scholarly journals PROFESSIONAL COMPETENCE STRUCTURE OF FUTURE BACHELORS OF RAILWAY TRANSPORT IN PROFESSIONAL TRAINING

2021 ◽  
Vol 28 (2) ◽  
pp. 6-10
Author(s):  
A. Hrebenyk
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Model Development ◽  
Professional Activity ◽  
Railway Transport ◽  
Scientific Publications ◽  
Organization Level ◽  
Competence Structure ◽  
Interview Analysis

Under intensive living and production conditions, questions increasingly arise not so much about the content of knowledge acquired by students, but about highly effective methods, forms, means of professional competence formation as the professional training important component. This article raises the issue of the professional competence formation of future railway transport specialists in the professional training. The scientific publications on the research topic are analyzed and the professional competence structural components of future bachelors’ in this field are identified. Formulation of the problem. Nowadays, more and more employers are not fully satisfied with the specialists’ training. As a result, there is a significant reform of the educational sector. Special attention is paid to the issues of professional training. Thus, the professional competence formation of the future specialist is a relevant and important issue. And the question of the professional competence structure of future specialists, including future bachelors of railway transport, needs a detailed study. Materials and methods. In the scientific process, dissertation research materials, pedagogical and scientific literature were used. To achieve the goal of the study theoretical and empirical methods: analysis and systematization; observation; written and oral interview; analysis, systematization, generalization were used. Results. Thus, the professional competence components of future bachelors of railway transport are identified, namely: motivational-value, personal-functional, reflexive-evaluative. Conclusions. The proposed professional competence structure of future bachelors of railway transport is singled out taking into account the professional competence content and these specialists’ professional activity features. Structuring the category “professional competence of future bachelors of railway transport” can positively affect the organization level of this competence formation process in students in the training process and the process quality of its formation diagnosing level. Further research is needed on the model development of this process and its organizational and methodological support.

scholarly journals Digitalization of education: trends in teacher training

2021 ◽  
Vol 273 ◽  
pp. 12075
Author(s):  
Vladimir Borisenkov ◽  
Olga Gukalenko ◽  
Viktor Pustovoitov
Keyword(s):  
Economic Development ◽  
Professional Training ◽  
Professional Competence ◽  
Public Institutions ◽  
Children And Youth ◽  
Professional Activity ◽  
Future Teachers ◽  
Commercial Organizations ◽  
Personal Interests

Taking into account interstate and national requirements, an analysis of the significance was carried out and trends in the preparation of teachers for professional activity in the context of the digitalization of education were identified. It is noted that the ongoing scientific research affects various areas of training future teachers, however, they mainly consider certain aspects of professional training of teachers. Among the promising directions for the development of the process of training teachers are identified: the development of methodological concepts, strategic national projects and programs for the training of teachers, taking into account the prospects for economic development, digitalization of society and the education system; the transition to understanding the digitalization of professional pedagogical education as a process that includes the formation of future teachers’ personal readiness for professional activity in the context of the digitalization of society and education; provision of the process of training pedagogical personnel with hardware, network and software resources adequate to the needs; reducing the level of academic load on teachers who train teachers; improving the quality of professional pedagogical education based on personalization and targeting; ensuring the parity of interests of commercial organizations, state and public institutions, personal interests of future teachers; purposeful formation of future teachers’ competence in the design and modernization of educational space based on IR technologies; formation of professional competence among future teachers in the field of ensuring the protection of children and youth in the information space.

scholarly journals Simulation technologies of virtual reality usage in the training of future ship navigators

2019 ◽  
Vol 53 (1) ◽  
pp. 159-180 ◽  
Author(s):  
Michael S. Lvov ◽  
Halyna V. Popova
Keyword(s):  
Virtual Reality ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Institutions ◽  
Virtual Reality Technology ◽  
Scientific Publications ◽  
Theoretical Substantiation ◽  
Research Goal

