scholarly journals FORMATION OF VALUE ORIENTATIONS OF MASTERS OF THE HUMANITIES IN THE PROCESS OF PROFESSIONAL TRAINING

2020 ◽  
pp. 14-27
Author(s):  
R. Vinnichuk ◽  
L. Kravchenko ◽  
V. Onipko ◽  
T. Plachinda ◽  
A. Bukhun
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Value Orientations ◽  
Professional Activity ◽  
Educational Values ◽  
Traditional Role ◽  
Education Development ◽  
Research Activities ◽  
Instrumental Values

The article examines the problem of formation and development of modern educational values in the minds and activities of Ukrainian applicants for higher education, in particular of masters of the humanities. The results of the diagnostic section in the form of a questionnaire of students and lecturers were conducted to determine the state of formation of the axiological thesaurus of masters of the humanities. Level groups of the master’s students are singled out, and the conclusion with the recommendations about the necessity of a choice of methods, means, and forms of influence on educational values of the future experts of the humanitarian sphere, in particular culturologists, philosophers, philologists are offered.Based on the theoretical search, experimental survey and generalization of materials in the prospects of the study determined the development of axiological principles of the contextual-professional model of training future masters of the humanities, which include: purpose (formation of professional readiness based on competencies, appropriate practical orientation of learning), values (pragmatism, communication with employers, the system of terminal and instrumental values), principles (independence in learning; formation of the content of education through problems of cognitive, professional, communicative, organizational, axiological nature; integral inclusion of higher education in educational and cognitive and scientific research activities, openness and freedom of choice of their actions, the formation of a reflective position in relation to themselves as a subject of professional activity), the selection of content (interdisciplinarity, context). It is proved that the educational environment of formation of value orientations should be based on the principles of axiology and open learning: reliance on information technology; designing the modern content of education; development of innovative methods of development of the value component of professional competencies; changes in the traditional role of the lecturer as a translator of knowledge and the development of the role of a mentor, a senior colleague, a consultant, and a supervisor.

scholarly journals ADAPTATION OF STUDENTS TO RESEARCH AND PROFESSIONAL ACTIVITIES BASED ON THE USE OF THE UNIVERSITY HACKATHON ECOSYSTEM

Management ◽  
2022 ◽  
Vol 34 (2) ◽  
pp. 62-76
Author(s):  
Iryna Goncharenko
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Social Institutions ◽  
Education Institution ◽  
Scientific Activity ◽  
Professional Activity ◽  
Higher Education Institution ◽  
Design Assessment ◽  
Research Activities ◽  
The University

BACKGROUND AND OBJECTIVES. For student youth the process of entering the profession and harmonization of interactions with professional environment and future professional activity is the key moment of life activity. This process, according to the majority of modern researchers, is a certain complexity and contradiction both for students and for higher education institution, as well as social institutions and organizations acting as social customers.METHODS. The study of the process of adaptation of student youth to research and professional activity was carried out on the basis of the Kyiv National University of Technologies and Design. Assessment of students' expectations regarding studies, the level of students' awareness of the future professional and scientific activity was carried out with the help of the University Hackathon Ecosystem toolkit. Processing of the obtained results of the survey was carried out on the basis of the "Methodology of research of students' adaptability to dual education in higher education". The methodology includes two scales: adaptability to professional activity and adaptability to research activity.FINDINGS. The following directions of training are distinguished: professional, social and research, as well as stages of adaptation to professional training: learning identification, learning-professional activation, professional-value reflection. Integration of these directions allows us to organize activities that ensure formation of necessary professionally important qualities (competences) in students (graduates), agreed with potential employers and demanded by the corresponding profession. The conducted experiment on the basis of Hackathon-ecosystem of the university was carried out taking into account the directions of training and their corresponding adaptation criteria: professional direction – activity-result and motivation-value criteria; humanitarian – communication-professional criterion; research – personal-creative criterion.CONCLUSION. Students' adaptation to future professional and research activities can be defined as one of the most urgent social problems at the pre-production stage. This is due to the fact that the student spends one of the main periods of his life in a higher education institution, since it is at this time he is formed as a professional and as a person, masters the necessary competencies in order to achieve a certain professional and research level. At this stage the professional intentions of the individual and the requirements of the profession come into alignment, i.e. there is an adaptation to professional and research activities.

