PSYCHOLOGICAL DYNAMICS OF FIGURATIVE CREATIVITY OF THE FUTURE TEACHER OF THE HUMANITIES

2020 ◽  
pp. 94-106
Author(s):  
Микола Саврасов ◽  
Костянтин Кисельов
Keyword(s):  
Professional Training ◽  
Evaluation Method ◽  
Educational Institution ◽  
Survey Method ◽  
Professional Activity ◽  
Self Presentation ◽  
Professional Activities ◽  
Language And Literature ◽  
The Future ◽  
Expert Evaluation Method

Aim. The purpose of the study is to establish theoretical prerequisites, identify, describe and interpret the basic psychological patterns of the dynamics of figurative creativity of future teachers of the humanities both during his/ her training in the educational environment of modern pedagogical universities and at certain stages of the didactic process. Material and methods. As the methods and tools of empirical research, the author uses the procedure of analysis of the degree of statistical validity of the differences of average values of the selected empirical indicators (t-Student's criterion), the test of figurative creativity by E.P. Torrens (modified by O.E.Tunik), a survey method, an interview method, and an expert evaluation method. The respondents were first, third, and fifth-year students specialized in «Ukrainian language and literature», «English (German) language and literature», «Ukrainian country studying» with a total of 156 people aged 18 to 30 years. The empirical basis of the study was the Faculty of Philology of the State Higher Educational Institution «Donbas State Pedagogical University». Results. It is obvious that throughout the process of growing up and gaining experience in educational and professional activities, the main specific characteristics of the creative figurative act for the representatives of the natural profile of professional training are the speed of emergence and development of creative ideas, the degree of deviation from existing prototypes, the desire to avoid a possible return to them or their modification and efforts to complete and properly design their creative product. At the same time, at the background of the previously mentioned characteristics, the dynamics of the indicator of the abstractness of the name of figurative creativity gradually recedes into the background. It means that in the process of micro-age formation of figurative creativity of the humanitarian profile subject of educational and professional activity the subject’s deep essence, not its nominal side, the outer cover, which consists in the peculiarities of verbalization of this creative process, the peculiarities of self-presentation and the presentation of the final creative product are formed. Conclusions. If we summarize the dynamics of figurative creativity of a humanitarian profile student in general, then we can depict: 1) impressive are the positive changes in this area at the end of the study, on the verge of study and professional activity, which in fact can cause such a rapid and bright dynamics; 2) particular interest is in the dynamics of creativity of humanitarian profile students at the level of such nuclear characteristics of figurative creativity as the dynamics of the creative idea, the degree of its difference from stereotypes and resistance to their emergence and motivated ability to finalize the creative product. In the future, we see promising research on the dynamics of figurative creativity of students of natural, cultural, and artistic profile and a comparative study of the dynamics of figurative creativity on the indicator of the profile of professional training in higher pedagogical education.

scholarly journals THEORY OF MANAGEMENT IN THE CONTEXT OF THE PROFESSIONAL TRAINING OF THE FUTURE LEADER'S EDUCATION

2018 ◽  
pp. 124-129
Author(s):  
O. MARMAZА ◽  
D. KOZLOV
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Point Of View ◽  
Management Theory ◽  
Educational Institutions ◽  
Professional Activity ◽  
Professional Activities ◽  
The Future ◽  
Personal Changes ◽  
Training Success

Based on the analysis of trends in the development of the management theory, the main imperatives (management, management theory, management theory of the educational institution) are determined in the article. It is substantiated the importance of their understanding for the professional training of future managers of educational institutions for management activities.The system of managers’ training should be based on the study and consideration of the management work nature, content and features. It is believed that for the effective managerial work implementation, and thus the specialists’ professional training, it is necessary to clearly identify the nature, nature and features of this type organization of human activity. The Ukrainian and foreign scientists’ research proves the process importance of the management sphere professionalization, and the manager’s professionalism is defined as a set of persistent qualities of personality, activity, future specialist individuality, satisfying the future professional activities needs; is disclosed through the highest degree of psychological and personal changes that occur in the course of the long-term official duties performance; depends on the level of professional abilities that express the vocational training success and mastering professional activity complex elements; is considered from the point of view of the manager's needs and values, accentuating his ability to self- development and self-improvement.

scholarly journals Formation of professional reflection of future specialists in physical therapy, ergotherapy

