scholarly journals STRENGTHENING THE MOTIVATION OF FUTURE FAMILY DOCTORS TO USE WEB TECHNOLOGIES IN PROFESSIONAL ACTIVITY AS A PEDAGOGICAL CONDITION OF THEIR PROFESSIONAL COMPETENCE

2018 ◽  
pp. 192-197
Author(s):  
A. TITOVA
Keyword(s):  
Web 2.0 ◽  
Professional Competence ◽  
Educational Process ◽  
Professional Activity ◽  
Family Doctors ◽  
Web Technologies ◽  
Professional Activities ◽  
Internet Resources ◽  
Doing Business ◽  
Scientific Substantiation

The article reveals the interpretation of the pedagogical conditions for the formation of professional competence of future family doctors, namely the ways to enhance the motivational component of the issue when prompted to train medical students. The method of webquests is considered as the main effective method in shaping the external motivation of future family doctors, as well as its phased structure and limits of use. We will design a mechanism for enhancing the motivation of future family doctors to use web technologies in their professional activities in the educational process of IHE. It is likely that the key features of the system of motivation for future family doctors are the need to gain and expand professional knowledge that is reflected in the interest of doing business with the use of web technologies.Within the framework of the scientific substantiation of the first pedagogical condition, one should rely on the research of domestic and foreign scholars (V. Bykov (2011), R. Gurevich, M. Kademiya, L. Shevchenko (2012), M. Kademiya, I. Shakhina (2007), N. Kononets (2015), E. Patarakin (2007), T. O'Reilly (O'Reilly, 2005), S. Khrastinsky (Hrastinski, 2007), V. Chang, H. Abu Amara, J. C. Shenford (Chang , Abu-Amara, Sanford, 2010), R. Ramanaou (2009), Miller Miller (2008), Holzner (2009)) devoted to Web 2.0 Web Services, a thorough analysis of which made it possible to conclude that the potential of the second generation of services Web 2.0 is now the basis not only for p scrolls on the Internet, allowing all interested to use Internet resources for training purposes, educational solve various tasks encourage students to independently acquiring knowledge, but also a powerful resource motivation future family physicians to use web technology careers.

scholarly journals FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

2021 ◽  
Vol 33 (2) ◽  
pp. 185-204
Author(s):  
Olesia Vlasii ◽  
Olha Dudka ◽  
Nadiia Ivanochko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Digital Competence ◽  
Professional Activities ◽  
Internet Resources ◽  
The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

scholarly journals The problem of assessing the quality of specialized university graduate training

2016 ◽  
Vol 5 (3) ◽  
pp. 163-166
Author(s):  
Olesya Nikolaevna Yezhova ◽  
Natalia Ivanovna Ulendeeva
Keyword(s):  
Professional Competence ◽  
Graduate Training ◽  
Control Level ◽  
Professional Community ◽  
Educational Process ◽  
Assessment Tools ◽  
Professional Activity ◽  
Competence Assessment ◽  
Test Analysis ◽  
Professional Activities

The paper analyzes the problem of assessing the development degree of the specialized university graduate competencies that are found in state standards of higher education and the departmental order. We consider the existing practices and approaches to making a collection of evaluation tools. The paper presents the requirements for assessment tools to check the development of competencies: integrative, problem-activity tasks, focus on the application of skills and knowledge in the field of special situations in the actualization of the content of professional work tasks, expertise in the professional community, link criteria with planned results. These requirements are considered for innovative forms of control: level test (recognition - substitution - productive activity - decision-making in problem situations); test action (practical test); situational test (analysis of the situation of the future professional activity). Special attention is devoted to the consideration of this form of professional competence assessment as interdepartmental exercises that allow you to check special developed students competences when students demonstrate their knowledge, skills and personal qualities and carry out their professional activities in practice. Developed professional competence assessment tools for specialized university cadets and students can serve as a basis for further coordination of the educational process.

scholarly journals Nfluence of Individual Properties of the Personality on the Formation of Professional Competence of Education Applicants