scholarly journals TRENDS OF COMPETENCE-ORIENTED PROFESSIONAL TRAINING OF FUTURE PROFESSIONALS IN THE UNIVERSITIES OF UKRAINE

2021 ◽  
Vol 1 (192) ◽  
pp. 19-22
Author(s):  
Natalia Savchenko ◽  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Professional Training ◽  
Professional Competence ◽  
Scientific Activity ◽  
Educational Process ◽  
University Education ◽  
Modern World ◽  
Professional Activity ◽  
Education Development

The article analyzes the current problems of educational policy in general and outlines the strategies for training future professionals and trends in competency-based training of future professionals in Ukrainian universities as its component. It is emphasized that the competence approach is the main direction of renewal of vocational education in the modern world, which provides a position in the educational process, which contributes to the experience of a holistic systemic vision of professional activity, systemic actions in it, solving new problems and tasks. Analysis of the works of leading scientists of today shows a significant interest in the problems of formation and development of professional competence in higher education, the application of the competence approach in the formation of future professionals; characteristics of competence in the education of foreign countries, the emergence and formation of a competency approach. The vector of higher education development makes it possible to identify a range of trends that confirm the transformation and allow to predict certain changes and design appropriate actions. Among them, we focus on those that are a direct indicator of changes in the organization and construction and conduct of the educational process in higher education institutions, in particular in universities: the accumulation of knowledge; gender policy; humanitarian knowledge; use of available resources; development of paradigms; development of scientific activity; development of the world ICT market; ethno-national processes; media globalization; development of the socio-cultural situation in society; innovation and investment activities, etc. This, of course, is not a complete list, but it is these positions that define the broad panorama of approaches that characterize modern university education. Сompetence (competency) is a dynamic combination of knowledge, skills, values ​​and personal qualities that describe the learning outcomes of the educational / curriculum and is the basis of the qualification of the graduate. Competencies are considered as the powers given to a person, the range of official (and other) rights and responsibilities. Thus, when talking about the implementation of the competency approach, we must outline the expected / obtained learning outcomes in accordance with the assigned qualifications.

scholarly journals THE ROLE OF A TUTOR IN THE PROFESSIONAL TRAINING OF THE FUTURE OCCUPATIONAL SAFETY SPECIALIST DURING THE PERIOD OF DISTANCE LEARNING

2021 ◽  
Vol 1 (1) ◽  
pp. 41-49
Author(s):  
IRYNA KAMENSKA
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Professional Training ◽  
Occupational Safety ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Learning Technologies ◽  
Professional Activity

The topical problem of using the tutoring system of education and upbringing of student youth during the introduction of distance learning has been considered. The purpose of the article is to investigate the role of a tutor in the formation of professional competence of students in the training of future health and safety specialists during the introduction of distance learning. The main types of distance learning technologies have been analyzed, which allows to carry out distance learning, not only without losing the quality of learning, but on the contrary improving it through individualization, active learning methods, bilateral interaction between a teacher and a student. The author substantiates the advantages of introducing distance learning to prevent the complication of the epidemiological situation and the creation of favorable learning conditions in the context of the spread of COVID-19. The peculiarities of the work of a tutor in the conditions of online learning have been described. It has been established that the introduction of distance learning via the Internet, with periodic counseling of students by teachers-consultants (coordinators, tutors) – is a resource to fully ensure the level of knowledge acquisition and skills necessary for future professional activity and further career growth labor protection specialists. The author reveals the essence of the concept of «tutor». The importance of a tutor in the application of distance learning in higher education institutions is theoretically substantiated. It has been established that a tutor is a key figure in the distance learning process. The responsibilities, roles, functions and tasks of a tutor in modern educational conditions, to ensure the quality of educational services in higher education institutions and to achieve the goal of education are highlighted. The pedagogical conditions of training, which are realized by a teacher (tutor), during the introduction of distance learning, during the professional training of future specialists of occupational safety in order to obtain a competent specialist, are presented. It has been estimated that the role of a teacher (tutor) is expanding and updating in the system of distance education. It has been established that a teacher (tutor) coordinates the cognitive process using various forms of interaction (seminars, webinars, video-lectures, video-conferences), improves digital educational content, provides meaningful advice, manages educational projects and other.

scholarly journals Researching the Topical Issues of Competence Approach in Pharmaceutical Education

