scholarly journals HE INTELLECTUAL ENVIRONMENT OF THE MASTER'S DEGREE AS A CONTEXT OF PERSONAL AND PROFESSIONAL DEVELOPMENT OF THE FUTURE MANAGER

2021 ◽  
pp. 30-33
Author(s):  
I. VAZHENINA ◽  
O. ZUB
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Intellectual Development ◽  
Master's Degree ◽  
Scientific Activity ◽  
Professional Activity ◽  
Educational Work ◽  
The Future ◽  
Master’S Degree ◽  
Intellectual Environment

The article analyzes the specifics of the master's degree as an environment that promotes intellectual development and personal and professional development of the future specialist in the field of management. The opinion is substantiated that the master's degree should prepare a specialist, not only competent in the chosen field, but also able to grow in the process of professional activity on the basis of self-analysis, self-design, self-organization. These skills need to be formed in him not only by means of teaching, but also by extracurricular communication, involvement in scientific activity of teachers of the department and scientists in the field as a whole. It makes sense to talk about the intellectual environment of the master's degree as a context of such formation, which requires a number of conditions for its effectiveness (the presence of a broad scientific context of educational activities and the department, which is sufficiently covered in the media, Internet resources, has adequate opportunities to carry out such activities, emphasizing the value attitude to personal and professional development of students, their intellectual enrichment on the background of the tasks of all forms of educational work provided by the educational and professional program, the use of innovative technologies to expand teacher-student interaction in educational and extracurricular activities. allows for more focused on personal and professional development of the student communication; monitoring the growth of opportunities for future students as a subject of personal and professional self-development). We see the disclosure of their detailed content and means of implementation as a promising area of ​​our further research.

scholarly journals ACMEOLOGICAL MODEL OF A HIGHER SCHOOL TEACHER TRAINING IN THE CONDITIONS OF MASTER’S DEGREE COURSE

2018 ◽  
pp. 60-68 ◽  
Author(s):  
Nina Batechko ◽  
Keyword(s):  
Professional Development ◽  
Master's Degree ◽  
School Teacher ◽  
Educational Process ◽  
Future Teacher ◽  
Individual Development ◽  
School Teachers ◽  
The Future ◽  
Professional Self ◽  
Master’S Degree

The article reveals the peculiarities of using the acmeological approach as a theoretical and methodological basis for modeling the process of higher school teachers training in the conditions of a master’s degree course. It has been noted that acmeology in the process of studying the patterns and mechanisms of development of the future teacher during the period of study at a master’s degree course, allows to adjust the curricula and programs for the preparation of masters – future teachers of higher educational institutions, for the goal of their individual development as professionals and personalities. The conditions for the professional development of future higher school teachers in the conditions of the master’s degree course have been stated. Among them are the development of the future sphere, the improvement of the educational process under the master’s program, the innovative nature of the master’s degree studies, and the model of the organization of education. The acmeological model of the professional development of the teacher of higher school in the conditions of the a master’s degree course has been built, which makes it possible to trace the direct connection between the stages of the development of his professionalism: professional self-knowledge, professional self-education, professional self-development and professional self-improvement with the need of s master degree student to aspire to «acme» tops. From the positions of the acmeological approach it is proved that the training of teachers of higher school in the conditions of the master’s degree course is a dynamic system that is constantly evolving, changing, acquiring new personal and individual psychological characteristics allowing the future teacher to have wide opportunities for social and professional adaptation.

INTRODUCTION OF ELECTIVE COURSE ELEMENTS IN THE PROCESS OF MASTERS-AGRARIANS PREPARATION

2019 ◽  
pp. 100-109
Author(s):  
A. Nohinska ◽  
О. Cheban ◽  
I. Fedorova
Keyword(s):  
Professional Training ◽  
Master's Degree ◽  
Professional Activity ◽  
Psychological States ◽  
Ethical Competence ◽  
Elective Courses ◽  
The Future ◽  
Elective Course ◽  
Key Competencies ◽  
Master’S Degree

