive educational environment is experimentally proved. The practical significance of the research results is in the possibility of creating an interactive educational environment in the educational process of the university via means of the actualization of reflection, meaning and self-organization of students. The article is intended for scientific and methodological Counseling at the University, teachers and listeners of the professional development system.

scholarly journals Substantiation of the model of research of the readiness of teachers of higher education institution to professional activity in the context of digitalization of education

2020 ◽  
pp. 78-93
Author(s):  
Andrey V. Leyfa ◽  
Ekaterina V. Pavlova
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Education Institution ◽  
Educational Environment ◽  
Professional Activity ◽  
Higher Education Institution ◽  
University Teachers ◽  
Professional Activities ◽  
The University

One of the key problems of modern higher education is the development of programs and teaching methods relevant to the conditions of the digital educational environment, characterized by openness, variability, multiculturalism, polymodality and dynamism. At the same time, the question of the psychological readiness of teachers for activities in the new conditions comes to the fore. The article gives a brief overview of the works on the issue of readiness. The predictors of the university teachers’ readiness for activities in the electronic informational and educational environment are described. The role of the variative and invariant aspects of teachers’ readiness for changes in the system of higher education is shown. A model of the university teachers’ readiness for professional activities in the context of digitalization of education is proposed, which includes selfregulatory, motivational, value-semantic, and operational components; possible methods for diagnosing these components are described.

scholarly journals INTERACTION OF TEACHERS OF LANGUAGE SPECIALTIES IN THE ORGANIZATION OF THE EDUCATIONAL PROCESS

InterConf ◽  
2021 ◽  
pp. 226-236
Author(s):  
Madina Kabylova
Keyword(s):  
Scientific Work ◽  
Scientific Organization ◽  
Educational Process ◽  
Professional Activity ◽  
Professional Activities ◽  
Special Sciences ◽  
The Subject ◽  
Pedagogical Research ◽  
The University ◽  
Scientific Achievements

The article examines the methodology of the research presented on the basis of theoretical analysis of modern scientific literature on the subject, generalization of psychological and pedagogical research in the field of training future language specialists in the organization of the educational process. And also in this scientific work the level of methodological and theoretical bases of optimization of training in conditional realization of 12 - year obrozovaniye in R. K. is considered. In this connection, there was a need to improve the training of a competent teacher at the university, corresponding to the requirements of the time. The need to improve the level of scientific organization of professional activity of teachers is particularly emphasized. The paper highlights issues related to the organization of professional activities of personnel. It also provides for science-based planning of organizational scientific and methodological training of teachers. Shows naibolei the full use or scientific achievements of pedagogy, psiology and special sciences in the educational process. This allows you to clearly distribute the functions and coordination of efforts, create the necessary conditions, choose the optimal option of activity, stimulation, regulation, control and accounting. The relevance of research is due to the need for a scientifically based approach to solving these problems. The purpose of retraining and advanced training of teachers is indicated.

scholarly journals FACTORS OF PREPARATION OF FUTURE TEACHERS FOR THE MANIFESTATION OF PEDAGOGICAL CARE IN THE PROCESS OF THEIR PROFESSIONAL ACTIVITIES

2020 ◽  
pp. 243-250
Author(s):  
Владимир Владимирович Володин
Keyword(s):  
Subjective Experience ◽  
Cognitive Activity ◽  
Practical Experience ◽  
Educational Process ◽  
Practical Significance ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
Pedagogical Research ◽  
The Individual

Определяются и теоретически обосновываются факторы подготовки студентов педагогического вуза к проявлению заботы в процессе их будущей профессиональной деятельности. Процесс подготовки будущих учителей к проявлению заботы включает в себя внутренние и внешие факторы. Внутренние факторы связаны с личностными особенностями и субъектным опытом студентов-педагогов, внешние – с содержанием и организацией образовательного процесса в вузе. Обусловлена необходимость определения теоретико-методологических основ подготовки будущих учителей к проявлению заботы, интерпретация которой затрагивает этические, онтологические и экзистенциальные аспекты. Практическая значимость исследования заключается в том, что определенные факторы, с одной стороны, могут выступать в качестве методологической основы для построения современных педагогических исследований, а с другой – быть включены в практику современного образования в высшей школе. В статье использованы аналитический и синтетический методы исследования. The article defines and theoretically substantiates the factors of preparation of students of a pedagogical University to show care in the process of their future professional activity. As a result, it is determined that the process of preparing future teachers for caring includes internal and external factors, namely: the personal meaning of the knowledge acquired by students and the practical experience of humane interaction; the subjective experience of the individual; social and cognitive activity of students; the content of education, which includes knowledge of existential philosophy, humanistic pedagogy and psychology; organization of the educational process that models the social and subject content of future professional activities; creation of dialogical interaction between teachers and students. The relevance of the research is primarily due to the need to determine the theoretical and methodological foundations of training future teachers to show care, the interpretation of which affects ethical, ontological and existential aspects. The practical significance of the research lies in the fact that certain factors, on the one hand, can act as a methodological basis for building modern pedagogical research, and on the other hand, can be included in the practice of modern education in higher education. The article uses analytical and synthetic research methods.

