scholarly journals Practical aspects of formation of professional competence of patrol police officers

2020 ◽  
pp. 29-35
Author(s):  
Valentyn Bondarenko ◽  
Natalia Khudyakova ◽  
Yuriy Davygora
Keyword(s):  
Police Officers ◽  
Professional Training ◽  
Professional Competence ◽  
Training System ◽  
Educational Process ◽  
Control Group ◽  
Practical Skills ◽  
Operational Criterion ◽  
Service Activity ◽  
Experimental Group

Based on the analysis of the scientific literature, the peculiarities of the formation of professional competence of future employees of the National Police of Ukraine and its components are determined. The specifics of service activity of patrol policemen are considered. It is stated that the level of professional competence of police officers is low, and sometimes insufficient. A set of requirements for the professional competence and professionalism of law enforcement officers has been formulated. Areas of professional training that need improvement are outlined. The practical aspects of formation of professional competence of patrol police officers are covered. Practical tools aimed at improving the efficiency of the patrol training process as a professional have been developed. The author's method of forming professionally competent patrol police officers is substantiated, its efficiency is tested. The essence of this technique is to introduce into the educational process of simulated situational tasks, which aim to form professional skills and abilities. The pedagogical experiment involved students of the course of primary professional training of police recruits in 2019 (n = 61), who studied at the center of primary professional training «Police Academy» of the National Academy of Internal Affairs (Kyiv). An experimental (n = 31) and control (n = 30) groups were formed. The experimental group included students who studied the author's method, the control group - students who studied the traditional method of teaching. The effectiveness of the author's methodology was evaluated by cognitive and operational criteria. Cognitive criterion was determined by indicators: 1) knowledge of the legislative unit; 2) knowledge of professional and practical direction. The operational criterion was characterized by the following indicators: 1) the formation of professional and practical skills; 2) the effectiveness of scripting. The results of the pedagogical experiment testified to the effectiveness of the author's method in comparison with the traditional one. The use of the proposed innovations contributed to a significant improvement of the cognitive criterion «Knowledge of professional and practical direction» (p <0.05) and indicators of the operational criterion «Formation of professional and practical skills» (p <0.05) and «Effectiveness of scenarios» ( p <0.001). It was stated that the experimental group had a larger number of people with a high and sufficient level of professional competence in the selected indicators. Prospects for further research are to substantiate the means and methods of forming the professional competence of police officers during training in the training system.

scholarly journals EXPERIMENTAL VERIFICATION OF THE EFFICIENCY OF PEDAGOGICAL CONDITIONS FOR INTENSIFYING THE EDUCATIONAL ACTIVITY OF FUTURE TEACHERS-ENGINEERS OF COMPUTER PROFILE IN PROFESSIONAL TRAINING

2020 ◽  
pp. 30-37
Author(s):  
Olha YESIPOVA ◽  
◽  
Mykhailo MEDVID ◽  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Educational Process ◽  
Educational Activity ◽  
Internal Quality ◽  
Control Group ◽  
Future Teachers ◽  
Educational Activities ◽  
Experimental Group

Responding to identified shortcomings is components of the internal quality assurance system of a higher education institution. A study of the educational activities of future teachers-engineers of computer profile found that most students are not going to devote their career to teaching, thus preferring engineering. Undoubt- edly, higher education institutions must respond to the requests of stakeholders, especially those seeking higher education. On the other hand, there are requests from employers (educational institutions) for teachers-engineers of computer profile. Therefore, further research was aimed at enhancing cognitive activity primarily by increasing motivation for pedagogical activity. Methods: pedagogical experiment. Results. An experimental test of the effectiveness of pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile in professional training. Originality. The results of the study testify to the effec- tiveness of certain pedagogical conditions for intensifying the educational activities of future teachers-engineers of computer profile: changes of external motivation to internal will take place if the information and communication technologies are introduced into educational process of studying peda- gogical disciplines; change of position in the educational activity of future teachers-engineers of computer profile in the study of pedagogical disciplines will take place under the condition that students apply a project approach to the organization of their own educational activity; intensification of educational activity due to its correc- tion in future teachers-engineers of computer profile in the process of operative feedback at each stage of educational activity. Comparative analysis of experimental data shows an increase in the percentage of students of the experimental group compared to the control group with a high level of educational activities of future teachers-engineers of com- puter profile in the study of pedagogical disciplines for a stable active position of educational activity – by 34%, internal motivation to study – by 32%, by the ability to plan and organize their own educational trajectory – by 32%, by academic performance – by 25%). When comparing the results before and after the ex- periment: in the control group the empirical values of the criterion χ2 are less than critical, the characteristics of the compared groups coincide at the level of significance of 0.05; in experimental group the empirical values of the criterion χ2 are greater than the critical one, the signifi- cance of the difference in the characteristics of the com- pared groups is 95%.

