scholarly journals A MODEL FOR FORMING SOFT SKILLS THROUGH COGNITIVE MATHEMATICAL ACTIVITIES IN PRESCHOOL AGE

2019 ◽  
Vol 31 (6) ◽  
pp. 1899-1904
Author(s):  
Krasimira Dimitrova
Keyword(s):  
Critical Thinking ◽  
Social Life ◽  
Professional Training ◽  
Soft Skills ◽  
Dynamic Environment ◽  
Interdisciplinary Approach ◽  
Social Institutions ◽  
Preschool Age ◽  
The Future ◽  
Mathematical Activities

The modern children grow and develop in an extremely dynamic environment. They are surrounded by a variety of information and many digital devices. The ways of processing and using knowledge, as well as the formation of specific skills, are based on the child's personal experiences and social contacts. The community responsible for the development and upbringing of the growing generation - parents, school, kindergarten, educational institutions - are confronted with the complex task of preparing children for their lives in the future. The dynamic with which all spheres of social life are developing makes it difficult to predict how to educate children today so they will be ready for the life that awaits them. Traditional learning, which has proven its importance, needs to build on so-called 21st century skills - communication skills, critical thinking, collaboration, digital literacy. It is necessary to identify important and up-to-date knowledge and skills that should be proposed to children in their current cognitive activities. Contextual competencies or so-called "soft skills" are part of the key competences for human success at every stage of its development. Under soft skills, we understand competences for: communication, tolerance, tolerance, mutual assistance, empathy, teamwork, leadership, negotiation, decision making, creativity, etc. The formation of these important personality skills starts at an early age and key factors are the family, community, educational and social institutions with which the child interacts. The modern society based on technology and information forms a digital generation of children. Technologies offer and support communication and team interaction models. To protect the teenage generation from the dangers of technology - cyber-dependence, isolation, and associal behavior - a variety of cognitive and training patterns need to be applied to seek balance between tradition, modernity and the future. Educators who work with children are directly involved in the process of their preparation for their future lives. This fact determines the importance of the professional training of future teachers. They have to be prepared to bring out the most important theoretical and methodological themes and to present them to the children in an interesting and entertaining way. This article proposes a model for the organization of cognitive mathematical activities for children from a preschool age (5-7 years), in which soft skills such as critical thinking, knowledge transfer, creativity, etc. are being developed. An interdisciplinary approach is underpinned in the model. The proposed methodological solutions are derived from work in the 2018/19 school year with students who are taught for kindergarten and elementary school teachers.

scholarly journals THE FUTURE TEACHER OF TECHNOLOGY IS A MORAL AND CULTURAL PERSONALITY IN THE EDUCATIONAL AND UPBRINGING APPROACHES OF EDUCATION

2019 ◽  
pp. 65-69
Author(s):  
I. Zvarych ◽  
N. Prymachenko ◽  
I. Romashchenko
Keyword(s):  
Social Life ◽  
Professional Training ◽  
Industrial Relations ◽  
Educational Process ◽  
Future Teacher ◽  
Professional Activity ◽  
Economic Knowledge ◽  
Modern School ◽  
The Future ◽  
The Individual

The article deals with the main ideas and principles of the problem under investigation; outlines the main professional abilities and competencies and implementing the methodological support into the educational process, which contributes to the effective formation of moral culture among future teachers of technology. According to leading scientists, the orientation of the higher school to the modern and even advanced level of development the socio-industrial relations in the specialists' training is possible only subject to the study of these requirements, because of the study of this specialist. The search for improvement of the professional training of the future teacher is a problem, the urgency of which is conditioned by the tendency of the requirements for the professional activity of the teacher. The modern education of Ukraine is aimed at providing the students with the necessary knowledge, development of skills and abilities. During the training period, the future teacher should submit a lot of factual material. It is necessary to highlight the economic knowledge of most graduates of schools that have a theorized character, detached from reality, and, as a result, young people cannot resist the negative effects of a market economy. This is evidenced by the realities of the present; a part of the youth cannot be competitive in the labor market, due to lack of practical skills, moral and ethical education, the level of culture of communication and business etiquette of labor activity. In order to solve these tasks, an active implementation into the educational process of educational institutions, in particular pedagogical, disciplines of economic direction, is carried out. The researches show that a modern school needs teachers of technologies with a broad world outlook that possess not only a system of integrated knowledge of technological, psychological and pedagogical, methodical character, but also deep economic thinking. The establishments of higher education creating the cultural potential of the individual, designed to determine the way of its self-realization, the subjective content of its productive activities. Dependence of the level of formation and characteristics of the culture of the individual can vary in specific types and spheres of social life.

