scholarly journals Formation of Professional and Value Orientations of Future Psychologists of Professional Activity at the Stage of Professional Training at the University

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Elena Aleksandrovna Orlova ◽  
Iuliia Leonidovna Grebennikov
Keyword(s):  
Professional Training ◽  
Educational Programs ◽  
Value Orientations ◽  
Professional Activity ◽  
Theoretical Understanding ◽  
Professional Attitudes ◽  
The University ◽  
University Training ◽  
Goals And Objectives ◽  
Professional Value

The purpose of the article is a theoretical understanding of the problem of the formation of professional and value orientations of future psychologists of professional activity at the stage of university training. Probably, these factors themselves can be considered «the same» for all universities, however, the goals and objectives of training specialists, the content of educational programs in «departmental» and «civil» universities will differ, setting the «vector» of personal and professional formation of students. Methods – theoretical analysis and generalization of approaches to the consideration of this problem. It is shown that professional value orientations are understood in modern psychological literature as an integrative personal structure that determines the professional consciousness of a specialist, characterizes his attitude to the profession, reflects the content side of the personality's orientation to the values of professional activity, including in the aspect of the value of education and profession. The cognitive, emotional and behavioral components are distinguished in the structure of the PCE, while the content features of the PCE of the future psychologist of professional activity can be revealed through the study of professional attitudes, professional motives and professional values. The main functions of the PCE are semantic, evaluative-regulatory and socially-oriented. As a result of the study the model for studying and forming professional value orientations of future psychologists of professional activity, which can be used as the basis for both empirical research and recommendations for the formation and correction of professional value orientations of future psychologists of professional activity in different training conditions has been developed.

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

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

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

scholarly journals Research of professional value orientations formation of future doctors

Morphologia ◽  
2021 ◽  
Vol 15 (3) ◽  
pp. 207-212
Author(s):  
O.A. Murzina ◽  
L.V. Makyeyeva ◽  
O.M. Raznatovska ◽  
O.I. Pototska ◽  
N.V. Hvinivetska ◽  
...  
Keyword(s):  
Experimental Study ◽  
Medical Education ◽  
Professional Training ◽  
Value Orientations ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Values ◽  
Professional Activity ◽  
Professional Activities ◽  
Professional Value

Background. Medical education is based on general and specialized knowledge in the learning process, a combination of theory and practice at a medical university and is the foundation of the medical profession. But the formation of professional value orientations of future doctors remains out of consideration. Therefore, the professional training of future doctors needs the content of medical education to be improved in order to focus on the formation of professional values. Objective. To substantiate the scientific results of the experimental study of the formation of professional value orientations of future doctors. Methods. Theoretical analysis of scientific sources in order to determine the nature, content and structure of professional values of future doctors. Results. The article analyzes the results of experimental research. It is established that a promising direction to improve the quality of training of future doctors is the formation of a system of his professional values, which reveals the value position of the individual in relation to professional activities. In our study, we identified the professional value orientations of future doctors as a system of values, value orientations, meanings and attitudes to the professional activities of doctors, forming a unique axiosphere of personality that reflects the personal, professional and social orientation of the doctor. Taking into account the specifics of the doctor's professional activity, we have developed a structure of professional value orientations of future doctors. In the process of studying the structural composition of professional value orientations of future doctors, axiological, psychological, motivational, cognitive and prognostic components are identified, each of which performs a certain function. The main functions of professional value orientations of future doctors include: worldview, normative, regulatory, communicative and professional activity. The criteria of formation of professional value orientations of future doctors in the process of professional training are determined: cognitive; personal; activity. The levels of formation of professional value orientations of future doctors are highlighted: high, medium and low. The effectiveness of the organizational and pedagogical conditions and pedagogical technology of professional value orientations’ formation of future doctors determined by us is experimentally confirmed. Conclusion. The results of the experimental study showed the effectiveness of the author's pedagogical technology and its effectiveness in the formation of professional value orientations of future doctors in the process of basic training. The formed professional value orientations of future doctors were evaluated and statistically verified. The results of the experimental test confirmed the effectiveness of the organizational and pedagogical conditions created in the educational process of the institution of higher medical education for the formation of professional values of future doctors.

scholarly journals Features of the Professional Training Teachers’ Decision- Making in the Conditions of a Competence-Oriented Education