Research goal: the research is aimed at the theoretical substantiation of the application of virtual reality technology simulators and their features in higher maritime educational institutions. Research objectives: to determine the role and place of simulation technology in the educational process in the training of future ship navigators in order to form the professional competence of navigation. Object of research: professional training of future ship navigators in higher maritime educational institutions. Subject of research: simulation technologies of virtual reality as a component of the educational process at higher educational maritime establishments. Research methods used: theoretical methods containing the analysis of scientific sources; empirical methods involving study and observation of the educational process. Research results: the analysis of scientific publications allows to define the concept of virtual reality simulators, their application in the training of future navigators, their use for assessing the acquired professional competence of navigation. Main conclusions: introduction of simulation technologies of virtual reality in the educational process in higher maritime educational institutions increases the efficiency of education, promotes the development of professional thinking of students, enhances the quality of professional competence development.

scholarly journals THE ROLE OF A TUTOR IN THE PROFESSIONAL TRAINING OF THE FUTURE OCCUPATIONAL SAFETY SPECIALIST DURING THE PERIOD OF DISTANCE LEARNING

2021 ◽  
Vol 1 (1) ◽  
pp. 41-49
Author(s):  
IRYNA KAMENSKA
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Professional Training ◽  
Occupational Safety ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Learning Technologies ◽  
Professional Activity

The topical problem of using the tutoring system of education and upbringing of student youth during the introduction of distance learning has been considered. The purpose of the article is to investigate the role of a tutor in the formation of professional competence of students in the training of future health and safety specialists during the introduction of distance learning. The main types of distance learning technologies have been analyzed, which allows to carry out distance learning, not only without losing the quality of learning, but on the contrary improving it through individualization, active learning methods, bilateral interaction between a teacher and a student. The author substantiates the advantages of introducing distance learning to prevent the complication of the epidemiological situation and the creation of favorable learning conditions in the context of the spread of COVID-19. The peculiarities of the work of a tutor in the conditions of online learning have been described. It has been established that the introduction of distance learning via the Internet, with periodic counseling of students by teachers-consultants (coordinators, tutors) – is a resource to fully ensure the level of knowledge acquisition and skills necessary for future professional activity and further career growth labor protection specialists. The author reveals the essence of the concept of «tutor». The importance of a tutor in the application of distance learning in higher education institutions is theoretically substantiated. It has been established that a tutor is a key figure in the distance learning process. The responsibilities, roles, functions and tasks of a tutor in modern educational conditions, to ensure the quality of educational services in higher education institutions and to achieve the goal of education are highlighted. The pedagogical conditions of training, which are realized by a teacher (tutor), during the introduction of distance learning, during the professional training of future specialists of occupational safety in order to obtain a competent specialist, are presented. It has been estimated that the role of a teacher (tutor) is expanding and updating in the system of distance education. It has been established that a teacher (tutor) coordinates the cognitive process using various forms of interaction (seminars, webinars, video-lectures, video-conferences), improves digital educational content, provides meaningful advice, manages educational projects and other.

scholarly journals КОНЦЕПТУАЛЬНІ ЗАСАДИ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ У ГАЛУЗІ НАНОМАТЕРІАЛОЗНАВСТВА ДО ПРОДУКТИВНОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

2021 ◽  
Vol 1 (2) ◽  
pp. 168-176
Author(s):  
I. T. BOHDANOV ◽  
◽  
Y. O. SUCHIKOVA ◽  
I. O. BARDUS ◽  
◽  
...  
Keyword(s):  
System Approach ◽  
Professional Training ◽  
Professional Competence ◽  
Professional Activity ◽  
Actual Problem ◽  
Productive Activities ◽  
General Scientific ◽  
Methodological Principles ◽  
Conceptual Foundations