2019 ◽  
Vol 7 (13) ◽  
Author(s):  
Mariia And. Tropina
Keyword(s):  
High Efficiency ◽  
Professional Competence ◽  
Modern Society ◽  
Educational Process ◽  
Professional Activity ◽  
Successful Implementation ◽  
Psychological Resources ◽  
Professional Activities ◽  
Mechanisms Of Formation ◽  
The Individual

An important task of education, in addition to the transfer of special knowledge and skills, is the formation of the structural components of the personality, which will ensure the high efficiency of future professional activities. The processes of integration of the Ukrainian education system into the European world educational space pose for educational institutions the problem of improving the quality of educational services, ensuring the proper level of the educational process. Modern society is largely interested in the psychological resources of the individual as the basis of all other resource components of the development of civilization. That is why the qualities of the person, which allow her to independently and actively act, make decisions, flexibly adapt to changing conditions of life, achieve success, professionally self-realize, should be formed and developed at all stages of education. Тhe main purpose of the article is to analyze the mechanisms of formation and functioning of the individual in the process of learning and professional activity and to provide recommendations to future specialists on their effective use of methods of psychological tools, the formation of psychological culture for the successful implementation of their personal and professional self-realization. The relevance of the topic is due to the current important changes in the educational system, related, in particular, to the understanding of a person as an entity - a person and a subject of professional activity. Special attention is paid to the problem of the development of the personality of a specialist, the formation of his professional values. We concentrate on the need to ensure the productive orientation of the individual, updating the motives for achieving it, increasing the need for self-development and self-realization, as well as increasing the adequacy of the tasks of the educational process to the real tasks that applicants have to solve at different stages of vocational training.  

scholarly journals TEACHER READY PHYSICAL CULTURE TO INNOVATIVE ACTIVITY

2020 ◽  
Vol 1 ◽  
pp. 407-413
Author(s):  
Tetyana Sydorchuk ◽  
◽  
Zinayida Anastasieva ◽  
Iryna Rakovska ◽  
Iryna Mokhova ◽  
...  
Keyword(s):  
Physical Education ◽  
Professional Competence ◽  
Learning Technologies ◽  
Educational Process ◽  
Professional Activity ◽  
Physical Education Teachers ◽  
Innovative Teaching ◽  
Innovative Technologies ◽  
Professional Activities ◽  
Innovative Learning

Introduction and purpose of the study. The article is devoted to the problem of determining the readiness of physical education teachers to introduce innovative teaching technologies into the educational process of physical education. The hypothesis of the study is based on the assumption that studying the degree of readiness of physical education teachers to apply innovations will help to identify ways of retraining of physical education, increasing the level of their skills formation in the use of innovative teaching technologies in the educational process. The purpose is to determine the degree of readiness of physical education teachers to introduce innovative learning technologies into the educational process to enhance their innovative competence. Material and methods. The study was attended by 32 physical education teachers from Dnipro and Dnipropetrovsk area, who were trained at the Dnipro Academy of Continuing Education. During the research the following methods were used: analysis of literary sources, pedagogical experiment, questioning, methods of mathematical statistics. Results. The results of the survey showed that teachers are positive about innovation in their professional activities, but there are a number of external and internal factors that hinder the use of innovative technologies. Most respondents are also aware of existing new learning technologies and are able to use them in their professional activities under the right conditions. Conclusions. There is a need to raise teachers' awareness of current pedagogical and innovative technologies and the possibilities of using them in the educational process. Most important in the expansion of professional competence, gaining new knowledge are the various forms of methodical work. Measures are proposed to increase teachers' readiness to innovate in their professional activities. Key words: innovations, teachers, physical education, technologies, professional activity

Model of the Formation of Deontological Readiness of Future Physical and Occupational Therapists for the Implementation of Professional Activities

2020 ◽  
Vol 5 (6) ◽  
pp. 308-316
Author(s):  
O. Bespalova ◽  
◽  
N. Zakalyak ◽  
А. Kolesnik ◽  
А. Sitovskyi ◽  
...  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Occupational Therapists ◽  
Scientific Data ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Implementation ◽  
Professional Activities

