scholarly journals Philology training at the university in the light of the systematic approach

2020 ◽  
pp. 9-23
Author(s):  
Vita Bosa
Keyword(s):  
Online Education ◽  
Professional Training ◽  
Systematic Approach ◽  
Professional Activity ◽  
University Environment ◽  
Bilingual And Multicultural ◽  
Composition Structure ◽  
Sociocultural Processes ◽  
Language Environment ◽  
The University

The article describes the peculiarities of applying a systematic approach to the training of future philologists in universities. The research goal is to clarify the methodological features of a systematic approach to the philologist training in a modern university. The research methods are the scientific analysis, systematization, classification, modeling. Results. The main factors determining the need for a systematic approach have been identified (the common sociocultural processes in the language environment of many countries lead to linguistic unification (formerly English-speaking) and to preservation of their linguistic identity as the basis for national identity; the increase of the level of individual mobility, in the field of education including, development of polylingual, bilingual and multicultural links in education; new challenges and risks in the area of professional training related to the digitalization and dissemination of online education models in the context of global pandemics and the distance education segment expansion). Moreover, basing on the analysis of scientific sources (methodological bases for the training of philologists; contents and basic models of the training of these specialists; ICT as a systematic resource for the training of philologists), the opinion about the necessity of application of pedagogical systemology to the professional training of students-philologists in university conditions is substantiated. The analysis of the pedagogical and linguistic segments of systemology made it possible to identify the leading systemic characteristics of the training of philologists at the university (essence, composition, structure, functions, history of the system) and to investigate the manifestation of the systemic characteristics of the studied phenomenon in the conditions of the university environment as a systemic object. It is noted that the training of future philologists at the university as a system is synergistic; the professional training of philologists at the university as a system object is characterized as a complex open dynamic purposeful system with characteristics of continuous self-organization. Conclusions. It was concluded that the training of philologists as a complex system involves a certain number of structural components (content, human resources, information, technological resources) for its functioning; the system is open-ended (to other pedagogical systems) in its nature, complementarity and interconnection with the scientific and technological systems implemented in other areas of training. It has been proved that the systematic characteristics of the training of specialists in the field of philology are provided by the specific guidelines for the establishment, operation and development of this system; the objectives of the above-mentioned specialists’ training determine its content and end result, that is a competent specialist in his or her professional field and qualified in the professional activity, capable of self-education and self-development.

scholarly journals DEVELOPMENT OF STUDENTS’ INDIVIDUALITY DURING COVID-19 PANDEMIC: THE IMPACT OF DISTANT AND ONLINE EDUCATION

2021 ◽  
Vol 5 ◽  
pp. 179-187
Author(s):  
Svetlana Nesyna
Keyword(s):  
Medical Students ◽  
Online Education ◽  
Immanuel Kant ◽  
Professional Training ◽  
Professional Activity ◽  
Future Health ◽  
On Line ◽  
Key Issues ◽  
The University ◽  
The Impact

This article focuses on the problem of students' individuality developing as an important part of human individuality in the process of distance and online education during Covid-19 Pandemic. The theoretical basis is O. Grebenyuk’s individuality concept. In it, the individuality is defined as the unity of seven spheres, including intellectual, motivational, emotional, volitional, practical and subject-oriented, self-regulative and existential ones which are characterized the originality and uniqueness of a person. Positive students' individuality developing affects success of higher education and professional activity in medicine. This study adresses three key issues. First, it looks at the problem of students' individuality developing in the process of distance and online education during Covid-19 Pandemic. Second, it turns to examine dynamics of students' individuality spheres and components during one semester of professional training at the university. Finally, the paper considers gender differences in dynamics of students' individuality. The data for this study were collected using the questionnaire “The Technique of Student’s Individuality” by T. Grebenyuk. Eighty-five students were recruited for this research. The participants study at Immanuel Kant Baltic Federal University, they are future health professionals. The results suggest that in the process of distance and on-line education during Covid-19 Pandemic, positive dynamics in the development of all individuality spheres of medical students is revealed, especially in the motivational and intellectual spheres. The dynamics of all individuality spheres have differences in the male group of medical students except the existential sphere. But this problem needs deeper research.  