Methodological foundations of legal education reform in Ukraine: Scientific paradigm and modern context

2021 ◽  
Vol 28 (2) ◽  
pp. 114-122
Author(s):  
Oleksii O. Kot ◽  
Nadiia V. Milovska ◽  
Leonid V. Yefimenko
Keyword(s):  
Education Reform ◽  
Professional Training ◽  
Legal Education ◽  
Legal Regulation ◽  
Training System ◽  
The State ◽  
Educational Process ◽  
Practical Training ◽  
Practical Skills ◽  
Foreign Experience

The study investigates the current state and defines the methodological foundations for improving the practical training of lawyers in the context of reforming legal education by establishing the features of legal regulation of legal education and its role in the state system, identifying the main problems of modern legal education, as well as analysing foreign experience in practical training of specialists in the field of law. The study uses general scientific and special legal methods of scientific cognition, including comparative legal, philosophical and functional methods, dialectical and formal legal methods of cognition, method of analysis and synthesis. The paper established that the professional training of future specialists in the field of law is currently described by a disparity between the theoretical knowledge and practical skills of law graduates, which complicates their adaptation to practical work. The authors of this study proved that the reform of the legal training system through increasing its practical orientation, determining the state needs of legal personnel of various educational levels, internationalisation of higher education, introduction of new specialisations in accordance with the needs of various spheres of legal practice, should become the basis for the development of legal education in Ukraine. Attention was focused on the need to optimise the system of training legal personnel mainly through the introduction of new teaching methods, the approval of new educational standards, considering the corresponding progressive foreign experience in this field, provided that the accumulated experience, traditions, and principles of Ukrainian higher legal education are preserved, thereby ensuring the development of future specialists with stable practical skills of law enforcement activities. It was found that in the context of the reform of legal education, it is important to establish such requirements for the educational process that would ensure that students master not only a minimum amount of knowledge, but also practical skills because practical training of students is a mandatory component of the educational and professional programme for obtaining an educational degree. In particular, it is necessary to reorient the content and orientation of educational works of applicants for legal education, which should be focused not only on repeating or reproducing theoretical material, but also on solving specially developed practical situations. The issue of increasing the duration of internships and effective cooperation between educational institutions and employers is also important. Improving the effectiveness of training specialists in the field of law through a proportional ratio of theoretical and practical content of the educational process in legal specialities is aimed at modernising the higher legal education model in Ukraine

scholarly journals Modular Training System as a Factor of Improving Educational Process

2019 ◽  
Vol 9 (1) ◽  
pp. 3160-3166
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Continuous Process ◽  
Training System ◽  
Educational Process ◽  
Language Teachers ◽  
The Real ◽  
Main Requirement ◽  
Modular Training

At present, a new concept of industrial production is being implemented in Uzbekistan. The continuous process of updating equipment and technology places high demands on the training of specialists in the field of preparing future foreign language teachers. In modern scientific, technical and socioeconomic conditions, the main requirement for professional training of a specialist is the guarantee of the formation of a clearly defined level of professional competence. This inevitably entails a change in traditional educational technologies, in which it is impossible to assess the potential learning outcome. As a fundamental one, we accept the provision that the main, achievable goal of the functioning of the professional education system is to build the competence of a specialist, which also includes the development of professional qualities of his personality. Thus, the formulated goal of vocational training, in our opinion, is more consistent with the real requirements and conditions of production. The universally noted goal-setting as an orientation to the training of highly qualified specialists who are fluent in their chosen profession remains at the level of declarations, without changing the real situation in practice. The article on modular training analyzes the integration of the principles of modularity, self-organization and context that can guarantee the formation of a certain level of professional competence of future specialists, which determines the relevance of the chosen scientific direction of research

scholarly journals Future Military Pilots’ Professional Competence Formation

2020 ◽  
Vol 12 (4) ◽  
pp. 357-368
Author(s):  
Tetiana Plachynda ◽  
◽  
Roman Nevzorov ◽  
Liliya Baranovska ◽  
Pavlo Onypchenko ◽  
...  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Armed Conflicts ◽  
Educational Institutions ◽  
Control Group ◽  
Initial Stage ◽  
Literary Sources ◽  
Military Pilots ◽  
Tactical Knowledge