In the course of terminological analysis, the content of the concepts "modeling" and "model" was substantiated, the author's model of formation of deontological readiness of future physical and occupational therapists for professional activity was theoretically substantiated and developed, aimed at improving the quality of professional training in the formation of deontological behavior. Material and methods: theoretical analysis and systematization of scientific data of modern domestic psychological-pedagogical, methodical and specially-profiled literature for studying the relevance and state of development of the outlined problem; structural analysis to determine the structure of deontological readiness with its constituent components; modeling method for the development of a model for the formation of deontological readiness of future bachelors in physical therapy, occupational therapy to carry out professional activities. Results and discussion. The model includes target (purpose and tasks), content-technological (methodological approaches, pedagogical conditions, principles, stages of formation, forms, methods and means of organizing students' learning activities), diagnostic (criteria, indicators and levels of formation) and effective (deontological readiness), which are aimed at optimizing the educational process of students. The purpose of the developed model is to form deontological readiness of future physical and occupational therapists for professional activity. The tasks included: increasing the motivation of physical and occupational therapists to educational activities in general and mastering the theoretical basis of deontological knowledge in particular, as well as the orientation of interests and needs to form a deontological position in relation to the subjects of professional activity; formation of a holistic system of deontological knowledge necessary for the implementation of appropriate professional conduct in professional activities; development of professionally significant individual qualities and formation of professional orientation of personality; development of skills and formation of experience in building deontological relations in the process of professional interaction. Theoretical and methodological basis were: systemic, axiological, personal, deontological and competency approaches; general didactic (clarity, systematicity and consistency, accessibility, feasibility, activity and consciousness, science-based, individualization, collectivity, problems, developmental learning) and specific (principle of social conditionality, principle of humanization, principle of strength of knowledge acquisition, principle of practical orientation of learning, and situation-based) principles. Criteria (motivational, theoretical, personal, praxiological) and indicators were determined in accordance with the structural components of deontological readiness. Conclusion. The practical implementation of the developed model for the formation of their deontological readiness will increase the level of professional competence of these specialists

scholarly journals STRUCTURE AND COMPONENTS OF RESEARCH COMPETENCE OF FUTURE SOCIAL PEDAGOGUES

2019 ◽  
pp. 57-69
Author(s):  
N. V Kurilovich ◽  
E. A Chernova
Keyword(s):  
Professional Competence ◽  
Educational Process ◽  
Professional Activity ◽  
Research Activity ◽  
Research Competence ◽  
Professional Activities ◽  
The Future ◽  
The Individual ◽  
Social Pedagogue ◽  
Social Pedagogues

Competence and research competence have been considered in this article as a factor of social teachers’ readiness in work with disabled children. Research competence in working with such children is a necessary component for the subsequent manifestation of professional readiness of the subsequent manifestation of professional readiness of the future teacher and achievement of the skills and development of their own style of work. Research competence is considered as an integral concept, with a stable personal education of the individual and inherent knowledge, skills and personal qualities, motives, values that determine the competence of future specialists. The problem of research competence is multifaceted, as it combines psychological, sociological and pedagogical aspects. It should be considered as a holistic manifestation of the internal activity of the future social pedagogue, his theoretical and practical readiness for research, and the content of professional activity is aimed at independent knowledge, problem solving. External and internal factors influencing the formation of research competence from the position of macro-, mezzo- and micro- levels are identified. In our opinion, the components of research activity are axiological, cognitive, technological and project. Each component corresponds to the levels: high, medium, low. In relation to the educational process of the University research competence encourages to stimulate the interest of students to work with children, to search for independent solutions, the formation of professional competence and motivational readiness, directing to a deeper study and understanding of future professional activities.

scholarly journals Socio-gaming technology in the development of students’ personality

2020 ◽  
Vol 9 (29) ◽  
pp. 69-76
Author(s):  
Olga I. Vaganova ◽  
Larisa V. Tsyganova ◽  
Elena A. Chelnokova ◽  
Anna V. Lapshova ◽  
Lyudmila I. Redkina
Keyword(s):  
Professional Competence ◽  
Communicative Competence ◽  
Effective Interaction ◽  
Effective Means ◽  
Educational Process ◽  
Professional Activity ◽  
Highly Qualified ◽  
Professional Activities ◽  
Active Involvement ◽  
Educational Paradigm