scholarly journals PECULARITIES OF FORMATION OF THE BUSINESS CULTURE IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE GUIDES

2021 ◽  
pp. 66-71
Author(s):  
Oleksandr Кovalenko ◽  
Andrii Yeromenko
Keyword(s):  
Social Life ◽  
Professional Growth ◽  
Professional Training ◽  
Professional Competence ◽  
Business Culture ◽  
A Value ◽  
The Future ◽  
Social Creativity ◽  
The Individual ◽  
Scientific Fields

The article considers the peculiarities of the formation of business culture in the process of professional training of future guides. This article defines the concept of business culture, its aspects and competencies. This paper also determines that the formation of business culture of the future guide during professional training is more fully reflected in the integration of cultural and competency approaches, because it is within the latter we get a specific form of result – the competence of the future guide in business culture. It states that business culture is a multifaceted, sociocultural phenomenon of modern social life, the understanding of which is reflected in many scientific fields: philosophy, culturology, ethics, history, and psychology. Due to the integration of knowledge, business culture accumulates a new semantic integrity, which is necessary to comprehend the modern reality of social, cultural, business interaction. The article also notes that from the standpoint of education, it is a component of the general culture of the individual and business culture is the professional culture of the specialist. In essence, it considers the business culture of the individual as a value attitude to the objects of business culture, which consists of knowledge, values and norms. In addition, it notes that the effectiveness of the formation of business culture of future guides is determined by the specifics of business culture. They are the formation of business culture competencies: sociocultural, value-based, social creativity, business interaction, business communication, personal and professional growth. It gives an opportunity to rethink the result of the process of forming the business culture of the future specialist of tourist support, namely the guide. The result of the relevant humanistic paradigm of education and the requirements of stakeholders for the training of a specialist is his competence in the field of business culture as a component of general socio-professional competence. Keywords: culture, business culture, guide, professional training, culturological approach, competence approach, personality culture, professional competence.

scholarly journals Correlation of Soft Skills and Hard Skills to Learning Outcomes of Mathematics Students

2021 ◽  
Vol 17 (1) ◽  
pp. 83-93
Author(s):  
Dini Palupi Putri
Keyword(s):  
Mathematics Education ◽  
Learning Outcomes ◽  
Social Life ◽  
Soft Skills ◽  
Hypothesis Test ◽  
Future Generation ◽  
Study Program ◽  
Hard Skills ◽  
Education Study ◽  
The Future

The goal of the 2013 curriculum is to develop the next generation of citizens who have positive personality traits, can contribute to social life, and can compete in life in the future. It necessitates not just hard skills but also soft skills, which the future generation must acquire. The purpose of this research is to examine the link between students' soft skills and hard talents. The research method is employed in quantitative research. This study's sample consists of Mathematics Education students for the 2019/2020 school year. Questionnaires and tests are employed as tools. According to the questionnaire data, the soft skills of the Mathematics Education Study Program students at IAIN Curup were in a good category, namely 53.125 percent. The hard skills of the Mathematics Education Study Program students at IAIN Curup were also in a good category, namely 50 percent. According to the hypothesis test, there is no link between students' soft skills and hard skills to learning outcomes. Students' soft skills development may be applied to activities both inside and outside of the classroom and an integrated curriculum that includes both hard skills and soft skills. Student involvement in groups with practical activities is critical to enhancing adaptability, teamwork, tolerance, discipline, and responsibility.

scholarly journals STEM PROJECTS AS AN EFFECTIVE MEANS OF FORMING STUDENTS’ KEY SKILLS OF THE XXI CENTURY

2020 ◽  
Vol 1 (191) ◽  
pp. 36-41
Author(s):  
Daria Bida ◽  
Keyword(s):  
Emotional Intelligence ◽  
Critical Thinking ◽  
Creative Thinking ◽  
Soft Skills ◽  
Effective Means ◽  
Professional Activity ◽  
Key Skills ◽  
The Future ◽  
Scientific Worldview ◽  
Successful Behavior

