scholarly journals THE ESSENCE OF ARTISTIC AND CREATIVE COMPETENCE OF CLOTHING TECHNICAL DESIGNERS

2019 ◽  
pp. 43-49
Author(s):  
Liudmyla Lemeshko
Keyword(s):  
Professional Development ◽  
Essential Role ◽  
Scientific Literature ◽  
Professional Competence ◽  
General Structure ◽  
Highly Qualified ◽  
Light Industry ◽  
Leading Role ◽  
Professional Field ◽  
The Individual

The relevance of the paper lies in the need of garment manufacture in highly qualified technical designers, who can apply their artistic, creative and art skills in practice and have knowledge not only about design, clothing technology but also about artistic courses aimed at developing artistic and creative competence. The paper aims to study the components of artistic and creative competence of clothing technical designers in the scientific literature and analyze the essence of this competence. Methods: a classic analysis of psycho-pedagogical, scientific and methodological literature, legal acts and documents, educational and methodical documents and proceedings of conferences to generalize conceptual approaches to solving the problem under study to reveal the essence of artistic and creative competence of clothing technical designers; generalization – to integrate and group different classifications of artistic and creative competence into an integral unity, which manifests itself in the ability of the individual to work effectively in the professional field to formulate relevant conclusions. Results. The paper studies and reveals the components of artistic and creative competence of clothing technical designers. Also, it contains a theoretical analysis of recent publications on the study of artistic, creative, as well as artistic and creative competences. The paper shows that artistic and creative competence plays a leading role in the structure of the professional competence of students majoring in Light Industry Technologies. Modelling and Design of Industrial Products (specialty No 182). This competence combines ... Conclusions: every type of competences plays a particular role in the professional development of specialists. The competences related to the specifics of artistic and creative activities are incredibly essential for future clothing technical designers. Artistic and creative competence plays an essential role in the general structure of multidimensional professional competence of future clothing technical designers and is rather multidisciplinary...

scholarly journals PEDAGOGICAL CONCEPT OF THE CIVIL SECURITY SPECIALISTS’ ADVANCED TRAINING

2021 ◽  
Author(s):  
Viktor Mykhailov ◽  
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Professional Competence ◽  
Training System ◽  
Advanced Training ◽  
Ministry Of Education ◽  
Highly Qualified ◽  
Professional Activities ◽  
Job Functions ◽  
Main Components

In legal documents of the Ministry of Education and Science of Ukraine, there is emphasized the need to find ways to improve the level of professional knowledge, skills, abilities and new forms of training in educational establishments, which, in its turn, necessitates the transformation of training strategy. The need to respond to dangerous natural, human-made, anthropogenic, epidemiological and social factors requires highly qualified professionals ready to work in extreme conditions. Therefore, the importance of filling existing gaps in the theory and practice of vocational education determines the need for conceptual justification, development and testing of an improved pedagogical system of civil security professionals’ advanced training. The paper considers the theoretical foundations of the organization of advanced training of specialists in civil security, summarizes the main problems of professional development within the institutions and educational establishments. The content and features of their professional training in order to ensure the safety of people in emergencies is analyzed as well. It is found out that the readiness of civil security specialists to carry out their professional activities is an individual feature that includes professional motives, a set of special knowledge, skills and abilities of civil security professionals, which in integration ensure their ability to perform professional tasks and provide their further professional development. The author outlines the conceptual provisions for improving the advanced training of civil security professionals in institutions and educational establishments for the formation of positive motives for educational activities, the appropriate level of professional competence and approaching the ultimate goals of education. The content of the concept of specialists in civil security advanced training is determined (relevant methodological approaches, didactic principles, goals, objectives, pedagogical conditions are outlined as well). The purpose of forming the concept of advanced training of civil security specialists in postgraduate education should be directed towards the individual needs for personal and professional growth, as well as to meet the needs of the state in highly qualified and professional specialists capable of responsible performing of the job functions related to solving problems in order to ensure the safety of life and activities of people. The proposed conceptual framework helps identify the main components of the advanced training system for civil security professionals, resolving a number of contradictions, the main of which is the contradiction between the public demand for highly qualified professionals prepared for the challenges of modern society and the current training system which at present does not fully meet these requirements.