The problems of organisation and implementations of elective courses in the educational establishments have been analyzed. It was identified that among the key-competencies which must be embraced by a future professional, holder of Master’s degree in agrarian sciences, presents a competence in professional ethics. It is an indicator and at the same time an outcome of the personal and professional readiness of the specialist for the employment in the agrarian sphere. Ethical competence of the future specialist, holder of Master’s degree in agrarian sciences, represents main regulations of his actions, which are crystallized in his habits, traditions, life principles and professional activity, psychological states, deeds and professionally important qualities, and thus it ensures the conscious ethical choice in his behaviour according to the ethical norms of the profession. The main functions of the elective course have been outlined, learning, cognitive, creative, integrative, individualized learning and socializing. The main aim of the implementation of the elective courses is satisfaction of the cognitive interest of the learners in various spheres of the human activity. The necessity of implementation of the elective courses for the professional training of future specialists, holder of Master’s degree in agrarian sciences, has been substantiated. Professional ethical competence according to the specifics of its’ realization belongs to so-called intersubject competencies. They have integrative character and unite in themselves certain complex of skills, knowledge and relations which are gained by the future specialists in agrarian sciences, holders of Master’s degree during the whole term of their studies. That is why we have defined the following indicators of assessment of moral and ethical competences: knowledge of the general moral and ethical values, skills for finding the balance between own interests/aims/motives and requirements, norms of agrarian enterprises, establishments and organisations. The findings of the implementation of the elements of elective courses in the training for the professionals, future holders of Master’s degree of agrarian sciences are represented. The main tasks and methods of the learning activities have been defined, and during the implementation of the elective courses these activities take into account individual interests and aims for shaping of orientations towards definite type of future professional activity.

scholarly journals Features of a prospective teacher’s professional formation in the educational environment of a pedagogical university

2021 ◽  
Vol 10 (3) ◽  
pp. 230-234
Author(s):  
Ekaterina Sergeevna Dorozhkina
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Education ◽  
Prospective Teacher ◽  
Professional Training ◽  
Educational Environment ◽  
Russian Language ◽  
Professional Activity ◽  
Federal State ◽  
Professional Formation

The paper considers the concept of professional formation and its projection on the professional training and professional activity of the prospective teacher through the concepts of formation and development. As a result of the analysis of existing views on the phases, stages and periods of professional formation, the main ones were identified, which are due to the time frame - the period before choosing the institution where professional training will be carried out, the actual professional education and the period of it. Having analyzed the set of competencies (subject, general pedagogical, professional-communicative, managerial, innovative, reflective) provided by the Federal State Educational Standard in relation to the teachers profession, as well as referring to the models of Hard-skills and Soft-skills, we identified indicators (skills) of the professional development of the prospective teacher and invited the 3rd-year students of the Institute of Russian Language and Literature of the Volgograd State Socio-Pedagogical University to evaluate these skills in the order of their significance. The assessment was carried out on a 5-point scale, where 1 point is an absolutely insignificant indicator, 2 - rather insignificant, 3 - rather significant, 4 - significant, 5 - very significant. As a result, we were able to build their gradation and divide them by areas, as well as allocate 3 levels in the process of professional development. Taking into account these levels, we considered how the educational environment can influence the professional development of future teachers through educational, extracurricular activities and through the environment.

scholarly journals PEDAGOGICAL ACMEOLOGY-BASED DEVELOPMENT OF SOCIO-PROFESSIONAL MATURITY IN THE PROCESS OF MASTER'S TRAINING

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
S. O. Danylov
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Ideal Model ◽  
Self Development ◽  
The Future ◽  
Professional Self

In the article the author shows the peculiarities of the development of socio-professional maturity of the future pedagogue in the context of pedagogical acmeology. Therefore, there is an urgent need to optimize the process of professional training of future lecturers on the basis of a new methodology that would combine personal and professional development in the educational process, direct professional self-determination and self-improvement of the future specialist, promote their self-realization and professional development. We believe that the process of professional training of future pedagogues should be based on the developed acmeogram and professiogram, model the professional and personal development of the specialist in accordance with the content and objectives of professional activity. This will not only direct the process of professional training to a certain ideal model of the specialist, but also to actualize the professional self-determination and self-development of the future pedagogue.Key words: future pedagogue, activity, personality, self-determination, self-improvement, acmeology.

scholarly journals Masteroppgaven – relevant for grunnskolelæreren?

