scholarly journals DIAGNOSIS WITH THE HACKATHON ECOSYSTEM OF THE UNIVERSITY OF THE READINESS OF STUDENTS FOR RESEARCH ACTIVITIES

Management ◽  
2022 ◽  
Vol 34 (2) ◽  
pp. 77-89
Author(s):  
Svitlana Arabuli
Keyword(s):  
Professional Training ◽  
Negative Impact ◽  
Effective Means ◽  
Well Being ◽  
Self Determination ◽  
Necessary Condition ◽  
Professional Activity ◽  
Research Activity ◽  
Research Activities ◽  
Professional Self

BACKGROUND AND OBJECTIVES. The changes in society associated with the country's transition to an innovative way of development radically change the nature and goals of labor activity. Profession under such conditions is considered by a person as a source of material well-being and gaining the desired social status. Professional self-determination occurs too late or is realized as forced, so the lack of opportunity to realize one's professional preferences has a negative impact on the individual and on society as a whole. As a result, in recent decades there has been a significant increase in the requirements of modern employers to the professional training of graduates of educational institutions. A young specialist must improve in the profession, be ready to change professional activity, i.e. be socially and professionally mobile, scientifically established, which can be realized with the help of Hackathon-ecosystem.METHODS. Collection of information, survey of students and teachers were carried out using a systematic approach on the basis of the Hackathon ecosystem. Processing of the obtained information, definition of scientific statements, generation of conclusions and practical recommendations were carried out with the help of the software product "Methodology of studying students' adaptation to dual education in higher education".FINDINGS. It is proved that the research activity of students is a necessary condition for their professional self-determination, acts as part of a holistic, long-term, dynamic process of entry into the profession and as a result of the choice and design of their future professional activity. Students' involvement in research activity largely determines the effectiveness of their social and professional development.CONCLUSION. Research activity of university students is an effective means of forming knowledge, abilities and skills necessary for personal and professional self-determination. It not only stimulates and motivates personal and intellectual development, contributes to the continuation of education, proves the degree of its readiness and acts as one of the guarantors of the success of the process of professional self-determination in general.

How Do the Romanian Students Consider the Research Competencies Appropriate for Their Future Career?

2021 ◽  
Vol 13 (4) ◽  
pp. 162-179
Author(s):  
Roxana Constanţa Enache ◽  
Gabriel Gorghiu ◽  
Laura Monica Gorghiu ◽  
Ana-Maria Aurelia Petrescu ◽  
Camelia Stăiculescu
Keyword(s):  
Negative Impact ◽  
Well Being ◽  
Professional Activity ◽  
Educational Practices ◽  
Research Activity ◽  
Continuous Training ◽  
Research And Innovation ◽  
Research Activities ◽  
Research Competencies ◽  
The Individual

Students’ research competencies are seen today, for any specialist, as necessary, both in terms of their use in academic training but also for the future careers. The analysis of educational practices in various education systems shows that the development of those skills starts sooner or later along the educational paths. We consider that research competencies are necessary in more and more diverse contexts, together with the development of educational practices that should develop the research competences in the initial and continuous training processes. This study aims to capture the correlation between the perceptions of Romanian students concerning the need to develop research competencies, and the extent to which they are effectively formed in actual higher education programs. The steps made for the development of each career, but also the successful completion of the university studies imply the development and practice of research competencies. The research aims to identify how students from several Romanian universities perceive the need to gather research competencies, what is the meaning of those skills, in what situations are used, but also what barriers are encountered in the research activity. Seeking to minimize any negative impact of research on the well-being status, we believe that a key factor in facilitating well-being is related to responsible research and innovation. Another important aspect of this research is offered by the identification of the respondents’ perceptions considering the importance of research in the students’ future professional activity, which could implicitly determine the interest in ensuring the individual and organizational well-being. For the present research, we aim to find a correlation of research competencies with the well-being status, to identify the necessary research competencies among the objectives of training, to determine the structural elements of research competencies, to identify situations / contexts in which such skills may be useful, to identify aspects that alters the well-being status in research activities, as well as solutions for promoting the well-being status in research activities.

scholarly journals PEDAGOGICAL ACMEOLOGY-BASED DEVELOPMENT OF SOCIO-PROFESSIONAL MATURITY IN THE PROCESS OF MASTER'S TRAINING

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
S. O. Danylov
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Ideal Model ◽  
Self Development ◽  
The Future ◽  
Professional Self