scholarly journals Discourse Space of the Linguocultural Character Type “Professor”

2014 ◽  
Vol 26 (31) ◽  
pp. 152-165
Author(s):  
Lara Sinelnikova
Keyword(s):  
Value Orientations ◽  
Professional Activity ◽  
Pedagogical Discourse ◽  
Moral Principles ◽  
Character Type ◽  
Self Sufficiency ◽  
Evolutionary Changes ◽  
Language Environment ◽  
The University ◽  
High Social Status

The article offers an analysis of the linguocultural character type professor taking into consideration both traditional set of signs and those transformations that indicate accumulation of evolutionary changes. The methodological base for the systematic description were the achievements of such areas of scientific knowledge as personology, linguopersonology and discourseology. The linguocultural character type (LCCT) is a generalised image of persons, whose behaviour and value orientations influence culture, language and show social originality of the society. The peculiarity of the studied linguocultural character type is in its interrelation with the linguocultural character types intellectual and teacher as well as in the fact of the traditional connection with the concept elite. The exposure of such kind of multidimensional relations allowed to focus attention on the qualities of the LCCT professor that ensure its relative self-sufficiency. The sign of elitism and belonging to the intellectuals of the LCCT professor is asserted by the high social status recognised by the society, which is based on professionalism and compliance with moral principles. The axiological generality of the LCCT professor and teacher is ensured by the peculiarities of the modern pedagogical discourse with its typical image settings. One of the main features of the image of a professor is its belonging to the elite language person. The transformational processes in the contents of the LCCT professor are connected with the globalisation: including the international dimension in the evaluation of the professional activity, complication of the language environment, marketisation of the university sphere.

A systematic approach to the phased implementation of psychological support for professional activities of specialists working with the family

2020 ◽  
Vol 5 (2) ◽  
pp. 38-50
Author(s):  
Ruslan Kachaev
Keyword(s):  
Professional Training ◽  
Systematic Approach ◽  
Psychological Support ◽  
Dynamic Monitoring ◽  
Professional Activity ◽  
Professional Certification ◽  
Family Work ◽  
Professional Activities ◽  
The Family ◽  
Level Of Motivation

The article provides a theoretical analysis of the possibility of using a systematic approach in the phased implementation of psychological support for professional activities of specialists working with the family. The following components are defined: professional recruitment of family specialists, in accordance with the requirements of the professional standard; adaptation to the profession (professional adaptation), in the long professional path of the specialist; professional certification that confirms professionalism, occupation of the position of a specialist in family work, a certain level of motivation and stress; professional training, which includes training in educational programs of higher education and continuing education throughout the entire period of professional activity; dynamic monitoring-control of professional development of specialists in family work; General comprehensive assessment (feedback). The proposed model of a system of step-by-step psychological support of professional activities of specialists working with the family as a certain subordinate set of hierarchically interconnected structural components, implemented in practice in the dynamics of professionalization, is a developed systematic approach, which allows the use of tools and methods that can provide a certain level of success in performing professional activities

scholarly journals Improving the learning process using computer technologies in a foreign language communication

2018 ◽  
Author(s):  
Tatiana Panaiotovna Avanesova ◽  
Anna Viktorovna Popova ◽  
Lialia Kamil'evna Vychuzhanova ◽  
Lena Kamil'evna Gruzdeva ◽  
Dmitrii Iur'evich Gruzdev ◽  
...  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Cognitive Linguistics ◽  
English Language ◽  
Professional Activity ◽  
University Professors ◽  
Language Communication ◽  
Radio Engineer ◽  
Engineer Analysis ◽  
Language Environment