scholarly journals THE PECULIARITIES OF ENHANCING PROFESSIONAL COMPETENCE OF FOREIGN LANGUAGE LECTURERS IN THE USA

2021 ◽  
pp. 12-20
Author(s):  
Жанна Баб’як ◽  
Наталія Щур
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Professional Learning ◽  
Technical Assistance ◽  
Professional Competence ◽  
Time Frame ◽  
Learning Needs ◽  
Smart Goals ◽  
The Usa ◽  
The Individual

The article deals with studying the American experience of educator professional development. To carry out this research the following methods have been applied: content analysis, systematization and theoretical generalization of scientific literature, standards, technical assistance documents and samples of the individual professional development plan (IPDP) for educators. Having conducted the research, the following results and conclusions have been drawn. The primary goal for professional learning is to help educators develop and apply the knowledge and skills necessary to help students to learn foreign languages more effectively and efficiently. Therefore, the planning and designing of professional learning include defining the SMART goals of professional learning drawn from analysis of student and educator learning needs, which are determined by examining data on student learning outcomes. To achieve these goals those who are responsible for professional learning should select the appropriate job-embedded and external forms of professional learning, which allow the educators to satisfy student learning needs, bridge the knowing-doing gap and integrating new ideas and skills into practice. An IPDP is a tool serving as a guide for the professional learning. IPDP enables educators to chart their goals and to plan learning activities that improve their competencies in order to enhance their students’ performance. Completing the IPDP includes setting the goals based on student learning needs, deciding on the professional methods/strategies, tapping possible resources, setting the time-frame, identifying success indicators. After having been accomplished, the IPDP is evaluated by the person in charge. Evaluation of professional learning provides the opportunity to monitor the process of embedding the new learning into practices by observing and assessing changes in educator practice and increases in student learning.

scholarly journals Personal and professional development of additional education teacher in the course of methodological work

2021 ◽  
Vol 98 ◽  
pp. 04014
Author(s):  
Zhanna Chaykina ◽  
Mariia Mukhina ◽  
Marina Gruzdeva ◽  
Olga Cherney ◽  
Olga Golubeva
Keyword(s):  
Professional Development ◽  
Development Strategy ◽  
Professional Competence ◽  
Action Plan ◽  
Educational Organization ◽  
Education Teacher ◽  
Self Development ◽  
Professional Self ◽  
The Individual ◽  
Additional Education

The contemporary development strategy of Russian education puts forward several requirements for the system of additional education for children and teachers engaged in this field. The teacher must have the ability to self-development and self-improvement, be engaged in creative and innovative activities. The authors note that in the current conditions, the teacher must choose the only correct trajectory of professional advancement that will lead to the achievement of the desired results. The individual trajectory of personal and professional development of a teacher can be represented as a trajectory of professional self-development and self-improvement of a teacher of additional education in the course of teacher’s methodological work. The purpose of the current research is to develop, theoretically substantiate, and experimentally test the program for implementing an individual trajectory of personal and professional development of additional education teacher in the course of teacher’s methodological work. Implementation of individual trajectories of personal and professional development of additional education teachers in the educational organization involves the development of a specific action plan of the heads of departments, educational and methodological service of the institution, as well as very additional education teachers. The tasks of the educational and methodical service of an educational organization in this process are aimed at encouraging teachers, attracting them to innovative activities, various types of methodological work, and providing pedagogical and methodological support. The use of individual trajectory of personal and professional development in the course of organizing methodological work in the educational organization of additional education contributes to an increase in the professional competence of teachers as well as the development of their interest in this process.

scholarly journals “The Students Have Been Spoilt Previously”

2019 ◽  
Vol 1 (2-3) ◽  
pp. 378-400
Author(s):  
Ping Ren ◽  
Meinert Meyer
Keyword(s):  
Professional Development ◽  
Cultural Values ◽  
Professional Competence ◽  
Developmental Task ◽  
Teacher Interviews ◽  
Student Centered ◽  
Future Design ◽  
Educational Challenges ◽  
Overseas Teaching ◽  
The Individual

The professional development of Chinese teachers of Chinese as a foreign language (cfl) in Europe is confronted with various complex educational challenges and problems. Traditional Chinese educational schemata and cultural values have great impact on these teachers’ professional beliefs and their perceptions. My case studies of six cfl teachers show that their professional challenges are connected with the cultural differences of Chinese and German educational contexts. Open-ended questions, in-depth interviews and classroom observation were employed. And multiple data sources, such as the transcripts of teacher interviews, field notes were included. Cross-case analysis indicated that the cfl teachers have to deal with some conflicts of their previous biographies and new requirements of local educational context, such as teacher-centered didactics versus student-centered didactics, traditional Chinese language approaches versus intercultural communicative didactics; strict classroom discipline versus acknowledgement of students’ individuality etc. I depict their professional development by employing a theoretic framework of developmental task theory, i.e. professional competence, mediation, acknowledgment and institution. My study may help to shed light on understanding the individual difficulties that cfl teachers face in overseas teaching environments. The study’s findings and recommendations therefore are of significance for the future design of teacher training for cfl teachers in Germany and in other European countries.