2021 ◽  
Vol 4 (519) ◽  
pp. 59-65
Author(s):  
O. V. Kozyrieva ◽  
◽  
O. Y. Shut ◽  
K. S. Svitlychna ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Pharmaceutical Industry ◽  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Education Development ◽  
Education Standards ◽  
State And Local ◽  
Methodological Principles ◽  
Pharmaceutical Education

The article is aimed at examining the emergence of a competence approach in higher pharmaceutical education due to the need to bring program requirements closer to the future specialist, society’s requests and the necessities of personal practical professional activity. The problems inherent in the development of professional training of specialists in the pharmaceutical industry in Ukraine are generalized. In particular, the growing need for the development of the pharmaceutical education system and insufficient attention to this sphere at both the State and local levels; imperfection of the regulatory framework for the professional training of specialists in the pharmaceutical industry; lack of foreign experience in professional training of specialists in the pharmaceutical industry. Etiology and interpretation of the concept of «competence» are studied. The lack of a unanimous approach to understanding the concept of «competence approach in education» is defined, various authors’ approaches to its content are explored. The reasons for the relevance of higher education development on the basis of competence orientation are determined. The problematic issues of the competence approach in the process of developing the higher education standards are researched, since pharmaceutical education cannot be separated from the strategic tasks of reforming the content of the educational process in Ukraine. Prospects for further research in this direction are the substantiation of methodological principles and organizational mechanisms for the formation of competence standards as a leading vector in the modernization of higher pharmaceutical education.

scholarly journals GENESIS OF FORMATION OF VALUE ORIENTATIONS OF STUDENT YOUTH IN THE HISTORY OF DOMESTIC PEDAGOGICAL THOUGHT (XX – BEGINNING OF XXI CENTURY)

2020 ◽  
pp. 69-76
Author(s):  
L. Levytska
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Value Orientations ◽  
Professional Values ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Voluntary Response ◽  
History Of ◽  
Pedagogical Aspect ◽  
Definition Of

The article deals with the historical and pedagogical aspect of the genesis of the formation of value orientations of student youth in the institutions of higher education of Ukraine from the XXth to the beginning of the XXI century. The preconditions for strengthening tendencies in the development of ideas and accumulation of the experience of formation of value orientations in higher education institutions of Ukraine in the XX - the beginning of the XXI century are characterized. The essence of the definition of "value orientation" is revealed. The changes that took place in the value orientations of youth in Ukraine are considered. The theoretical ideas are systematized and the experience of formation of value orientations of student youth in institutions of higher education of Ukraine (XX – the beginning of the ХХІ-st century) is generalized. the prospects of further formation of value orientations of student youth in institutions of higher education of Ukraine are substantiated. "Professional values" are considered as a complex multilevel education, a system of coordinates and relevant regulations of the process of professional activity of a specialist. It is established that the professional values of student youth embody professional responsibility, substantive saturation of pedagogical work, its moral aspect, principles and professional relations. The functions of value orientations and peculiarities of their formation in the professional training of future specialists of the institution of higher education of Ukraine are determined. It is established that the mechanism of formation of value orientations in student youth of the institution of higher education covers the stages: perception; response (subordinate, voluntary, response pleasure); assimilation of professional values acceptance of values, prevalence of professional values, conviction); organization of professional values conceptualization of professional values, organization of the system of professional values); use of professional values internalization of professional values, use of professional values in activity).

scholarly journals FORMATION AND DEVELOPMENT OF VALUABLE ORIENTATIONS OF STUDENTS IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION IN UKRAINE

2019 ◽  
pp. 30-34
Author(s):  
L. Levytskа ◽  
N. Postoiuk
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Education Institution ◽  
Value Orientations ◽  
Educational Process ◽  
Professional Values ◽  
Professional Activity ◽  
Self Assessment ◽  
Higher Education Institution ◽  
Substantive Content