In the article the author shows the peculiarities of the development of socio-professional maturity of the future pedagogue in the context of pedagogical acmeology. Therefore, there is an urgent need to optimize the process of professional training of future lecturers on the basis of a new methodology that would combine personal and professional development in the educational process, direct professional self-determination and self-improvement of the future specialist, promote their self-realization and professional development. We believe that the process of professional training of future pedagogues should be based on the developed acmeogram and professiogram, model the professional and personal development of the specialist in accordance with the content and objectives of professional activity. This will not only direct the process of professional training to a certain ideal model of the specialist, but also to actualize the professional self-determination and self-development of the future pedagogue.Key words: future pedagogue, activity, personality, self-determination, self-improvement, acmeology.

scholarly journals Professional Reflection as Constituent of Personality Self-Development of Future Lawyer

2017 ◽  
Vol 5 (4) ◽  
pp. 99-111
Author(s):  
Oksana Kulida
Keyword(s):  
Social Life ◽  
Professional Training ◽  
Positive Attitude ◽  
Activity Patterns ◽  
Self Regulation ◽  
Self Determination ◽  
Professional Activity ◽  
Self Reflection ◽  
Self Development ◽  
Professional Self

In the article the professional training of a future specialist is analyzed; development, self-development, self-determination and self-reflection are its main tasks. It is proved that reflection plays the synthesizing role and encourages the widening of the personality limits. The reflection essence is personality’s realizing oneself as a potential or a real subject of a particular professional activity. According to the lawyers’ professional training results this activity determines not only proper specifics of the attitude to a profession but one’s personal or social life. It has been justified that professional self-reflection is carried out as the initial professional self-determination of a personality and the series of professional choices. It is noted that the positive attitude to oneself encourages the positive attitude to the future and awareness of one’s abilities in achieving a goal is taking place on the conditions of a positive attitude to future. It has been proved that one of the main components influencing the formation of today’s specialist abilities in achieving success in professional activity and professional self-actualization is the high level of the formed professional self-consciousness. The model of professional self-reflection of a future specialist corresponds to the psychological structure of self-consciousness and it has three subsequent interconnected stages: professional self-knowing, self-attitude and self-regulation, the content of which is determined by peculiarities of professional activity of a specialist and requirements set by a personality to one’s professional knowledge, skills and professionally important qualities. It is emphasized that professional self-reflection specifies the understanding oneself as a subject of a particular professional activity and involves the availability of: the conscious process of forming one’s attitude to the professional-working sphere; self-assessment of one’s individual psychological qualities and comparing one’s abilities with psychological requirements to a profession; the constant search for senses in a professional activity; self-regulation of behavior carried out through correlation of inner-personal and social-professional needs and directed to reaching a set goal. It has been proved that reflection activity is an important condition of self-development of a personality, an indicator of personal and professional values and senses determining the culture of activity. Reflection activity is considered as one of the ways education modernization and a mechanism of independent development, search, discovery, creation or making a new product, constructing individual experience, experimental check of external impacts, stereotypes, activity patterns, self-development forecasting.

scholarly journals Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

2021 ◽  
Vol 14 (33) ◽  
pp. e16589
Author(s):  
Valentyna Bilyk ◽  
Artem Tkachov ◽  
Ivanna Tkach
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Research ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
Professional Self

The society's need for competitive specialists capable of solving urgent issues requires focusing efforts on solving the most pressing problems in education in today's pandemic conditions. The psychological and pedagogical literature has repeatedly emphasized the need for self-improvement as a component of self-education of a person in general and a teacher in particular. One of the most important factors in the success of further professional activity is the formation of students' readiness for professional self-improvement. The issues of training future teachers remain topical, because both the intellectual, moral and spiritual development of children and youth, the socio-economic well-being of the country depend on their activities. Since the attention of specialists is focused on the personal potential of a person, the urgent is the problem of the formation of future teachers' readiness for self-improvement in the process of individualization of professional training pedagogical science. For this, the methods of theoretical research of profile sources were used, and also theoretical and ascertaining experiments were carried out. It is proved that the training of a future teacher  should be focused on the personality, the recognition of a person as the highest value in society, and providing conditions for personal self-improvement of the future teacher is one of the priority areas in the educational process of the university

scholarly journals Interconnection of reflexivity and meaningful orientations as a factor in the formation of professional responsibility of future military specialists

2021 ◽  
pp. 16-26
Author(s):  
Oleg N. Monahov
Keyword(s):  
Professional Training ◽  
Professional Responsibility ◽  
Professional Activity ◽  
Life Meaning ◽  
Research Activity ◽  
Professional Activities ◽  
Control Behavior ◽  
Research Activities ◽  
The Relationship ◽  
Qualitative Changes