Professional Consciousness as a Subjective Component of a Personal Professional Development

2021 ◽  
Vol 9 (5) ◽  
pp. 536-545
Author(s):  
Svitlana M. Avramchenko ◽  
◽  
Iryna V. Ievtushenko ◽  
Yevheniia M. Kaliuzhna ◽  
Viktoriia V. Levchenko ◽  
...  
Keyword(s):  
Professional Development ◽  
Career Guidance ◽  
Professional Competence ◽  
Educational Process ◽  
Professional Activity ◽  
Single Process ◽  
Professional Self ◽  
Definition Of ◽  
The Individual

The study discusses the professional development of the individual, which is a multi-faceted process. The relevance of this work is defined by development trends that radically change the essence of professions on the labour market and require an understanding of the role of career guidance and professional self-determination as a single process throughout the entire working life of an individual. The study aims to investigate professional consciousness as a subjective component of professionalism and consider the algorithm for the development of professional self-consciousness in society. The study covers the main stages of professional development of the individual as a single process. The analysis of documents (monographs, websites, statistics, academic papers, and textbooks) was the objective method for the study. The study researched and systematised the leading approaches to discovering personal potential based on the collected material and identified all types of professional competence using the analysis method. As a result, the definition of factors of professionalism creates mental models of professional activity and the professional self-consciousness of the individual. The practical value of the study discussed and analysed the stages of development and establishment of a professional individual is implementing the results in the educational process and using the provided recommendations for creating a personal programme for mastering the course on the psychology of personality and professional development.

scholarly journals Model characteristics of sportsmen’ preparedness in kettlebell lifting

2020 ◽  
Vol 12 (3) ◽  
pp. 92-102
Author(s):  
KOSTIANTYN PRONTENKO ◽  
GRYGORIY GRIBAN ◽  
TETIANA PLACHYNDA ◽  
IVAN MYCHKA ◽  
OKSANA KHURTENKO ◽  
...  
Keyword(s):  
Theoretical Analysis ◽  
Scientific Literature ◽  
Biomechanical Analysis ◽  
Functional Abilities ◽  
Individual Data ◽  
Highly Qualified ◽  
Training Process ◽  
Back Muscles ◽  
Advantages And Disadvantages ◽  
The Individual

Background: The model characteristics of preparedness of sportsmen specialized in kettlebell lifting are grounded in the article. The indicators of physical preparedness, functional abilities and the main technical characteristics of kettlebell lifters of different qualification were examined. Material and methods: Three groups were formed: group No. 1 – kettlebell lifters of a low qualification (the 3rd and the 2nd grades, N=34); group No. 2 – kettlebell lifters who have the 1st grade and Candidate Master of Sports, N=27; group No. 3 – sportsmen of a high qualification (Masters of Sports, N=16). The methods of investigation: theoretical analysis and generalization of scientific literature, testing, biomedical methods, video computer and biomechanical analysis, methods of mathematical statistics. Results: It is determined that meaningful components of physical preparedness in kettlebell lifting are endurance, flexibility, leg and back muscles strength; of functional preparedness – functional abilities of the cardiovascular and respiratory systems; of technical preparedness – duration of the static phases and angular characteristics of competitive exercises. Conclusions: The application of the results obtained allows comparing the individual data of a particular sportsman with the model characteristics of highly-qualified sportsmen to estimate the advantages and disadvantages of his preparedness in order to plan the training process.

PRINCIPLES OF THINKING AND THEIR ROLE IN PROFESSIONAL DEVELOPMENT OF SCIENTIFIC PERSONNEL

2021 ◽  
pp. 20-23
Author(s):  
S. B. Kulikov ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Formal Logic ◽  
Point Of View ◽  
Highly Qualified ◽  
The Third ◽  
Leading Role ◽  
Qualified Personnel ◽  
Distinct Idea ◽  
Pedagogical Science

The article reveals the interrelationships between the philosophical interpretation of the principles of thinking and their role in the processes of training highly qualified personnel. Highly qualified personnel who are trained at the third level of higher education (postgraduate, adjunct) directly depend on the level of development of thinking. At the same time, the assessment of the development of thinking is conditioned by a clear and distinct idea of the foundations of the development of thinking in general. The author defends the point of view that the leading role in identifying the principles of thinking on which the training of highly qualified specialists is based is played by the addition in pedagogical science of formal logic and the standards of thinking set by it by non-logical ways of performing acts of thought.