The article is devoted to the actual problem of improving the quality of professional training of future specialists in the field of nanomaterials to productive activities, namely the development of conceptual foundations for building an appropriate methodological system. The article proposes a conceptual idea of the study, which assumes that improving the quality of training of future specialists in nanotechnology will increase under the condition of systematic philosophical-natural-mathematical fundamentalization of learning content, as well as their involvement in productive synthesis of innovative nanomaterials based on dual education. The article highlights the conceptual principles of training future specialists in the field of nanotechnology for productive professional activity. In particular, methodological and theoretical bases of development of methodical system of fundamental professional training of future specialists for productive professional activity are given. General scientific methods of cognition, as well as systemic, competence-based, activity-based, integrative, prognostic, synergetic methodological approaches are determined by the methodological foundations. The theoretical foundations of the substantiation and development of the methodological system are determined by the philosophical provisions of the theory of knowledge, the general scientific provisions of the system approach, the psychological provisions of the theory of personality, the theory of creativity, models of knowledge representation, pedagogical laws, regularities, and principles of teaching. Based on the conceptual idea and theoretical and methodological principles defined organizational and pedagogical conditions, compliance with which in developing goals, content, methods, tools and forms of teaching methodological system of fundamental training of future professionals in nanomaterials will ensure the effectiveness of the formation of their professional competence to perform productive activities. Key words: nanotechnologies, professional training, fundamentalization, productive activity, system approach.

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

FORMING AND DEVELOPING CLIL-TEACHER’S COMPETENCES

2021 ◽  
Vol 71 (3) ◽  
pp. 38-45
Author(s):  
B.E. Bukabayeva ◽  
◽  
Z.A. Kemelbekova ◽  
G.A. Erzhanova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Professional Activity ◽  
Training Module ◽  
Language Competence ◽  
Multilingual Education ◽  
Professional Teacher ◽  
Effective Use

The article deals with the relevance of the foreign language and professional training of CLIL teachers in Kazakhstan. On the basis of scientific sources, the analysis of the concepts CLIL, BICS, CALP, according to the definitions given by domestic and foreign authors was carried out. Currently, researchers are actively exchanging their views on the methods of forming foreign language professional competence and professional competence of CLIL specialists. The formation of the competence of a CLIL teacher is one of the main goals of multilingual education. As you know, today it is possible to further develop the quality of education through the effective use of the results of the teacher's professional activity. Since, a specialist is “tomorrow's competitive specialist in the labor market” who has received knowledge from a competent and professional teacher becomes a decisive force in the development of economy, technology, science, politics and society as a whole. Professional foreign language competence and professional competence are carried out only when the CLIL-teacher actively implements and develops his skills by attending courses and using them in practice. The importance and content of the language training module and the vocational training module that a CLIL teacher acquires at the end of the module are also considered in this article.

scholarly journals DEVELOPING PEDAGOGICAL COMPETENCE IN PROSPECTIVE TEACHERS OF CLASSICAL LANGUAGES THROUGH PROJECT METHODOLOGY

2018 ◽  
pp. 29-38 ◽  
Author(s):  
Vyacheslav Shovkovy
Keyword(s):  
Prospective Teachers ◽  
Professional Training ◽  
Professional Activity ◽  
Teaching Methodology ◽  
Educational Materials ◽  
Professional Activities ◽  
Wide Range ◽  
Pedagogical Competence ◽  
Competence Structure

Background. The professional activity of a teacher requires a wide range of skills and personal qualities including flexibility, creativity, getting adjusted to learning conditions, the ability to select an appropriate teaching methodology and assessment technique as well as compile syllabuses, educational materials, textbooks, etc. All these skills and qualities are components of pedagogical competence which is the key to professional training of prospective teachers of classical languages. Developing the above-mentioned competence requires specific training so that it fully reflects real conditions of teaching activity. Therefore, to develop pedagogical competence, the author suggests making use of project methodology with the focus on simulating real professional activities of a teacher. Purpose. The article aims at defining the concept of pedagogical competence of a classical languages teacher. It describes the competence structure, considers the project methodology in terms of its implementation in teacher training as well as develops criteria to assess the acquisition level of the competence under discussion. Results. Based on the analysis of a number of researches, pedagogical competence of a classical languages teacher is defined as a system of knowledge and skills, abilities and readiness of a prospective teacher to design and organize the process of teaching classical languages. Additionally, the competence involves assessment skills, the ability to design educational materials and motivate students to learn classical languages, be flexible and creative while addressing a variety of standard and non-standard situations in the classroom. With these concepts in mind, the author insists on project methodology underlying the process of building pedagogical competence. In particular, 7 short-term creative projects were developed to be carried out in pairs or groups. They include: Designing a syllabus (competence-based approach); Building lexical competence in classical languages; Developing grammatical competence in classical languages; Shaping linguistic and sociocultural competence in classical languages; Building competence in reading; Designing a final test; Planning a class in classical languages. The level of competence acquisition is assessed relying on the following criteria: the quality of the selected teaching materials, compliance of the materials with the curriculum requirements, arrangement of exercises and tasks, the quality of exercises, and the correlation of the language material with professional needs of the students. Discussion. In further research, we think it necessary to experimentally verify the effectiveness of the de­veloped projects for building pedagogical competence of prospective teachers as well as to model the teaching process based on experimental data.