2020 ◽  
Vol 8 (1) ◽  
pp. 48-58
Author(s):  
Yuliia Volodymyrivna Kopochynska ◽  
Keyword(s):  
Physical Therapy ◽  
Experimental Work ◽  
Professional Training ◽  
Evaluation Method ◽  
Theory And Practice ◽  
Professional Activity ◽  
Active Research ◽  
Expert Evaluation Method ◽  
Model Formation ◽  
The Impact

The purpose of the study is to develop a model for the formation of professional reflection of future specialists in physical therapy, ergotherapy and to study the impact of its implementation in the process of professional training. Based on the theoretical analysis of the scientific literature, we have developed a model for the formation of professional reflection of future specialists in physical therapy and ergotherapy. The model developed is based on a reflexive approach, which assumes that a person has the capacity to take an active research position in relation to his activity and to himself as his subject, in order to critically analyze, understand and evaluate its effectiveness for its development. The approach to reflective activity allows us to consider reflection as a mechanism for the development and implementation of activity, in turn, activity is the object of reflection. The essence of this approach is most consistent with the understanding of the professional reflection of specialists in physical therapy, ergotherapy as an integral part of professional activity, which led to the development of a program of work with students on its basis. Psychological methods, a specially designed questionnaire and an expert evaluation method were used to evaluate the effectiveness of the model. Formation of professional reflection of future specialists in physical therapy, ergotherapy is presented in the form of three successive interrelated stages. The components of professional reflection of specialists in physical therapy and ergotherapy are covered. We used the methods of diagnostics of reflexivity and examination twice, before the beginning of the experimental work and after its completion. The analysis of the experimental work showed that the students of the experimental group significantly increased the level of formation of each of the components of professional reflection of specialists in physical therapy and ergotherapy. The results of the study make it possible to outline a number of unresolved problems, the development of which is dictated by the needs of the theory and practice of the entire education system. According to the results of the study, the introduction of the developed model in the process of professional training of future specialists in physical therapy and ergotherapy will contribute to the formation of professional reflection.

scholarly journals BULUILDING CONTENT TRAINING TECHNOLOGIES OF PREPARING FUTURE SPECIALISTS FOR THE IMPLEMENTATION OF HEALTHCARE SAVING TECHNOLOGIES

2020 ◽  
pp. 65-69
Author(s):  
I. Usatova ◽  
V. Tkachenko ◽  
A. Vedmediuk
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Educational Activity ◽  
Professional Activity ◽  
The Future ◽  
Effective Use ◽  
New Formation

In the article on the basis of scientific and pedagogical sources the ways of perfection of the system of professional education with the purpose of preparing the future specialist for the practical realization of the idea of health saving of the nation at all stages of educational activity are analyzed and solved; the general structure of the system of quality assurance of education at the higher educational institution level is substantiated; determined the effective use of didactic principles; new approaches to the development of content, forms and methods of professional training of specialists in the new formation; the content of professional training of future specialists is investigated, covering the set of knowledge, skills and abilities, possession of which enables to work for the chosen type of profession; The set of principles, functions and factors that influence the content of the training is outlined in the curricula and programs of higher education institutions. An analysis of the structure of training of future specialists in higher education institutions is presented, which predicts mastery of a complex of professional and personal components of a future specialist. The peculiarities of preparation of future specialists for the implementation of health-saving technologies in the educational programs offered by educational establishments have been clarified. Types of variety of industrial and research practices are shown, forms and methods of teaching are named. The content of the professional training of future specialists is characterized, the prerequisites for creating the concept of forming the future specialists' willingness to carry out innovative activity are outlined; conditions of effective use of health-saving technologies are formulated, essential characteristics and stages of preparation of future specialists in educational establishments are explained; The basic provisions are substantiated, the observance of which ensures the training of new formation specialists for the implementation of health-saving technologies. It is noted that the capacity for self-organization is the basis of successful professional activity of the future specialist and the educational disciplines of the programs of preparation of domestic higher education institutions are observed, the study of which contributes to the formation of the competence of selforganization. The essence of the problem under consideration and the technology of its solution are revealed.

scholarly journals PEDAGOGICAL CONDITIONS OF THE FORMATION OF FUTURE PSYCHOLOGISTS’ READINESS TO WORK WITH THE ADOLESCENTS PRONE TO DEVIANT BEHAVIOR

2021 ◽  
pp. 94-99
Author(s):  
Lutsyk H.O.
Keyword(s):  
Professional Training ◽  
Scientific Literature ◽  
Deviant Behavior ◽  
Educational Institution ◽  
Psychology Students ◽  
Educational Environment ◽  
Professional Activity ◽  
Deviant Behaviour ◽  
The Future ◽  
Competency Based