The monograph presents materials on the following topics: the experimental formation of algorithms of professional activity of a military specialist in a foreign language environment; features of the implementation of educational functions in classical and distance learning methods; communicative competence of future bachelors of cultural science and subject-language integrated learning (on the example of the disciplines "Art History" and "English language"); foreign language as a component of professional training of ship radio engineer; analysis of the paradigm of cognitive linguistics; the use of thematic corpuses of texts when translating specialized discourse; expressiveness in the scientific and technical text; representation of linguistic personality in the field of maritime professional activity. The monograph is intended for researchers, university professors and students of psychological, pedagogical, methodical and linguistic specialties.

scholarly journals STUDY OF THE FORMATION OF FUTURE TEACHERS’ READINESS FOR INCLUSION

2021 ◽  
pp. 33-40
Author(s):  
Ольга Анатольевна Козырева ◽  
Елена Петровна Хвастунова
Keyword(s):  
Empirical Study ◽  
Inclusive Education ◽  
Professional Training ◽  
Scientific Discourse ◽  
Professional Activity ◽  
Structural Components ◽  
Future Teachers ◽  
Education Practice ◽  
The Third ◽  
The University

Анализируется проблема необходимости формирования готовности будущих педагогов к инклюзии в процессе профессиональной подготовки в вузе, а также ее структурные компоненты и их содержание. В структуре указанного вида готовности выявляются мотивационный, когнитивный и операционно-деятельностный компоненты. Констатируется, что проблема готовности будущих педагогов к профессиональной деятельности в условиях инклюзии является проблемным полем в современном научном дискурсе, так как ее системное решение пока не найдено. Целью является исследование сформированности готовности будущих педагогов к инклюзии школьников в процессе профессиональной подготовки в вузе. Приводятся результаты эмпирического исследования сформированности готовности будущих педагогов к инклюзии школьников. Даются рекомендации по формированию профессиональной готовности будущих педагогов к инклюзии школьников в процессе обучения в университете, где изучаются на третьем и четвертом курсах следующие дисциплины: «Обучение лиц с ограниченными возможностями здоровья», «Психолого-педагогические основы инклюзивного образования»; происходит введение производственной (технологической в системе инклюзивного образования) практики на базе организаций образовательной и социальной сферы, оперативный мониторинг сформированности готовности будущих педагогов к инклюзивному образованию школьников с ОВЗ. The problem of the need to form the readiness of future teachers for inclusion in the process of professional training at a university is analyzed, as well as its structural components and their content. In the structure of this type of readiness, motivational, cognitive and operationalactivity components are revealed. It is stated that the problem of the readiness of future teachers for professional activity in conditions of inclusion is a problematic field in modern scientific discourse, since its systemic solution has not yet been found. The aim is to study the formation of the readiness of future teachers for the inclusion of schoolchildren in the process of professional training at a university. The article presents the results of an empirical study of the formation of the readiness of future teachers for the inclusion of schoolchildren. Recommendations are given on the formation of professional readiness of future teachers for the inclusion of schoolchildren in the process of studying at the university, consisting in enriching the content of training in the third and fourth years of the disciplines: «Teaching people with disabilities», «Psychological and pedagogical foundations of inclusive education»; the introduction of industrial (technological in the system of inclusive education) practice on the basis of educational and social organizations; operational monitoring of the formation of the readiness of future teachers for inclusive education of schoolchildren with disabilities.

scholarly journals DEVELOPMENT OF INTEREST IN PROFESSIONAL TRAINING AT THE UNIVERSITY AMONG FUTURE ARCHITECTS AND DESIGNERS AT THE CURRENT STAGE