The article foregrounds the need for future military pilots’ professional competence formation taking into consideration the growing amount of armed conflicts. The analysis of the literary sources indicates that scientists are interested in improving the professional training of future military pilots, but not enough attention is paid to the formation of professional competence of these specialists. Our research set a goal to experimentally test the singled out organizational and pedagogical conditions for future military pilots’ professional competence formation (interdisciplinary integration with the goal of future military pilots’ tactical thinking forming; the use of simulator-based training to practice different types of combat flights by future military pilots; making use of operational pilots’ experience and analysis of combat employment of aviation for the purpose of updating air-tactical knowledge and improving air-tactical training of future military pilots) whether they contribute to the effective formation of the abovementioned definition. The experiment involved 227 persons (undergraduate future military pilots (20–22 years old)), the experimental group consisted of 127 persons, the control group made 100 persons. These groups were qualitatively homogeneous at the initial stage of the experiment. The implementation of distinguished organizational and pedagogical conditions into the educational process of higher military educational institutions provided an opportunity to effectively shape the professional competence of future military pilots, which is confirmed by the methods of mathematical statistics. Thus, the conducted scientific search confirms the effectiveness of proposed conditions of future military pilots’ professional competence formation.

scholarly journals INNOVATIVE PEDAGOGICAL TECHNOLOGIES AS A METHOD OF ACTIVATING THE COGNITIVE ACTIVITY OF STUDENTS IN PROFESSIONAL TRAINING

2020 ◽  
pp. 9-12
Author(s):  
N. Holovko ◽  
V. Zarutska ◽  
A. Cherepakha
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Modern Society ◽  
Training System ◽  
Educational Process ◽  
Educational Activity ◽  
Practical Training ◽  
Training Problem ◽  
Short Period

Different approaches to the interpretation of the essence of innovative pedagogical technologies have been highlighted in the article, as well as their influence on the activation of cognitive activity of students as future specialists. It has been analysed that methods of intensification of educational activities are aimed at forming positive motives for learning, stimulate cognitive activity and at the same time contribute to the enrichment of educational information. The implementing of innovative pedagogical technologies in the educational process will increase students' interest in learning, teach them to work independently, be communicative and mobile, adapt to the requirements of modern society. It has been considered that innovative pedagogical technologies are the purposeful, systematic and consistent implementation of innovative methods, techniques, tools that encompass a holistic educational process from determining its purpose to expected results. This is due to the fact that the training system of a future specialist must comply with modern trends in the development of society, its needs. Innovative learning is a learning and educational activity focused on dynamic changes in the world around us, based on the development of various forms of thinking, creative abilities, and high social and adaptive abilities of an individual. In the professional and practical training of future teachers, technologies are being introduced to form their professional competence, among which are: personality-oriented education and training, group educational technology, information technology, project training, problem-based learning theory, interactive technology, creative personality formation technology , game technology theory, specialized training, integrated technologies and others. Technologies contribute to the assimilation of knowledge and skills, the activation and development of mental actions, the system of effective practical sphere, the strengthening of emotionality, the development of a creative nature; independence in decision making; the desire to acquire skills in a relatively short period.

scholarly journals Theoretical foundations and practice-oriented technologies for the development of professional competence of music teachers in the in-service training system

2021 ◽  
Vol 113 ◽  
pp. 00006
Author(s):  
N.N. Murovanaya ◽  
I.A. Tyalleva ◽  
Yu.Yu. Kurbangalieva
Keyword(s):  
Music Teachers ◽  
Professional Competence ◽  
Training System ◽  
Control Group ◽  
Service Training ◽  
Group Members ◽  
High Level ◽  
Teachers Training ◽  
Theoretical Foundations ◽  
Experimental Group

The article is devoted to the development of music teachers’ professional competence in the in-service teachers’ training system. The contradiction between the requirement of professional standards for the music teachers’ work and their preparation in the in-service teachers’ training system is discussed. The basic concept of the research - “professional competence” was specified, its structure was analysed, and the content was substantiated. The model of music teachers’ professional competence included such components as key components (informational, regulatory and communicative ones); an operational component; intellectual and educational component. The music teachers doing in-service training course were the participants of an experimental group and a control group. The results of input diagnostics showed the priority of using active forms of study for the experimental group. The detailed description of teaching technologies, used for the experimental group, was presented in the article. They included problem lectures, role games, business games, discussions, etc. The reliability of the output diagnostic results was proved with the help of t-test. The results showed decrease of the number of the music teachers with the low level of professional competence and increase of group members with high level of professional competence. Thus, the findings of the research proves the effectiveness of the model of music teachers’ professional competence.