The article is dedicated to the theoretical analysis of pedagogical conditions of the formation of future psychologists’ readiness to work with the adolescents prone to deviant behaviour. The content of the problem in the scientific literature is analyzed, the main pedagogical conditions of the formation of the future psychologists’ readiness to work with deviant adolescents are determined. It is revealed that in the scientific literature the generalization concerning pedagogical conditions of formation of future psychologists’ readiness to professional activity is presented, among which single out forms and methods of the organization of the educational environment in an educational institution, interaction between psychology students and lecturers, students’ inclusion in solving problems of professional direction and implementation of a creative approach in teaching. Looking at the readiness of the future psychologists to work with the adolescents prone to deviant behaviour as the systemic formation that includes cognitive, motivational-value, creative-practical and regulative components, we consider that the development of these components of readiness depends on the pedagogical conditions implemented in the professional training process.In the process of scientific search, we used the following methods of research: analysis, synthesis, comparison, generalization, systematization, specification.The pedagogical conditions of formation of future psychologists’ readiness to work with adolescents prone to deviant behaviour are generalized as a set of pedagogical measures, requirements, external influences which provide construction of educational space, effective course of educational processes and allow to form readiness of the specified quality in future graduates.Pedagogical conditions that will contribute to the formation of the future psychologists’ readiness of this quality are highlighted, in particular: the focus of the educational environment on quality theoretical training of future psychologists to work with adolescents prone to deviant behaviour; implementation of practice-oriented, acmeological and competency-based approach in the training of future psychologists; reflective attitude of psychology students to education in the chosen field of study; use of innovative and problem-searching teaching methods that will contribute to the formation of future psychologists’ cognitive activity.Key words: adolescents, deviant behaviour, future psychologists, adolescents prone to deviant behaviour, future psychologists’ readiness, formation of future psychologists’ readiness to work with adolescents prone to deviant behaviour, pedagogical conditions of the formation of future psychologists’ readiness to work with adolescents prone to deviant behaviour. Стаття присвячена теоретичному аналізу педагогічних умов формування готовності майбутніх психологів до роботи з підлітками, схильними до девіантної поведінки. Проаналізовано зміст проблеми у науковій літературі, визначено основні педагогічні умови формування готовності майбутніх психологів до роботи з підлітками-девіантами. Виявлено, що в науковій літературі представлено узагальнення стосовно педагогічних умов формування готовності майбутніх психологів до професійної діяльності, серед яких виділяють форми і методи організації освітнього середовища в закладі освіти, взаємодію між студентами-психологами та викладачами, включення студентів до розв’язання проблемних завдань професійного спрямування та реалізації творчого підходу у навчанні.У процесі наукового пошуку нами використовувалися такі методи, як: аналіз та синтез, порівняння, класифікація, узагальнення, конкретизація.Констатовано, що розвиток складників готовності майбутніх психологів до роботи з підлітками, схильними до девіантної поведінки, залежить від педагогічних умов, які реалізовуються в процесі про-фесійної підготовки.Узагальнено, що педагогічні умови формування готовності майбутніх психологів до роботи з під-літками, схильними до девіантної поведінки, є тими педагогічними заходами, вимогами, зовнішніми впливами, які забезпечують конструювання освітнього простору, ефективний перебіг освітніх процесів та дозволяють формувати у майбутніх випускників готовність зазначеної якості.Виділено педагогічні умови, які сприятимуть формуванню готовності майбутніх психологів до роботи з підлітками-девіантами, зокрема: спрямованість освітнього середовища на якісну теоретичну підготовку майбутніх психологів до роботи з підлітками, схильними до девіантної поведінки; реалізація практико-орієнтованого, акмеологічного та компетентнісного підходу у професійній підготовці майбутніх психологів; рефлексивне ставлення студентів-психологів до здобуття освіти за вибраним фахом; використання інноваційних та проблемно-пошукових методів навчання, які сприятимуть фор-муванню пізнавальної активності майбутніх психологів.Ключові слова: підлітки, девіантна поведінка, майбутні психологи, схильні до девіантної поведінки підлітки, готовність майбутніх психологів, формування готовності майбутніх психологів до роботи з підлітками, схильними до девіантної поведінки, педагогічні умови формування готовності майбутніх психологів до роботи з підлітками, схильними до девіантної поведінки.