Model of the Formation of Deontological Readiness of Future Physical and Occupational Therapists for the Implementation of Professional Activities

2020 ◽  
Vol 5 (6) ◽  
pp. 308-316
Author(s):  
O. Bespalova ◽  
◽  
N. Zakalyak ◽  
А. Kolesnik ◽  
А. Sitovskyi ◽  
...  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Occupational Therapists ◽  
Scientific Data ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Implementation ◽  
Professional Activities

In the course of terminological analysis, the content of the concepts "modeling" and "model" was substantiated, the author's model of formation of deontological readiness of future physical and occupational therapists for professional activity was theoretically substantiated and developed, aimed at improving the quality of professional training in the formation of deontological behavior. Material and methods: theoretical analysis and systematization of scientific data of modern domestic psychological-pedagogical, methodical and specially-profiled literature for studying the relevance and state of development of the outlined problem; structural analysis to determine the structure of deontological readiness with its constituent components; modeling method for the development of a model for the formation of deontological readiness of future bachelors in physical therapy, occupational therapy to carry out professional activities. Results and discussion. The model includes target (purpose and tasks), content-technological (methodological approaches, pedagogical conditions, principles, stages of formation, forms, methods and means of organizing students' learning activities), diagnostic (criteria, indicators and levels of formation) and effective (deontological readiness), which are aimed at optimizing the educational process of students. The purpose of the developed model is to form deontological readiness of future physical and occupational therapists for professional activity. The tasks included: increasing the motivation of physical and occupational therapists to educational activities in general and mastering the theoretical basis of deontological knowledge in particular, as well as the orientation of interests and needs to form a deontological position in relation to the subjects of professional activity; formation of a holistic system of deontological knowledge necessary for the implementation of appropriate professional conduct in professional activities; development of professionally significant individual qualities and formation of professional orientation of personality; development of skills and formation of experience in building deontological relations in the process of professional interaction. Theoretical and methodological basis were: systemic, axiological, personal, deontological and competency approaches; general didactic (clarity, systematicity and consistency, accessibility, feasibility, activity and consciousness, science-based, individualization, collectivity, problems, developmental learning) and specific (principle of social conditionality, principle of humanization, principle of strength of knowledge acquisition, principle of practical orientation of learning, and situation-based) principles. Criteria (motivational, theoretical, personal, praxiological) and indicators were determined in accordance with the structural components of deontological readiness. Conclusion. The practical implementation of the developed model for the formation of their deontological readiness will increase the level of professional competence of these specialists

scholarly journals Conditions for the formation of future primary teachers' self-expression culture in the educational process of the university

2020 ◽  
pp. 205-214
Author(s):  
Elizaveta Omel'čenko
Keyword(s):  
Professional Training ◽  
Primary Teachers ◽  
Educational Process ◽  
The Self ◽  
Primary Teacher ◽  
Professional Activity ◽  
Primary School Teachers ◽  
Professional Activities ◽  
The Future ◽  
The University

The article deals with the problem of the formation students' self-expression culture who are preparing to be primary school teachers. The author's view is presented on the conditions created in the educational process of the university, in which the future young specialists' self-expression culture acquires the characteristics necessary for successful professional activity. Such conditions include the development of basic educational programs of professional training, which are based on the ideas of developing a the future students' self-expression culture PEO, the introduction of subjects that characterize the self-expression culture of the teacher, peculiarities of its formation; organization of students' activities in the academic and extracurricular time with involvement in situations where they can express themselves according to their personal preferences and the requirements of their professional activities; methodological support of vocational training, containing materials that reveal questions about the teachers' self-expression culture and its formation. It is emphasized that the success of the students' education, the formation of their characteristics of the self-expression culture depends on what features of the self-expression culture are demonstrated by the primary teacher to them.

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