The relevance of the study is due to the fact that qualitative changes in military professional activity necessitate high-quality professional training of future military specialists capable of manifesting professional responsibility in the context of constantly changing social and military practices. The purpose of the article is to present the results of a study demonstrating the psychological and pedagogical potential of the relationship between reflexivity and life-meaning orientations in the formation of professional responsibility in future military specialists. To obtain empirical data, the technique for determining the level of reflexivity by A.V.Karpova, a test of life-meaning orientations (in the adaptation of D.A.Leontiev), and also mathematical and statistical methods of data processing. In the course of the study, the interrelation of reflexivity and life-meaning orientations of future military specialists was revealed, which provides an assessment of the productivity of a lived segment of life, the degree of comprehension of prospects and direction of actions; developing the ability to control behavior in professional and life situations; awareness of freedom of choice in accordance with the goals set, understanding of responsibility for the successes and failures in their activities, due to its capabilities. The methodological support of the formation of professional responsibility of future military specialists on the basis of the relationship between reflexivity and life-meaning orientations has been determined, which includes: reflexive seminars aimed at the development of self-governing personality mechanisms; the use of situational tasks as a methodological technique that imitates a practically significant professional situation; the method of projects, which allows to apply in practice the intellectual resources of the student, to form teamwork skills and responsibility for the result in the conditions of educational and professional activities; organization of research activities, providing search and research activity in relation to non-standard professional tasks. The productivity of the influence of the interrelation of reflection and the peculiarities of life-meaning orientations on the formation of professional responsibility of future military specialists has been confirmed.

scholarly journals Students’ Research Activity in the Context of Professional Self-Determination

2019 ◽  
Vol 8 (9) ◽  
pp. 308-312
Keyword(s):  
Professional Education ◽  
Career Guidance ◽  
Industrial Relations ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Research Activity ◽  
Living Situation ◽  
Professional Self ◽  
High Level

Introduction. The period of studying in a professional educational organization is the most important in the life of a future specialist, as it is the time when a person becomes a participant of industrial relations, forms views on the profession, changes the system of values, develops motivation for professional activity. The strengthening of social and professional responsibility of a person should be accompanied by the strengthening of an educational institution’s responsibility for the quality of training of a specialist. Researchmethodology. Professional self-determination is considered by researches both as a process, and as the result of the development of a professional, each phase (stage) of which is characterized by different content. The age of adolescence plays here an important role, as the problem of choice of a profession becomes “an affective centre of the living situation” at that exact time. Researchresults. Competitiveness of a specialist becomes one of the priorities of improving the system of professional education in Russia and the most important criterion of its quality. This competitiveness includes not only the intimate knowledge of a profession, understanding of related areas of activity, readiness to practice the chosen profession effectively on a level with the highest world standards but also a high level of social and professional self-determination of graduates, developed self-concept of an individual. Discussion. The main characteristics of self-determination as a psychological and pedagogic phenomenon are belonging to a subject, procedurality, consciousness, self-sufficiency.Conclusion. Professional self-determination is an activity of a person (a component of personal self-determination) which is carried out during social development and maturity and, if necessary, adjusted with the help of a specially organized interference – career-guidance, teaching and educational process, theoretical and practical work.

scholarly journals Development of competence “forecasting” as conditions of readiness for professional self-determination

2021 ◽  
Vol 26 (4) ◽  
pp. 139-146
Author(s):  
Mariya S. Chekalina
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Self Regulation ◽  
Well Being ◽  
Self Determination ◽  
Professional Activity ◽  
Regulation Of Activity ◽  
Professional Self ◽  
Individual Regulation

The article presents the results of the study of the conditionality of the components of forecasting the regulatory-will qualities of the personality among men who are ready and not ready for professional self-determination. In the article, the author reveals the specifics of the competence of forecasting in higher education. In the article, the author identifies two areas in the framework of which the competence of forecasting is considered – as a personal quality and as a "through" skill required in any professional activity. As a result of empirical research, differences were revealed in the conditionality of readiness for professional self-determination, depending on the development of forecasting components. Thus, for students unready for professional self-determination, such components of self-regulation as "planning", "programming", "evaluating results", "flexibility", "independence", are caused by changes in mood, well-being, activity. For students ready for professional self-determination, these same components of self-regulation are determined by the strength of the intentions of young men, the development of volitional qualities, the ability of individual regulation of activity and all regulatory links. Making a conclusion, the author focuses on the role of a teacher at a higher educational organisation in the development of forecasting competence.