The essence of the phenomenon of "value orientation", "formation of student value orientations" has been revealed n the article. The "professional values" as an integrated multi-level education, the coordinate system and the corresponding regulations of the professional's specialist activity have been substantiated. It has been established that professional values of student youth include professional responsibility, the essence-content content of pedagogical work, its moral aspect, principles and professional relations. The functions of value orientations and peculiarities of their formation in the professional training of future specialists of higher education institution of Ukraine have been determined. The peculiarities of students' values n higher education institutions have been revealed. The criteria (cognitive, motivational, activity, personal) and levels (low, average, sufficient and high) of professional-value orientations of students have been determined. The model is developed and pedagogical conditions of formation and development of students' value orientations in the educational environment of the higher education institution have been substantiated: formation of positive motivation for the profession and necessity of ethical regulation of their own professional actions; updating of educational and methodological support and substantive content of future specialists' professional training (due to the development and implementation of the special course and enrichment of the content of professional disciplines with an axiological component); ensuring systematic and comprehensive self-assessment of professional activity, self-knowledge concerning the acquisition of groups of professional values. It was established that the mechanism of formation of value orientations in students of higher education institution includes the stages: perception; response (subordinate, voluntary, satisfaction response); assimilation of professional values (acceptance of values, prevalence of professional values, conviction); organization of professional values (conceptualization of professional values, organization of a system of professional values); use of professional values (internalization of professional values, use of professional values in activities).

scholarly journals ПСИХОЛОГО-ПЕДАГОГІЧНІ АСПЕКТИ СТАВЛЕННЯ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ ДО ЗАНЯТЬ З ФІЗИЧНОГО ВИХОВАННЯ

2019 ◽  
pp. 84-90
Author(s):  
Volodymyr Volodymyrovych Cherniakov ◽  
Tetiana Pavlivna Kolodiazhna ◽  
Tetiana Volodymyrivna Deriabkina
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Professional Training ◽  
Healthy Lifestyle ◽  
Educational Institutions ◽  
Education Development ◽  
Physical Abilities ◽  
Pedagogical Research ◽  
The Individual

Urgency of the research. Effective implementation of the leading goal of physical education in higher educational institutions involves the development of various conceptual models for monitoring the attitude of applicants of higher education to the process of physical education. Target setting. A significant number of applicants for higher education do not show a stable motivation for systematic exercises in physical education. Actual scientific researches and issues analysis. The issues of solving the concept of attitude to physical education classes were considered by such researchers as M. Y. Variy, A. K. Markov, etc (relevance of knowledge in the concept of attitude), L. M. Progonyuk, L. M. Mustafin, A. M. Silveistr, A. M. Moklyuk (motivation to study, physical education), M. Y. Variy, N. Korzh (the role of forming cognitive interests in the concept of attitude to exercise), O. M. Leontiev, V. M. Mesishchev (personal needs in the structure of attitude), K. H. Nikolaev, H. O. Esionova, T. S. Brykhanova, V. M. Lysiak, etc. (motivation of applicants of higher education for physical education classes). Uninvestigated parts of general matters defining. Psychological and pedagogical aspects of attitude of applicants of higher education, development of physical abilities, observance of healthy lifestyle remain little-researched. The research objective. The purpose of the publication is to study the psychological and pedagogical aspects of attitude of applicants of higher education to classes on physical education in the process of professional training. The statement of basic materials. Consideration of the problem of attitude of applicants of higher education to classes on physical education in psychological and pedagogical research involves studying its relationship with such psychological properties of the individual as emotions, motives, interests, needs, as well as knowledge and educational activities. Ensuring the effectiveness of the process of formation of attitude of applicants to exercise is carried out taking into account the following structural components: cognitive, emotional, motivational, active. Conclusions. The positive attitude of applicants of higher education to physical education classes is considered as an important leading component of the prerequisite for the formation of a healthy lifestyle.

scholarly journals FORMATION OF FUTURE TEACHERS' PROFESSIONAL RESPONSIBILITY

2021 ◽  
pp. 103-106
Author(s):  
Halyna Meshko ◽  
Oleksandr Meshko
Keyword(s):  
Higher Education ◽  
Informal Education ◽  
Professional Training ◽  
Value Orientations ◽  
Professional Responsibility ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
Development Methods