The article substantiates the possibilities of developing promising skills of the XXI century, in particular soft skills, as a set of non-specialized, super-professional skills, which, unlike specialized, are not related to a specific field of professional activity. The leading means of developing such skills are STEM-projects, which combine the basic elements of research, project activities and take into account the external requirements of a particular activity. The analysis detected that common skills that were relevant 5 years ago and were envisaged for today, were such as interaction with people, integrated problem solving, creativity, critical thinking, the ability to form own opinions and make decisions, the ability to listen and ask, flexibility of mind (the ability to quickly switch from one thought to another) and emotional intelligence. In most scientific papers, the key soft skills include creative thinking, information management, emotional intelligence, the ability to form own opinions and make decisions, presentation skills. Based on this, the emphasis is on changes in the formation of soft skills and their development. At the theoretical level, methods of developing key skills include trainings, seminars, mastering models of successful behavior, finding feedback, learning from the experience of others, identifying models of successful behavior of people with a high degree of development of certain competencies. The development of soft skills requires special methods that focus on critical thinking; creativity; organizational skills; team working; emotional intelligence; problem assessment and decision making; ability to interact effectively; cognitive flexibility; versatile development of individuality; formation of a holistic scientific worldview of students; formation of a holistic scientific worldview of students; formation of a personality capable of independently choosing and making responsible decisions; education of students' respect for work, providing conditions for life and professional self-realization, formation of readiness of a conscious choice and mastering of the future profession. It is proved that the driver of the development of key competencies and skills of the future in students is STEM education in general and STEM projects in particular. The scheme proposed to the participants of the All-Ukrainian online-contest “Teacher of the Year” on the version of science journal “Kolosok”, who competed in the category “STEM teacher”, is highlighted.

Current Postvention Research and Priorities for the Future

Crisis ◽  
2017 ◽  
Vol 38 (3) ◽  
pp. 202-206 ◽  
Author(s):  
Karl Andriessen ◽  
Dolores Angela Castelli Dransart ◽  
Julie Cerel ◽  
Myfanwy Maple
Keyword(s):  
Social Life ◽  
Online Survey ◽  
Research Priorities ◽  
Future Research ◽  
Physical And Mental Health ◽  
Intercultural Collaboration ◽  
The Social ◽  
The Future ◽  
Suicide Bereavement ◽  
Ethical Approval

Abstract. Background: Suicide can have a lasting impact on the social life as well as the physical and mental health of the bereaved. Targeted research is needed to better understand the nature of suicide bereavement and the effectiveness of support. Aims: To take stock of ongoing studies, and to inquire about future research priorities regarding suicide bereavement and postvention. Method: In March 2015, an online survey was widely disseminated in the suicidology community. Results: The questionnaire was accessed 77 times, and 22 records were included in the analysis. The respondents provided valuable information regarding current research projects and recommendations for the future. Limitations: Bearing in mind the modest number of replies, all from respondents in Westernized countries, it is not known how representative the findings are. Conclusion: The survey generated three strategies for future postvention research: increase intercultural collaboration, increase theory-driven research, and build bonds between research and practice. Future surveys should include experiences with obtaining research grants and ethical approval for postvention studies.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

MODEL FOR APPLICATION OF STEM APPROACH IN CONDITIONS OF DISTANCE LEARNING – STEM HOME LABORATORY

2020 ◽  
Vol 11 (1) ◽  
pp. 209-215
Author(s):  
Greta Stoyanova ◽  
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Distance Learning ◽  
Primary School ◽  
Soft Skills ◽  
Learning By Doing ◽  
Online Classes ◽  
Successful Model ◽  
Scientific Experiment ◽  
At Home

The sudden shift to distance learning caused by the COVID-19 virus emergency has posed a serious challenge to schools. This article presents a successful model for applying the STEM approach in science education at the Alexander Georgiev-Kodzhakafaliyata Primary School in Burgas. In the conditions of synchronous distance learning in MS Teams environment, students conduct experiments with handy tools and materials at home, during online classes or as homework assignments, then describe the experiments in presentations and share them with their classmates during the project week ( April holidays and at the end of the year). The application of STEM home laboratory combines knowledge from different disciplines, diversifies and facilitates learning, enables learning by doing things, which most stimulates the curiosity of students. Thus, they casually acquire skills for planning and conducting a scientific experiment, generating hypotheses and reasoning, measuring results and formulating conclusions. At the same time, soft skills for teamwork, creative and critical thinking, presentation skills are formed and upgraded.

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