2016 ◽  
Vol 10 (2) ◽  
pp. 193-211 ◽  
Author(s):  
Rachel Elise Jakhelln ◽  
Kristin Emilie Bjørndal ◽  
Gerd Stølen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Master's Degree ◽  
Initial Teacher Education ◽  
The Arctic ◽  
Master's Level ◽  
Pilot Program ◽  
Master's Thesis ◽  
Master’S Degree

UiT Norges arktiske universitet har gjennomført en nasjonal pilot i grunnskolelærerutdanning på masternivå, hvor de første studentene fullførte utdanningen og leverte masteroppgave våren 2015. Denne artikkelen fokuserer på hvilken relevans studentene opplever at masteroppgaven har for den fremtidige profesjonsutøvelsen deres. Å undersøke studentenes oppfatning av masterarbeidet er av betydning, ikke bare fordi masterutdanning blir en nasjonal ordning fra 2017, men også for å utvikle kunnskap om betydningen av forsknings- og utviklingskompetanse for grunnskolelærere. Studiens empiriske materiale er en intervjuundersøkelse med 22 av de 61 første masterstudentene. Undersøkelsen inngår i en longitudinell studie som vil belyse nyutdannedes profesjonslæring i starten av karrieren, og konkret hvordan lærere integrerer kunnskapen fra utdanningen med kunnskap og erfaringer de utvikler som ferske lærere. Resultatene fra denne delstudien viser at masterarbeidet har gitt studentene dybdekunnskap og FoU-kompetanse som er av betydning for den videre profesjonsutøvelsen. Studien viser også at det er betydningsfullt at masteroppgaven har forankring i skolens praksis og bidrar til utviklingen som lærer. Av materialet fremgår det også at studentene fremhever selvstendighet og evne til samarbeid, og de er stolte av masterarbeidet sitt. Resultatene er drøftet opp mot begrepene konseptuell og kontekstuell kunnskap (Afdal & Nerland, 2012; Muller, 2009) og i lys av profesjonsteori. Masterarbeidet synes avgjørende for profesjonsidentiteten, men det vil kreves et systematisk utviklingsarbeid for å kunne gi masterarbeidet kvaliteter som kan støtte opp om studentenes utvikling som profesjonelle lærere. For lærerutdanningene tilsier dette at FoU-kompetanse må gis oppmerksomhet fra første dag i utdanningen.Nøkkelord: grunnskolelærerutdanning, masteroppgave, nyutdannet lærer, FoU-kunnskap, profesjonell identitet, profesjonsidentitet, konseptuell/kontekstuell kunnskapAbstractThe National Teacher Education Curriculum in Norway will from 2017 be taught at master’s level, extending from four to five years. In relation to this, The University of Tromsø, the Arctic University of Norway, in 2010 launched a national pilot program in teacher education: a five year long research-based master’s degree, divided into two programs adjusted to the Norwegian educational system: 1st–7th and 5th–10th grade, from which the first students graduated in the spring of 2015. This article aims to examine the importance the master’s thesis holds for teacher education student’s development of knowledge and future professional work. The analyzed data consist of interviews conducted with 22 of the 61 graduating students from the national pilot program. The study is part of a five-year longitudinal research project, illuminating professional development of newly educated teachers with a master’s degree and in what way knowledge from Initial Teacher Education sustains when encountering the profession. It is important to explore the students’ views of the thesis, not only because the five-year master’s programs will be implemented on a national level, but also because knowledge about the significance of R&D for school teachers is needed. Our analysis shows that the results of the work with the thesis are deep knowledge, R&D competence deemed relevant for teaching, autonomy and interpersonal skills: the students reported feeling proud of their own work. The results are discussed in relation to the concepts contextual and conceptual knowledge (Afdal & Nerland, 2012; Muller, 2009) as well as relating to theories of professionalism. To achieve excellence in a R&D-based program, which can support student teachers’ professional development, a systematic and evolving approach is cruical. For the future development of teacher education at master’s level, this means that R&D competence must be emphasized from day one.Keywords: teacher education, master’s thesis, newly educated teacher, R&D knowledge, professional identity, conceptual/contextual knowledge

scholarly journals SPECIFICS OF TRAINING FUTURE RESERVE OFFICERS FOR EDUCATIONAL WORK IN THE ARMED FORCES OF UKRAINE

2020 ◽  
Author(s):  
Taras Inozemtsev ◽  
◽  
Alla Khomenko ◽  
Keyword(s):  
Higher Education ◽  
Training Program ◽  
Information Technologies ◽  
Communicative Competence ◽  
Military Training ◽  
Professional Activity ◽  
Educational Work ◽  
The Future ◽  
Level Of Training ◽  
The Military