2021 ◽  
Vol 112 ◽  
pp. 33-40
Author(s):  
O.M. Shentsova ◽  
◽  
I.V. Besedina ◽  
S.V. Bulycheva ◽  
◽  
...  
Keyword(s):  
Theoretical Basis ◽  
Educational Program ◽  
Professional Training ◽  
Architectural Education ◽  
Professional Activity ◽  
Training Process ◽  
The University ◽  
Independent Work ◽  
Current Stage ◽  
New System

Despite the difficulties encountered, in connection with the transition to a new system of higher education, and the process of professional training of architects and designers remains the most important tool for preserving the national "architectural school" in Russia. Today, in higher architectural education in Russia, there has been a reduction in the basic educational program in many disciplines in favor of independent work. This and other factors lead to some misunderstanding and loss of interest in the training process among students. The scientific novelty of the study consists in determining a set of pedagogical conditions for the development of interest in professional training at the university among future architects and designers at the current stage; in clarifying the content of the concepts of "professional architectural activity", "emotionally comfortable creative educational environment", "interest in professional architectural and design training", which made it possible to systematize the theoretical basis for the development of interest in professional activity among future architects and designers. The results of the experiment were obtained, during which a set of pedagogical conditions were implemented to increase the level of development of interest in professional training at the university among future architects and designers.

scholarly journals Development of professional adaptation of employees of internal affairs bodies at the stage of vocational training

2021 ◽  
pp. 104-115
Author(s):  
Ol'ga Garmanova ◽  
Larisa Deryagina
Keyword(s):  
Professional Development ◽  
Human Resources ◽  
Vocational Training ◽  
Professional Training ◽  
Systematic Approach ◽  
Training Programs ◽  
Professional Activity ◽  
Educational Organization ◽  
Early Stages ◽  
Internal Affairs

The article examines the content of professional adaptation of employees of internal affairs bodies, as well as the reasons that complicate their adaptation. Using a systematic approach to the study of professional activity, a number of features of adaptation of employees at the stage of training in the main vocational training programs are revealed. In particular, it emphasizes the importance of studying the formation of a student's own ideas in the educational organization of the Ministry of Internal Affairs of Russia about the profession of an employee of internal affairs bodies at the early stages of professional development. By them, the article proposes to un-derstand: 1) the very first stage of recruitment (including during the period of the beginning of training in the system of professional training in the main vocational training programs); 2) the process of vocational training (including prior to its completion); 3) completion of vocational training and independent performance of official duties by employees of the internal affairs bodies who have undergone professional training. The article proposes specific ways of creating conditions for professional adaptation of students of vocational training. It is concluded that the study of the indicated issue will strengthen the human resources of the internal affairs bodies, form professionally significant qualities of the employees of the internal affairs bodies, and also increase the efficiency of their activities.

scholarly journals THE PECULIARITIES AND THE WAYS OF FORMING OF PROFESSIONAL MOTIVATION OF FUTURE DEFECTOLOGISTS IN EDUCATIONAL AREA

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Natalia Maliy ◽  
◽  
Larysa Dyachenko ◽  
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Quality Criteria ◽  
Professional Activity ◽  
Complex Relationship ◽  
Professional Self ◽  
The Subject ◽  
Speech Pathologists ◽  
The University ◽  
Relationship Of

The article considers the formation of professional motivation in future speech pathologists. The importance of solving this issue is emphasized, because the work of a defectologist requires the presence of special characteristics in his personality, the formation of which is carried out during their training. Issues of personal development of the student and the formation of his readiness for future professional activity become the main in the outlined situation. The psychological and personal readiness of the specialist for professional self-realization in modern conditions is important. It is emphasized that the transformation of the requirements for professionals of different natural influences the solution of the question of the complex relationship of personal and professional development of the subject. The question of quality criteria for the training of future speech pathologists can not be considered separately from the requirements of a particular environment in which the specialist works. It is at the stage of professional training in the university begin to develop in a specialist-defectologist those values and motives that determine the success of his work in the profession, and for this it is necessary to study the formation of professional values and motives in the formation of future defectologists.

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.

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