scholarly journals Communicative self-efficiency of future navigators

2019 ◽  
pp. 65-70
Author(s):  
Natalya Dmytryshchuk ◽  
Alla Linenko
Keyword(s):  
Educational Institution ◽  
Educational Process ◽  
Professional Communication ◽  
Professional Activity ◽  
Professional Activities ◽  
Foreign Companies ◽  
The Future ◽  
Higher Educational ◽  
High Level

The article deals with the problem of improving the quality of training future navigators according to the strategic goals of the modernization of the educational process in Ukraine’s marine higher educational institutions, based on the humanistic paradigm, which requires special attention to the formation of future navigators’ communicative self-efficiency. The study of this problem is of particular relevance, since it is one of the main professional characteristics for representatives of the senior command navigators that enables them to carry out professional activities productively, adequately and at a high level: to organize the coordinated work of the crew, especially consisting of specialists of different nationalities, religious denominations, mentalities; competently and skilfully communicate with seaport employees, representatives of foreign companies, etc. The paper presents the conceptual provisions of A. Bandura, the founder of the theory of self-efficiency, its role and importance in person’s life as well as those of J. Caprari and D. Servon, D. Matsumoto (communication), educators (self-efficiency), (communicative self-efficiency) in the context of importance and the need to develop and form these phenomena for improving the quality of the training aimed at future navigators in higher education institutions of maritime profile. The phenomenon “communicative self-efficiency of the future navigators” has been defined; its essence and structure have been considered, the latter consisting of three components: reflexive (self-identification with navigators as model professionals, the presence of adequate self-assessment of their own actions in the field of professional communication, a stable reflexive position), cognitive-operational (awareness of the communicative sphere of maritime professional activity, skills, professional communication abilities); affective-behavioural (confidence in the possibility of productive communication in professional activities, emotionality, activity, responsibility, ability to self-regulate and self-sustain). The forms and methods for the formation of communicative self-efficiency of cadets of marine universities involved into the experiment have been presented: reflective workshop, keeping a reflective diary, which gave the cadet the opportunity to conduct self-analysis of their own professional actions and enhance self-understanding regarding the presence of the necessary professional personal qualities for performing their future professional activities effectively and building a positive Self-concept of the future navigator; the organizing dialogue “The role of the reflective component in developing future navigators’ communicative self-efficiency”, the technology “Developing confidence in self-efficiency and productive communication of future navigators in their future independent professional activities”, the training module “Communication skills”, etc. Keywords: communication, self-efficiency, communicative self-efficiency, future navigator, marine higher educational institution.

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

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

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

scholarly journals Training of the future tourist guides for intercultural communicative interaction within professional activity

2021 ◽  
Vol 5 (S4) ◽  
Author(s):  
Oleksandr V. Kovalenko ◽  
Larysa I. Yepyk ◽  
Andrii Yu. Yeromenko ◽  
Olena Ye. Kashynska ◽  
Yurii V. Bezruchenkov
Keyword(s):  
Professional Training ◽  
Real Life ◽  
Professional Activity ◽  
Practical Training ◽  
Communicative Interaction ◽  
Professional Activities ◽  
Cultural Approach ◽  
The Future ◽  
Different Cultures ◽  
Tourist Guides

This study argues for the significance of the cultural approach to the professional training of the future tourist guide for intercultural communicative interaction. Notably, meeting the constantly growing needs of the tourist market consumer is a pressing issue. It is emphasised that the professional training of a specialist in this field should be focused on providing a high quality theoretical and practical training for a specialist to be ready for professional and communicative interaction with consumers of tourist services. Intercultural communication is seen as a purposeful connection between different cultures, which performs an exchange of information, cultural and spiritual value through professional activities to meet the needs of tourists, while taking into account the uniqueness of every culture. When interacting with the audience, the guide uses methods of pedagogical influence, which are based on didactic principles (scientific, ideological, connection with real life, accessibility, system, responsiveness and persuasiveness). They define the content, organisation and methods of educating tourists during the excursion, regardless of them being children or adults. The excursion method is the basis of the tour and is a compilation of the ways for the guide to share the knowledge and tourists’ reception of this knowledge.

scholarly journals Special Aspects of Professional Activity of Motor Transport Profile Teaching Engineers