In response to modern needs of the labor market in highly qualified specialists capable of independent and creative activities, higher education institutions are developing professional competence of students using various innovative technologies that contribute to enhancing students' cognitive position. The implementation of modern educational technologies in the system of vocational education is a necessity dictated by the conditions of a competency-based educational paradigm. The peculiarity of educational technology as an effective means of forming professional competence is to ensure the guaranteed achievement of goals. In preparing a student for professional activity, technologies that allow a student to be immersed in conditions as close as possible to professional ones are of particular relevance. The advantage of socio-gaming technologies implementation consists both in revealing a student’s capabilities, his potential, including each of them in the educational process, and in shaping students' ability to master the norms and rules of behavior in society. The purpose of the article is to review the experience of implementing socio-gaming technologies in the training of students of higher educational institutions. Communicative competence is one of the most significant elements of preparing students for both professional activities and life in society. The article presents a study to verify the level of formation of communicative competence. The level was established according to certain criteria related to inclusion in the learning process, building effective interaction with other students. Statistical analysis showed the effectiveness of the technology under consideration. An additional survey of students made it possible to establish that the game contributes to their active involvement in educational process and construction of effective communication with classmates.

scholarly journals ADAPTATION OF FUTURE LAWYERS TO PROFESSIONAL ACTIVITY: PROPAEDEUTICS IN THE EDUCATIONAL PROCESS IN COLLEGE

2021 ◽  
pp. 95-102
Author(s):  
Юлия Викторовна Августова
Keyword(s):  
Educational Process ◽  
Educational Activity ◽  
Interactive Methods ◽  
Professional Competencies ◽  
Professional Activity ◽  
Practical Training ◽  
Actual Problem ◽  
Professional Activities ◽  
Gradual Development ◽  
Student Goal Setting

Представлены результаты исследования, затронувшего актуальную проблему системы профессионального юридического образования, – степень соответствия специалиста требованиям рынка труда, а также повышение качества их практической подготовки. Научно обоснована эффективность применения практико-ориентированных технологий в образовательном процессе колледжа с целью успешной адаптации будущих юристов в профессиональной деятельности. В качестве основного метода исследования выступил педагогический эксперимент, целью которого стала апробация практико-ориентированных технологий в процессе обучения. В исследовании использованы методы анализа и обобщения, опрос, тестирование, педагогическое наблюдение и методы математической статистики. Представленные практико-ориентированные технологии направлены на овладение обучающимися профессиональных компетенций и предусматривают поэтапное прохождение студентом трех модулей: целеполагание дидактических циклов, отбор оптимальных средств с учетом особенностей этапа обучения, реализация образовательной деятельности, характеризуемой интеграцией проектной и проблемной технологий при соблюдении условия дифференцированного обучения. Введение в образовательный процесс практико-ориентированных технологий обучения студентов колледжа – будущих юристов, предусматривающих поэтапное освоение знаний и умений, позволяет на достоверном уровне сформировать основные профессиональные компетенции у обучающихся с целью их успешной адаптации в будущей профессии юриста. Применение в процессе обучения деятельностных и интерактивных методов, введение имитационного моделирования и проектирования, а также технологии решения ситуационных задач можно рассматривать в качестве эффективного инструмента формирования у студентов профессионально-ориентированных умений и навыков. The article presents the results of the study that touched upon the actual problem of the system of professional legal education – the degree of specialist’s compliance with the requirements of the labor market as well as the improvement of the quality of their practical training. The aim of the study is to scientifically substantiate the effectiveness of practiceoriented technologies in the educational process of the college in order to successfully adapt future lawyers in professional activities. The main method of research is a pedagogical experiment, the purpose of which is approbation of the developed author’s methodology. Also, the study used methods of analysis and generalization, questioning, testing, pedagogical observation and methods of mathematical statistics. The presented practice-oriented technologies are aimed at mastering students’ professional competencies and provide for the gradual passage of three modules by the student: goal-setting of didactic cycles, selection of optimal means taking into account peculiarities of the training stage, implementation of educational activity characterized by integration of project and problem-based technologies while observing conditions of differentiated training. According to the results obtained during the implementation of the pedagogical experiment, the introduction of practice-oriented technologies in the educational process of training college students of future lawyers, providing for the gradual development of knowledge and skills, allowed to form the basic professional competencies of students at a reliable level. Thus, the use of activity and interactive methods in the learning process, the introduction of simulation modeling and design, as well as technology for solving situational tasks can be considered as an effective tool for shaping students’ professional-oriented skills and abilities.