2018 ◽  
pp. 137-150
Author(s):  
Andrii Osadchyi ◽  
Mykola Ivashchenko
Keyword(s):  
Decision Making ◽  
Labor Market ◽  
Professional Education ◽  
Professional Training ◽  
Educational Programs ◽  
Professional Activity ◽  
Practical Implementation ◽  
Education Development ◽  
Theoretical Understanding ◽  
Business Entities

The article deals with the directions of professional education development, which are related to the necessity of focusing on the labor market needs, namely the competent direction of future specialists’ training, the implementation of the conceptual provisions for the standardization of professional education. The relevance of the tendency of professional education’s orientation onto the modern labor market is defined in the article. The purpose of the article is to investigate the peculiarities of the professional activity of teachers of modern vocational education and their influence on decision-making processes. The authors of the article have made an attempt to substantiate the analysis of the peculiarities of introducing a competence-oriented approach into education as one of the effective ways of its reformation and improvement. It is identified the cause-effect character of the necessity of designing a common methodology for the formation of the specialist’s competence and the urgent solution of the problem of professional education standardization. The authors have also defined the main contradiction of this process, which is seen in the lack of involving business entities, those are the customers of the future specialists’ training, in the process of creating qualification standards. The authors have noted that nowadays the activity of teachers on standardization of professional education on a competence basis becomes the main direction of the implementation of modernization reforms in education. Therefore, in order to achieve objectivity in the professional training teachers’ decision-making, the authors of the article have proposed to apply ideas and methods of information- extreme intellectual technology. This method of information-extreme intellectual technology (IEI-technology) for data analysis is based on maximizing the information capacity of the system in the machine teaching process, grounded onto the algorithm of the information- analytical system on the adaptation of the graduation department’s study content to the labor market requirements. The authors have made a conclusion that, minding the further development of a model of competency education associated with the transition from the general theoretical understanding of the peculiarities of constructing subject-based educational programs, situational-simulation technologies and control-measuring methods that are adequate to practical implementation with the use of modern information systems, the special attention should be paid to the creation of educational standards, according to which educational programs and educational disciplines’ content will be formed, aimed at a competency rather than on material indicators.

scholarly journals CONCEPTUAL FOUNDATIONS FOR FORMATION OF PROFESSIONAL IDENTITY OF FUTURE SPECIALISTS IN PHYSICAL THERAPY, ERGOTHERAPY

2020 ◽  
pp. 43-49
Author(s):  
Yuliia KOPOCHYNSKA ◽  
Keyword(s):  
Physical Therapy ◽  
Professional Identity ◽  
Interpersonal Relationships ◽  
Professional Training ◽  
Value Orientations ◽  
Educational Activity ◽  
Professional Activity ◽  
Stage Of Development ◽  
The Future ◽  
Conceptual Foundations

ntroduction. In the process of professional training, there are qualitative changes in the professional development of the individual, because it is during this period that the basic identification characteristics that determine her propensity for the future profession are formed. Purpose. The purpose of the study is to determine the conceptual foundations of pro-fessional training of future specialists in physical therapy, ergotherapy. Methods. Analysis of scientific methodological literature. Results. In the course of the research the three main stages of forming the professional identity of specialists in physical therapy, ergotherapy are distinguished and characterized. Important in shaping the professional identity of future speci-?lists in physical therapy, ergotherapy is involved in specialized trainings, during which the future specialist compares professional value orientations with their own capabilities, realities of professional activity and interpersonal relationships. Due to the factors of cooperation, dialogue, activity–creative approach, individuality and freedom of de-velopment, choice of content and forms of training, approaches have some common features: psychological basis of educational activity of future specialists; focus on the formation of professional qualities; combination, integrated use of components, principles, criteria, learning tools, methods and different technologies. Originality. The basic provisions of the conception of formation of professional identity of future specialists in physical therapy, ergotherapy in higher education institutions are developed. Conclusion. On the basis of the conducted research it is established that at the present stage of development of psychological and pedagogical science methodological and textological material is accumulated, contains various complementary theoretical and practical approaches to the study of professional identity, but differentiates the object of study various aspects of scientific phenomenon and "identity". The organization of vocational training, taking into account the provisions developed, will contribute to the formation of professional identity of future physical therapists and ergotherapists.

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.