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.

Current Requirements of the Society to the Professional Training of Specialists in Information Technology Industry in Japan

2014 ◽  
Vol 4 (2) ◽  
pp. 84-89
Author(s):  
Inna Pododimenko
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Communication Technology ◽  
Information Technologies ◽  
Professional Training ◽  
Professional Competence ◽  
Information Communication Technology ◽  
Information Communication ◽  
Quality Of Higher Education

Abstract The problem of professional training of skilled human personnel in the industry of information communication technology, the urgency of which is recognized at the state level of Ukraine and the world, has been considered. It has been traced that constantly growing requirements of the labour market, swift scientific progress require the use of innovative approaches to the training of future ІТ specialists with the aim to increase their professional level. The content of standards of professional training and development of information technologies specialists in foreign countries, particularly in Japan, has been analyzed and generalized. On the basis of analysis of educational and professional standards of Japan, basic requirements to the engineer in industry of information communication technology in the conditions of competitive environment at the labour market have been comprehensively characterized. The competencies that graduate students of educational qualification level of bachelor in the conditions of new state policy concerning upgrading the quality of higher education have been considered. The constituents of professional competence in the structure of an engineer-programmer’s personality, necessary on different levels of professional improvement of a specialist for the development of community of highly skilled ІТ specialists, have been summarized. Positive features of foreign experience and the possibility of their implementation into the native educational space have been distinguished. Directions for modernization and upgrading of the quality of higher education in Ukraine and the prospects for further scientific research concerning the practice of specialists in information technologies training have been suggested

scholarly journals MENTORSHIP IN THE CONTEXT OF THE INCLUSIVE EDUCATION IN BULGARIA

2018 ◽  
Vol 28 (3) ◽  
pp. 809-814
Author(s):  
Petya Marcheva-Yoshovska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Professional Competence ◽  
Continuous Process ◽  
Training And Development ◽  
Cultural Experience ◽  
Economic Changes ◽  
Personal Qualities ◽  
Mentoring System

The report makes a brief analysis of the psychological and pedagogical literature on the issue of mentorship with teachers in the context of the inclusive education and the definitions of the term. Mentorship in the field of the inclusive education of teachers is a strategy of individual and institutional support which is fulfilled by the collaboration for learning of two persons and is predominantly targeted to professional development. It is a partnership, normally between two persons (mentor and mentee), who work in one sphere and share common experiences. Their partnership is based on beneficial relations, trust (confidentiality), protection, mutual confidence and respect. It emphasizes on the necessity to ensure effective mentorship for newly employed young teachers in order to develop their professional skills through a motivating environment in the process of inclusion of students with special educational needs.Socio-economic changes in the country and the modernization of training require a new approach to teachers' professional competence. Their professionalism is becoming a decisive factor in ensuring the quality of education.Main priority is to create conditions for developing the personality of the teacher, self-realization of his / her abilities, further training and development of his / her professional qualities.The professional training and development of future teachers is a unified, continuous and continuous process aimed at building personal qualities, professional competences, knowledge, skills and habits, adequate to his / her personal needs as well as to the qualification requirements for the occupation.Along with the motivational factors, the mentoring system plays a significant role in the development and improvement of teachers as professionals which is an integral part of the young professional's adaptation to the profession, its overall development and improvement.Often the words "mentor" and "perceptor" are used as synonyms and no distinction is made in their meaningful sound. Mentoring is a method that enables in particular disadvantaged groups to become more easily integrated into education or work. Mentoring has a relatively long history and is one of the first forms of learning and transferring socio-cultural experience.

Sign in / Sign up

Export Citation Format

Share Document