The subject of the article is the preparation of future reserve officers for educational work. The training of reserve officers is carried out by the military departments of higher education institutions of Ukraine. The article contains information that citizens of Ukraine undergo military training on a voluntary basis who have or receive a higher education degree at least a bachelor's degree, fit for military service for health reasons and moral and business qualities. Citizens can undergo military training, subject to the correspondence of the specialties that they or for which they are trained in the institution of higher education, the military accounting specialty, in which the training of reserve officers is carried out. The leading feature of the military professional activity of a military leader is the dominant professional orientation, which manifests itself in an orientation toward working with personnel and active interpersonal interaction, toward organizing activities, toward tough interaction with the enemy. In this regard, the officer must have a broad developed practical thinking and managerial competence. The article presents the components of its formation and demonstrates the ways to achieve it: information-analytical component of training future reserve officers; the formation of the communicative competence of future reserve officers; the use of computer technology in training reserve officers for educational work; individualization of training. The information and analytical component of the training of future reserve officers provides for: 1) information and presentation meetings of candidates for training under the training program for reserve officers with officers of the military commissariat; 2) professional excursions and to military units of candidates for training under the training program for reserve officers, in which potential applicants can communicate with platoon commanders and company commanders, get acquainted with the daily activities of the platoon; 3) self-testing of potential applicants for professional self-determination and readiness for management activities. The formation of the communicative competence of reserve officers provides for the following factors: pedagogy of cooperation, personality-oriented education, an active personal position of the future reserve officer, critical thinking, the formation of language culture and the influence of mentors. One of the effective means of improving the level of training of military specialists is the use of modern information technologies, in particular, virtual computer systems and computer networks (simulation) models. They, first of all, should contribute to the comprehension and assimilation of educational material, as well as to ensure the possibility of a comprehensive assessment of the readiness of the future reserve officer for independent activity, the timely introduction of individual adjustments in the training of a military specialist. The main methodological foundations of the process of individualization of training: the organization of additional classes with students who have gaps in knowledge, by organizing optional classes; search for ways to individualize learning within a specific lesson; inclusion of the weak in the subgroups of well-prepared students. The practical application of these theoretical principles will contribute to the formation of a military specialist and the preparation of future reserve officers for educational work.

Student Self-Directed Professional Development as a Formative Assessment Skill

2008 ◽  
Vol 11 (1) ◽  
pp. 4-8
Author(s):  
Paul W. Cascella ◽  
Donald A. Vogel
Keyword(s):  
Professional Development ◽  
Master's Degree ◽  
Speech Language Pathology ◽  
Self Reflection ◽  
Reasonable Accommodations ◽  
Course Work ◽  
Language Pathology ◽  
Master’S Degree ◽  
Delivery Models ◽  
Level Student

Abstract While professional development is most typically thought of as continuing education beyond the master’s degree, we have formulated a process for master’s degree students in speech-language pathology to identify and self-evaluate their own professional development. Current standards for preparing graduate students in speech-language pathology focus primarily on introducing students to an extensive array of academic and clinical topics (e.g., disorders, conditions, service delivery models, evidence-based practice). However, indirect support for self-directed professional development can be found in two CAA standards, Standard 3.1B (i.e., “breadth and depth of the scope of practice”) and Standard 4.2 (i.e., reasonable accommodations). The authors describe a series of self-reflection activities that are integrated within speech-language pathology course work for the purpose of fostering professional development at the preservice level. Student comments and outcomes to date are described.

scholarly journals Formation of scientific outlook in the process of professional training aimed at the future masters of History by means of cross-curricular communications

2019 ◽  
Vol 2019 (4 (129)) ◽  
pp. 42-46
Author(s):  
Larysa Yanovska
Keyword(s):  
Undergraduate Students ◽  
Professional Training ◽  
Master's Degree ◽  
Cognitive Activity ◽  
Modern Society ◽  
The Future ◽  
Interdisciplinary Knowledge ◽  
Master’S Degree ◽  
Continuous Work ◽  
Scientific Worldview