scholarly journals FORMATION OF COMMUNICATIVE AND SPEAKING COMPETENCE OF SOCIAL WORKERS IN THE PROCESS OF PROFESSIONAL TRAINING

World Science ◽  
2020 ◽  
Vol 3 (3(55)) ◽  
pp. 16-22
Author(s):  
Liudmyla Berezovska
Keyword(s):  
Social Workers ◽  
Communication Skills ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Professional Communication ◽  
Interpersonal Interaction ◽  
High Level ◽  
Future Work ◽  
Experimental Group

The article analyses the levels of communication skills of future social workers at the final stage of the research. It is stated that implementation of communication and speaking training is conditioned by the necessity of forming a competent specialist who has deep theoretical knowledge, communication skills necessary for establishing constructive interpersonal interaction and providing assistance to different groups of clients, and operates innovative technologies methods of assistance. It is possible to achieve a high level of professional competence during training, through a specially organized educational process aimed at the development of professional, communication and speaking skills that form the basis of future work of a social worker. The results of the study showed positive changes in the students of the experimental group, which made it possible to conclude on the efficiency of the proposed experimental method of forming the communicative and speaking competence of future social workers in the process of professional training.

scholarly journals Subjectivity Formation of a Technical University Master’s Student: A New Challenge for Engineering Education

2022 ◽  
Vol 30 (12) ◽  
pp. 143-156
Author(s):  
L. K. Geykhman ◽  
V. S. Kabanov
Keyword(s):  
Sufficient Conditions ◽  
Educational Process ◽  
Quality Of Education ◽  
Control Group ◽  
Practical Skills ◽  
Master's Students ◽  
Responsible Attitude ◽  
Necessary And Sufficient ◽  
Experimental Group

An important condition for the digital transformation of education is the subjectivity of students and teachers. The formation of subjectivity as the ability to set one’s own goals and change either oneself or the educational environment to achieve them raises a number of questions: what is meant by the subjectivity of a student and a teacher, what does it mean to be a subject of the educational process, which factors contribute to and which hinder the formation of subjectivity. The authors focus on the conditions that promote and prevent the formation of subjectivity in master’s education of future engineers. Based on a review of foreign and domestic approaches to understanding subjectivity and the conditions for its development, it is concluded that all researchers distinguish similar aspects and manifestations in subjectivity: motivational (intrinsic motivation), emotional-valuable (proactive and responsible attitude to life), regulatory (the ability to set goals and follow them through to the end), cognitive (desire and ability to apply knowledge) and practical (skills, experience of independent activity). It has been established that foreign studies more often consider subjectivity as a resource, which improves the quality of education, while Russian studies consider it as a goal and a result of education. The article describes a taxonomy of subjectivity, which allows to measure it as an educational result. Based on the analysis of necessary and sufficient conditions for subjectivity formation, the hypothesis is made that the sufficient condition for subjectivity formation in mastering the “pedagogics” discipline is stepwise equitable partnership between all subjects of educational process. The condition is specified as a sequence of actions of a teacher and a master’s student in the process of mastering the discipline. The article describes the results of a pedagogical experiment in a group of master’s students of PNRPU Faculty of Civil Engineering, aimed at testing the proposed conditions. The results obtained show that step-bystep organized peer-to-peer interaction enabled most students in the experimental group to achieve the subjectivity level by the end of the discipline, while in the control group most students reached only the objectivity level. The motivational and practical aspects of subjectivity changed most significantly in the experimental group.

Game technologies in the educational process of the high school of the Ministry of Internal Affairs of Russia

2017 ◽  
Vol 2 (4) ◽  
pp. 1-12
Author(s):  
Татьяна Мальцева ◽  
Tatyana Maltseva ◽  
Елена Авдеева ◽  
Elena Avdeeva
Keyword(s):  
High School ◽  
Police Officers ◽  
Professional Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Self Organization ◽  
Practical Skills ◽  
Research Skills ◽  
Special Knowledge ◽  
Empirical Material

The article is devoted to the effectiveness of the use of gaming technologies in the process of professional training of police officers with the aim of forming general cultural and professional competences, increasing the effectiveness of the educational process, and developing special knowledge and practical skills in the educational process. The article analyzes gaming technologies as contributing to the formation of general cultural competences. The empirical material shows that they contribute to the organization with further self-organization of cognitive activity of students, the development of research skills, the formation of the ability to use knowledge in practical activities.

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.

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