The study is devoted to the current problem of modern psychological and pedagogical science and practice − the formation of professional responsibility of future teachers at the stage of training and the role of pedagogical disciplines in this process. The purpose of the article is to clarify the essence and approaches to the study of professional responsibility and identify ways to form it in future teachers at the stage of study in higher education. The article analyzes the state of development of the problem in the psychological and pedagogical literature; the essence of the concept of «responsibility», «professional responsibility of future teachers», approaches to their study, outlined ways and methods of forming professional responsibility in higher education. Educational and professional training programs for bachelors of pedagogical specialities, based on the analysis of scientific sources, and generalization of pedagogical experience, it has been determined that future teachers' professional responsibility formation involves: formation of their active professional and subjective position and responsible behaviour in teaching; cognitive competence in the field of pedagogical axiology and focus on self-development. Methods and forms of work that contribute to the formation of professional responsibility of future teachers in the integrated course «Pedagogy» have been characterized. Methods of acmeological influence on the personality of future teachers, their motivational sphere, value orientations and professional values, on the development of their subjectivity and professional-pedagogical position, are presented. It has been determined that the formation of professional responsibility is facilitated, in addition to the study of professional training, pedagogical practice, training practice, and the involvement of students in volunteering and various actions and projects. In the process of formation of professional responsibility of future teachers imprint the professional and pedagogical position of teachers, the value orientations of the student group, the whole system of attitudes of the subject to the future profession, which is purposefully formed. The prospects of further scientific research have been outlined, which consist in substantiation, development and implementation of the system of future teachers' formation professional responsibility through formal and informal education at the stage of professional training.

FAITH–BASED COMMUNITIES AND POLITICS IN DULLSTROOM-EMNOTWENI: LOCAL STORIES OF IDENTITY

2016 ◽  
Vol 1 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Christina Landman
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Special Focus ◽  
Traditional Role ◽  
Cultural Conflicts ◽  
Local Identities ◽  
Political Interests ◽  
Local Municipality ◽  
The Face

A majority of the black community of Dullstroom-Emnotweni in the Mpumalanga highveld in the east of South Africa trace their descent back to the southern Ndebele of the so-called ‘Mapoch Gronden’, who lost their land in the 1880s to become farm workers on their own land. A hundred years later, in 1980, descendants of the ‘Mapoggers’ settled in the newly built ‘township’ of Dullstroom, called Sakhelwe, finding jobs on the railways or as domestic workers. Oral interviews with the inhabitants of Sakhelwe – a name eventually abandoned in favour of Dullstroom- Emnotweni – testify to histories of transition from landowner to farmworker to unskilled labourer. The stories also highlight cultural conflicts between people of Ndebele, Pedi and Swazi descent and the influence of decades of subordination on local identities. Research projects conducted in this and the wider area of the eMakhazeni Local Municipality reveal the struggle to maintain religious, gender and youth identities in the face of competing political interests. Service delivery, higher education, space for women and the role of faith-based organisations in particular seem to be sites of contestation. Churches and their role in development and transformation, where they compete with political parties and state institutions, are the special focus of this study. They attempt to remain free from party politics, but are nevertheless co-opted into contra-culturing the lack of service delivery, poor standards of higher education and inadequate space for women, which are outside their traditional role of sustaining an oppressed community.

scholarly journals CONCEPTUAL FOUNDATIONS OF PROFESSIONAL TRAINING OF FUTURE PRACTICAL PSYCHOLOGISTS

2020 ◽  
pp. 137-141
Author(s):  
V. M. Synyshyna
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
World View ◽  
Educational Process ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Social Phenomena ◽  
Fundamental Knowledge ◽  
The Individual ◽  
Conceptual Foundations

The scientific achievements of leading scientists on the selected theme are analyzed and leading ideas, concepts, and main definitions of the research are identified in the article. The creation of proper psycho-didactic conditions in institutions of higher education, which serve as a basis for the formation of professionally significant competences, the development of personal creative potential and active public position in future practical psychologists, is updated. It is argumented that the educational system built on the conceptual foundations of professional training makes it possible to effectively content the educational disciplines, and therefore effective fundamental knowledge, professional-oriented skills, advanced skills, professional norms and values, which have the highest degree of generalization of social phenomena and processes. It is proved that the concept of the study of practical psychology combines professional methodological, philosophical and general scientific principles and scientific-methodological approaches, which are directed at the revealing future professional activity. The outlined conceptual foundations of professional training allow us to modify the educational process in higher education according to the individual needs of future practical psychologists. The methodological analysis of educational phenomenon of practical psychology in institutions of higher education on four basic levels is offered: philosophical-theoretical (evolutionary-theoretical formation of the specialist and his or her effective functioning), methodological (formation of the system of world-view and semantic individual formations for realization of individual’s educational skills and abilities), specific-scientific (acquisition of fundamental knowledge about professional activities) and technological (effective use of methods and techniques of research for acquisition of true empirical knowledge). The conclusion about the importance of outlining of conceptual foundations in the system of professional training of future practical psychologists is made.

Sign in / Sign up

Export Citation Format

Share Document