THE METHODS OF DEVELOPING COMPUTATIONAL THINKING OF STUDENTS WHILE STUDYING THE COURSE "NUMERICAL METHODS" BASED ON BLENDED LEARNING

2019 ◽  
pp. 34-41
Author(s):  
M. M. Klunnikova
Keyword(s):  
Numerical Methods ◽  
Blended Learning ◽  
Computational Thinking ◽  
Individual Characteristics ◽  
Diagnostic Model ◽  
Mathematics Students ◽  
Professional Activities ◽  
Cognitive Component ◽  
Professional Field ◽  
The Individual

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.

УКРАЇНОЗНАВЧИЙ ОСВІТНІЙ ЧИННИК В УМОВАХ СУЧАСНОЇ УКРАЇНСЬКОЇ МАСОВОЇ КУЛЬТУРИ

2019 ◽  
pp. 22-29
Author(s):  
Н. В. Фрадкіна
Keyword(s):  
Mass Culture ◽  
Personal Development ◽  
Negative Impact ◽  
Educational Process ◽  
Point Of View ◽  
Character Trait ◽  
Main Task ◽  
Leading Role ◽  
The Individual

The purpose and tasks of the work are to analyze the contemporary Ukrainian mass culture in terms of its value and humanistic components, as well as the importance of cultural studies and Ukrainian studies in educational disciplines for the formation of a holistic worldview of modern youth.Analysis of research and publications. Scientists repeatedly turned to the problems of the role of spirituality in the formation of society and its culture. This problem is highlighted in the publications by O. Losev, V. Lytvyn, D. Likhachev, S. Avierintsev, M. Zakovych, I. Stepanenko and E. Kostyshyn.Experts see the main negative impact of mass culture on the quality approach, which determines mass culture through the market, because mass culture, from our point of view, is everything that is sold and used in mass demand.One of the most interesting studies on this issue was the work by the representatives of Frankfurt School M. Horkheimer and T. Adorno «Dialectics of Enlightenment» (1947), devoted to a detailed analysis of mass culture. Propaganda at all socio-cultural levels in the form is similar in both totalitarian and democratic countries. It is connected, according to the authors, with the direction of European enlightenment. The tendency to unify people is a manifestation of the influence of mass culture, from cinema to pop. Mass culture is a phenomenon whose existence is associated with commerce (accumulation in any form – this is the main feature of education), in general, the fact that it exists in this form is related to the direction of the history of civilization.Modern mass culture, with its externally attractive and easily assimilated ideas and symbols, appealing to the trends of modern fashion, becomes a standard of prestigious consumption, does not require intense reflection, allows you to relax, distract, not teach, but entertains, preaches hedonism as the main spiritual value. And as a consequence, there are socio-cultural risks: an active rejection of other people, which leads to the formation of indifference; cruelty as a character trait; increase of violent and mercenary crime; increase in the number of alcohol and drug addicts; anti-patriotism; indifference to the values of the family and as a result of social orphanhood and prostitution.Conclusions, perspectives of research. Thus, we can conclude that modern Ukrainian education is predominantly formed by the values of mass culture. Namely, according to the «Dialectic» by Horkheimer and Adorno, «semi-enlightenment becomes an objective spirit» of our modern society.It is concluded that only high-quality education can create the opposite of the onset of mass culture and the destruction of spirituality in our society. It is proved that only by realizing the importance of cultivating disciplines in the educational process and the spiritual upbringing of the nation, through educational reforms, humanitarian knowledge will gradually return to student audiences.Formation of youth occurs under the influence of social environment, culture, education and self-education. The optimal combination of these factors determines both the process of socialization itself and how successful it will be. In this context, one can see the leading role of education and upbringing. It turns out that the main task of modern education is to spread its influence on the development of spiritual culture of the individual, which eventually becomes a solid foundation for the formation of the individual. Such a subject requires both philosophical and humanitarian approaches in further integrated interdisciplinary research, since the availability of such research will provide the theoretical foundation for truly modern educational and personal development.

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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