2021 ◽  
Vol 26 (1) ◽  
pp. 51-63
Author(s):  
Olga Hornostaieva ◽  
Hanna Kravchenko
Keyword(s):  
Higher Education ◽  
Vocational Training ◽  
Professional Training ◽  
Evaluation Method ◽  
Higher Education Institutions ◽  
Professional Activity ◽  
Motor Transport ◽  
Individual Interviews ◽  
Proper Training ◽  
Expert Evaluation Method

The article characterizes the special features of the motor transport profile teaching engineers’ professional activity in vocational institutions (teacher of vocational training, master of vocational training), higher education institutions (engineering teacher) and in manufacturing. The purpose is to clarify the special aspects of motor transport profile teaching engineers’ professional training in higher education institutions of Ukraine. The following research methods are used observation, description through individual interviews, expert evaluation method and questionnaire. The results are the following. It is stated that engineering and pedagogical education involves the rational integration of psychological, pedagogical and engineering components of professional training. It is noted that the professional training of teaching engineers is aimed at the formation their professional engineering and professional pedagogical competencies. This integrated training includes two equivalent integrated components: engineering (technical and technological, manufacturing, special, industrial branch) and pedagogical (humanitarian and social). It is stated that successful professional activity of a teaching engineer of motor transport profile is connected with professional training in institutions of higher education and the content and organization of their self-education in the process of professional development. To ensure proper training of a teaching engineer for successful activities, it is necessary to keep a continuous connection between the engineering and technical awareness and pedagogical activities. Modern professional activity of a teaching engineer is characterized by their innovative activities, the specifics of them is caused by the peculiarities of professional-pedagogical education and conditions of engineering-pedagogical activities, which provide generation and transformation of new ideas into innovations and form the management system. The innovative activity of teaching engineer is the basis of creative approach to professional responsibilities. It is concluded that a teaching engineer of motor transport profile is a teacher with higher pedagogical and technical education, who performs educational-methodical, engineering-technical, scientific-innovative, communicative-psychological, organizational, managerial and legal activities.

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

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

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

scholarly journals The place of the discipline “Fundamentals of Stage Movement: Historical Etiquette” in the professional training of a modern actor and its connection with the subjects of professional and practical cycle

2021 ◽  
pp. 41-46
Author(s):  
K. Bortnyk
Keyword(s):  
Professional Training ◽  
Practical Significance ◽  
Professional Activity ◽  
Practical Training ◽  
Creative Potential ◽  
Scientific Review ◽  
Professional Activities ◽  
The Future ◽  
Theatrical Performances ◽  
Characteristic Features

The actor’s flexibility and stretching expressiveness is one of the most important skills in acquiring professional knowledge, which is taken into account in the structure of the pedagogical process of theatrical performances, where a significant role is given to the disciplines of the flexibility and stretching cycle, in particular the basics of stage movement, one of the components of which is historical etiquette, which develops the psychophysical apparatus of the actor in the way necessary for stage activities, trains a sense of beauty and elegance of movement, form and style. However, for today the specific character of mastering stylistic behaviour requires careful scientific review in order to create a modern study of the role of historical etiquette in the flexibility and stretching culture of the actor and the place of discipline in the cycle of professional and practical training, which determines the relevance of this article. The purpose of the paper is to substantiate the importance of mastering stylistic behaviour by a future professional actor in the context of the discipline “Fundamentals of Stage Movement” and general professional training. The methodology. In this article we applied the methods of abstraction and structuring, analytical and comparative methods within the pedagogical approach. The results. The subject “Fundamentals of Stage Movement: Historical Etiquette” is an important component of the system of modern professional training of the future actor, which meets the requirements of modern theatrical art that tends to flexibility and stretching means of expression and nonverbal language. By mastering the specific features of stylistic behaviour and flexibility and stretching of different historical epochs, the future actor acquires appropriate professional competencies and is able not only to accurately embody any historical image, but also to improve the unity of interior and exterior technology, increase the overall level of flexibility and stretching culture, expand the range techniques, to acquire skills of creating flexibility and stretching characteristic features of contemporary images, to reveal creative potential and to realize it more widely while mastering related disciplines (“Actor’s Skill”, “Dance”, “Stage Fight”, “Fencing”, “Stage Language”, “Vocal”) , which will make it in demand in further professional activities in both theatre and film industries. The scientific novelty. The paper is the first attempt for substantiating the necessity of studying the stylistic behaviour and historical etiquette by future actors in the context of further realization of their creative potential in professional activity. The practical significance. The materials of the article can be used in the practical activities of teachers of stage movement and in creating further research in this area.

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