scholarly journals Development of existential aspects of professional competence of penitentiary system prospective employees

2017 ◽  
Vol 6 (2) ◽  
pp. 248-252
Author(s):  
Svetlana Alexandrovna Tarasova
Keyword(s):  
Professional Competence ◽  
Meaning Of Life ◽  
Professional Activity ◽  
Penal System ◽  
Educational Work ◽  
Professional Activities ◽  
Self Development ◽  
Difficult Situations ◽  
Spiritual Resource

The paper discusses the problem of professional competence of penitentiary system employees. The author says that employees of the penal system should be ready for the challenges of the vital and professional way. The author defines existential aspect as part of holistic professional competence. Existential setting is included in the existential aspect of professional competence. Existential setting is defined as readiness of a future specialist for self-development and self-improvement. Existential setting is a spiritual resource of a person. Existential setting helps to maintain interest in the professional activity of penitentiary system employee in difficult situations. Existential setting is formed in the process of reflection development. The paper considers forms of educational work: existential dialogue, essays, solution of situational problems. The author gives a brief description of these forms of work and specific examples. The paper contains indicators of effectiveness: students interest in the spiritual side of life as well as in problems of the meaning of life and professional activities.

scholarly journals Comparative analysis of cadets’ satisfaction with vocational training in departmental institute of the Federal Penitentiary Service of Russia

2016 ◽  
Vol 5 (2) ◽  
pp. 176-181
Author(s):  
Olga Vladimirovna Oshchepkova ◽  
Igor Vadimovich Popov
Keyword(s):  
Extracurricular Activities ◽  
Vocational Training ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activities ◽  
The Third ◽  
Positive Tendency ◽  
Direct Management

Satisfaction of students of higher educational institutions with their professional activities in todays reality is one of the key indicators which diagnoses the quality of specialists training and efficiency of professional competence development. Satisfaction assumes personal students inclusion in educational process which is inseparably linked with the personality relation to the quality of these or those objects, to living conditions and activity as well as to himself or herself. The assessment is the most important element of the emotional sphere of the person, emotions stimulate motivation to activity. We understand the integrated characteristic including motivational and emotional spheres of the personality as satisfaction. This estimated relations between trainers according to the activity which they carry out, its results and implementation conditions. Vocational training of cadets is carried out in specific conditions of their stay in barracks on the territory of departmental higher education institution. In the integrated characteristic of satisfaction of trainees vocational training included three criteria: satisfaction with the educational process; satisfaction with extracurricular activities; relationship satisfaction. The first criterion contains satisfaction: 1) organization of educational process; 2) level of teachers professionalism; 3) quality of teaching. We put satisfaction indicators into the second criterion: 1) organization of work of circles, sections and clubs; 2) organization of sports and mass actions; 3) organization of events which help to develop professional competence of a future officer of Penitentiary system. The third criterion assumes satisfaction with relations with teachers, with collective and the direct management. Questioning of the 2nd and the 5th year cadets of Samara Law Institute of the Federal Penitentiary Service of Russia showed that by the 5th course the positive tendency in a satisfaction assessment is found with vocational training. The criterion satisfaction with extracurricular activities needs a separate additional analysis, as by the 5th course the amount of students satisfied with circles, sections and clubs is less than a third of a total number of the course students. By the third criterion some complexity in relationship with the direct management (with commanders of front divisions) is found out and it also should become a subject of special additional consideration.

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