Formation of Professional Culture in Higher Education: Experience and Problems

2021 ◽  
pp. 89-94
Author(s):  
Anna A. Parshina ◽  
Vladimir K. Korolev
Keyword(s):  
Professional Culture ◽  
Educational Process ◽  
Professional Activity ◽  
Specific Content ◽  
Education Experience ◽  
Special Knowledge ◽  
Universal Values ◽  
The University ◽  
University Training

The subject of the article is the formation of professional culture of students; it is considered in order to improve the work on its formation in the educational process at the University, in particular-in RIPB-on the material of training economists, lawyers and customs officers. The authors describe professional culture as a set of special knowledge and practical skills of a person as an “employeeˮ, implemented in a specific type of socially significant work, emphasize that it is based on the universal values of a professional as a «person». Therefore, the formation of professional culture is inseparable from the socio-humanitarian development of students, carried out in the course of studying the relevant disciplines. According to the authors, any professional culture has its own organization (in our case - University), which is based on a particular professional activity (in particular, University training), while it embodies a Form that is subject to “fillingˮ with the specific Content of various activities as socially institutionalized pro-fessions. As conclusions, the following problems are substantiated: introduction of a special course “Professional cultureˮ; overcoming “departmentalˮ disciplinarity in the study of socio-humanitarian and professional dis-ciplines; improving the quality of “formalˮ training of students in the conditions of digitalization and comput-erization; development of a culture of extracurricular forms of professional work.

FORMING VALUABLE ORIENTATIONS OF FUTURE EDUCATOR BY MEANS OF THE POETIC WORD

2018 ◽  
pp. 171-177
Author(s):  
Olha Padalka
Keyword(s):  
Significant Role ◽  
Professional Training ◽  
Educational Institution ◽  
Preschool Education ◽  
Value Orientations ◽  
Future Teacher ◽  
Professional Activity ◽  
Science Technology ◽  
The Future

The article deals with the problem of professional training of future specialists of preschool education to professional activity, features of the value aspect in the process of professional training of the future teacher of preschool educational institution are highlighted, peculiarities of using poetic word as a means of formation of value orientations of future educators in the process of their vocational and pedagogical preparation are substantiated. The content of concepts "value orientations", "poetic word" is revealed. It is proved that despite modern advances in the field of science, technology and the realm of culture, along with innovations, in the arsenal of educational means a significant role belongs to the poetic word.

scholarly journals Professional training of future music art teachers for inclusive education: theoretical and technological aspects

2020 ◽  
Vol 75 ◽  
pp. 04006
Author(s):  
Svetlana Sysoieva ◽  
Natalia Ovcharenko ◽  
Olga Chebotarenko
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Art Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Theoretical Understanding ◽  
Actual Problem ◽  
Technological Support

The article is devoted to the actual problem of contemporary art education ἦ#x201C; to improve the professional training of future music art teachers for children’s inclusive education. Its purpose is to present the results of theoretical understanding of the developmental and healing potential of music, to develop technological support in future music art teachers’ professional training for children’s inclusive education. According to the results of the study, the basic concept of the study was defined as: “professional training of future music art teachers for inclusive education”, which is seen as an educational process aimed at ensuring students’ readiness to provide a system of educational services to persons with special educational needs in their future professional activity, and it involves mastering their inclusively oriented musical and pedagogical knowledge, skills and personal qualities. To improve the professional training of future music art teachers for children’s inclusive learning, the findings of the latest research in the field of art and musicpedagogical theory concerning the harmonizing and music-therapeutic influence of music on the personality of a child in need of educational inclusion were used; criteria of musical works selection for children with psycho-physiological disabilities have been identified; there was developed and substantiated developmental and corrective technique of training singing that can be used in inclusive classes of different age, gender and cognitive abilities of children. Developmental and corrective technique of training singing includes innovative content of children’s teaching, comprising a specially selected vocal repertoire; lesson and extracurricular forms of training; specific teaching methods for students with special educational needs.

Introduction to pedagogical activity. Practicum

2019 ◽  
Author(s):  
Александр Орлов ◽  
Aleksandr Orlov ◽  
Алла Агафонова ◽  
Alla Agafonova
Keyword(s):  
Professional Training ◽  
Value Orientations ◽  
Training Manual ◽  
Future Teachers ◽  
Professional Self ◽  
Independent Work ◽  
Professional Value

The training manual presents a system of individualized tasks for all forms of professional training of future teachers. Performance of tasks will allow students with the help of the teacher to choose the pace, direction and forms of advancement in the study of pedagogical disciplines. The content and methodological apparatus of the workshop will help students to engage in productive independent work, the purpose of which is the development of motives and skills of teaching, the formation of professional thinking, professional value orientations and ethical positions, as well as stimulating the need for professional self-education and self-education. For students and teachers of pedagogical universities.

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.

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