scholarly journals INTEGRATION OF PRACTICE-ORIENTED AND THEORETICAL APPROACHES AS A NECESSARY CONDITION FOR THE TRAINING OF MODERN PERSONNEL IN VOCATIONAL AND PEDAGOGICAL EDUCATION

2021 ◽  
pp. 33-41
Author(s):  
N.A. Pakhtusova ◽  
◽  
A.V. Podmareva ◽  
I.G. Samsonova
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Active Form ◽  
Necessary Condition ◽  
Professional Activity ◽  
Professional Orientation ◽  
Theoretical Approaches ◽  
Priority Direction ◽  
Experimental Project

The article deals with the problem of improving the quality of training of teachers of vocational training by integrating practice-oriented and theoretical approaches for the implementation of the experimental project «Professionalism» as a priority direction in the development of secondary vocational education. It is noted that the professional activity of a teacher becomes more multitasking and requires the formation of professional skills while developing fl exibility of thinking, intelligence, and the ability to quickly respond to the demands of the labor market. The professional training of teachers provides for the integration of practice-oriented and theoretical approaches to form a competitive specialist. At the same time, the educational environment should diff er in the variability of approaches, educational technologies, didactic means and teaching methods. The article describes some forms of work with students that allow modeling the future professional activity of a teacher of vocational training and imply deepening and expanding the content of theoretical material and its refraction when performing practical tasks of a professional orientation. Noting the practice-oriented approach as an active form of organizing professional training of students, the authors consider the experience of working on the basis of the South Ural State Humanitarian Pedagogical University.

scholarly journals INTERDISCIPLINARY INTEGRATION IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF UKRAINIAN LANGUAGE AND LITERATURE: LEVELS AND WAYS OF REALIZATION

2021 ◽  
Vol 1 (194) ◽  
pp. 33-37
Author(s):  
Olha Lilik ◽  
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Educational Work ◽  
Third Way ◽  
Research Activities ◽  
Wide Range ◽  
Language And Literature ◽  
Interdisciplinary Integration

The author of article analyzes the peculiarities of the professional training of future teachers of Ukrainian language and literature on the base of interdisciplinary integration. Lilik O. O. explores the problem of the definition of integration in scientific literature, she describes different levels and ways of interdisciplinary integration in vocation training. The author of the article considers interdisciplinary integration within the framework of professional training of future teachers of Ukrainian language and literature at three levels, namely: as integration of content (level of separate disciplines (historical-literary and theoretical-literary, as well as pedagogical and methodical) and educational material); as an integration of methods of activity (ability and skills to operate with material during training, as well as further professional activity); as an integration of values ​​and worldviews (the level of personal and professional worldview of students), the result of which are formed general and professional competencies. The first way is interdisciplinary integration within the classroom (lectures, practical, and laboratory). The second way is integration within the independent work of students. The third way for interdisciplinary integration is the research activities of students, including the writing of term papers and qualifications, which can be performed at the intersection of several scientific and educational disciplines. The fourth way of implementing interdisciplinary integration is the students’ participation in additional forms of organization of the educational process - special seminars, trainings, workshops, master classes, round tables, which can be held within grant activities or be a form of self-education of future vocabulary teachers. The fifth way is educational work at the faculty or the university in general, which involves the organization of various activities. On the basis of the conducted researches Lilik O. О. comes to the conclusion that interdisciplinary integration can be a catalyst for the educational process in higher education, provide comprehensive and thorough training of future teachers of Ukrainian language and literature for professional activities, as it covers a wide range of issues: from theoretical knowledge and practical skills to their personal and professional worldview.

scholarly journals PSYCHOLOGICAL CHARACTERISTICS OF SCHOOL-LEAVERS’ HARDINESS AT THEIR PROFESSIONAL SELF-DETERMINATION

2016 ◽  
Vol 2 (6) ◽  
pp. 64
Author(s):  
Ingrida Baranauskienė ◽  
Liudmyla Serdiuk ◽  
Olena Chykhantsova
Keyword(s):  
Quality Of Life ◽  
Well Being ◽  
Subjective Quality ◽  
Self Determination ◽  
Psychological Characteristics ◽  
Subjective Quality Of Life ◽  
Theoretical Approaches ◽  
Professional Self ◽  
Personal Qualities

The article discusses the personal qualities of school-leavers that determine their hardiness at the stage of professional self-determination. It analyzes contemporary theoretical approaches to defining of the essence of the ‘hardiness’ concept. The factors are revealed that contribute to personal hardiness formation in the situation of professional choice. The article determines that hardiness components are related to the parameters of effective self-realization and personal subjective quality of life and hardiness is a key personality formation that mediates stress factor influence on psychological well-being and success in activities

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