The formation of scientific outlook in the process of the professional training aimed at the future masters of History by means of cross-curricular communications seem to be of great importance. The basis of professional training of masters of History is provided by general scientific, philosophical, general cultural, methodical and special knowledge. The Master's degree in History provides an understanding of the content of the Humanities, the knowledge of Ukraine’s history, the knowledge of the major trends in the evolution of European history and culture. Undergraduate students must have a comprehensive approach to scientific analysis, they are to be able to evaluate the events and activities of historical figures from the standpoint of universal values, to critically evaluate historical facts based on alternative views of the problem, to find out the cause and effect of the relationships in historical events of the past, to analyse and to generalize historical material in a certain system and to form on this ground a personal outlook, to know the achievements of the Humanities and social sciences. Institutions of higher education should combine in the educational space the education, training and development of the personality of each student, while creating the conditions for the formation of the scientific outlook of the Master of History, which must correspond to the modern, complex realities of social development. The formation of a scientific outlook requires focused and continuous work throughout the magistracy. In the mind of the student, the formation of the scientific worldview occurs in the form of a synthesis of interdisciplinary knowledge, that is, the formation of a holistic system of knowledge that is learned in classes in different disciplines of masterʼs training. The importance of forming the scientific outlook of future specialists has been proved in the scientific literature in view of the importance of the development of modern society, but the structural components of the scientific outlook of the personality of the specialist, pedagogical technologies (pedagogical conditions) of the process of its formation have not been sufficiently developed. In order to pass certain stages of the effective procedure, we propose the pedagogical conditions that will contribute to a better formation of the scientific outlook of masters of History. Therefore, the main pedagogical conditions of this process, in our opinion, are as follows: 1) to obtain meaningful theoretical knowledge in all subjects of the master's training unit; 2) to form personal relations to the historical fact and the historical figure; 3) to motivate masters to active independent work (interest in educational material, actualization of a cognitive activity, possibility of using the students’ creative potential, to encourage them to self-education and self-development). Keywords: worldview, scientific worldview of master of History, components, cross-subject ties, master’s degree course, pedagogical conditions.

scholarly journals Mastering the pedagogical potential of cultural and educational city environment: The experience of implementing project-based master’s degree programme

2021 ◽  
Vol 10 (3) ◽  
pp. 262-269
Author(s):  
Larisa I. Cheremisinova ◽  
◽  
Tatyana G. Firsova ◽  
Keyword(s):  
Primary School ◽  
Extracurricular Activities ◽  
Master's Degree ◽  
Social Activity ◽  
Educational Environment ◽  
Educational Process ◽  
City Region ◽  
Degree Programme ◽  
Master’S Degree ◽  
The City

The purpose of the study is to present the methodological fundamentals of the development of cultural and educational environment of the city within primary education. We proved the necessity of revising training techniques for teaching culture under conditions of higher education. We explained top priority of orientation towards humanitarian, anthropological and axiological approaches to organization of mastering local lore at school and university. The cultural and educational environment of the city, i.e. the place, where a person was born, is considered as a tool for the interiorization of universal human values. The study gave reasons for importance of involving children in local lore activities at primary school age. Local lore is considered as a scientific basis for designing the content of school subjects; as a cultural training, activity aimed at learning about the heritage of one’s native city, preserving and enhancing the cultural level of the region, its inner potential; as a social activity aimed at developing civic mindedness. The article determined the possibilities of using local lore to teach moral and spiritual values to primary schoolchildren. The study described experience of creating and implementing a project-based research-based master’s degree programme at Saratov State University, aimed at training primary school teachers to use local lore materials in the educational process at school. The article reveals the structural and content components of the educational programme, the main forms and teaching methods. The article outlines the topics for student projects in the field of literary, linguistic, mathematical, and ecological local lore. We presented various methodological forms of incorporating local material in the class and extracurricular activities of younger students: compilation of interactive educational resources (books, reference books, albums, presentations, didactic problem books), preparation of quest games, virtual excursions, subject and intersubject projects. The article gives examples of cross-curricular competitions, mathematical problems with regional content. The priority area is the immersion of students (both students and schoolchildren) in the cultural environment of the city, region.

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