scholarly journals DEVELOPMENT OF SOCIAL AND PROFESSIONAL MOBILITY OF STUDENTS IN THE PROCESS OF PROFESSIONAL TRAINING

2021 ◽  
pp. 45-50
Author(s):  
Tetyana Babenko
Keyword(s):  
Professional Training ◽  
Professional Mobility

scholarly journals PROFESSIONAL MOBILITY IN FUTURE PHILOSOPHY DOCTORS’ TRAINING

2020 ◽  
pp. 167-172
Author(s):  
Валентина Фрицюк ◽  
Ірина Герасимова
Keyword(s):  
Social Structure ◽  
Doctoral Students ◽  
Professional Training ◽  
Positive Influence ◽  
International Exchange ◽  
Postgraduate Students ◽  
Sociological Approach ◽  
The Social ◽  
Professional Mobility ◽  
Thesis Writing

The article defines the essence of professional mobility and importance in future philosophy doctors' training in pedagogical universities. It was proved, that the basis of the sociological approach of determining professional mobility was based on changes in an individual position in the social structure of society. Features of individual personality were at the heart of the psychological approach. Pedagogical approach combines those two approaches, as it aims to ensure the movement of an individual in the social structure of society by future professionals’ appropriate training during their studies. Professional mobility was defined as a professional training component of future philosophy doctors; ability for successful switching from one activity to another during the process of thesis writing and for changing of activity types in the professional field; ability of efficient use of professional techniques system for implementation of any tasks in the field of thesis writing. The following factors have been proved to have positive influence on the development of future philosophy doctors professional mobility: organization of international relations and joint programs of international cooperation with foreign educational institutions, organizations, associations in the field of science and education; organization of participation in programs of bilateral and multilateral international exchange, internships and practices of postgraduate students, doctoral students, pedagogical staff and students of the university, organization and implementation of joint international educational programs with foreign partner universities considering obtaining diplomas of these universities.

scholarly journals Chukanova S. О. Library Science and Information Science in the US Higher Education System: Monograph. Index of contents

2019 ◽  
Author(s):  
Tetiana Dmytrenko
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Information Science ◽  
Library Science ◽  
System Structure ◽  
Higher Education System ◽  
The Us ◽  
Professional Mobility

The monograph discusses the organizational and methodological foundations of the professional training of specialists in library science and informology in the US higher education system: structure and content, forms of organization, orientation of professional training to ensure the professional mobility of these specialists. The directions of using the US experience in modernization of professional training of specialists of information, library and archives in Ukraine are defined and substantiated.

scholarly journals Effective Educational Technologies for Professional and Personal Formation of the Future Teacher at the University

2021 ◽  
Vol 7 (12) ◽  
pp. 360-366
Author(s):  
P. Makhashova ◽  
O. Makasheva ◽  
K. Kadyrkulov
Keyword(s):  
Labor Market ◽  
Professional Training ◽  
Future Teacher ◽  
Educational Technologies ◽  
Professional Mobility ◽  
The Future ◽  
The University ◽  
Personal Formation ◽  
Objective Necessity

Professional mobility is largely based on the ability to varying professional correlation of university knowledge, skills and abilities with the requirements of the labor market and centuries-old established experience of the life of society. All this presupposes the objective necessity of introducing modern educational technologies into professional training carried out in universities. The question is to determine the most rational and effective educational technologies for the professional and personal formation of a future teacher at a university.

scholarly journals Fostering Tertiary Student Professional Mobility Skills via Convergence of the Professional Training and Foreign Language Learning

2021 ◽  
Vol 10 (4) ◽  
pp. 1919-1936
Author(s):  
Valentyna I. ◽  
Elvira V. ◽  
Tetiana S. ◽  
Larysa H. ◽  
Olena O.
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Professional Training ◽  
Foreign Language Learning ◽  
Professional Mobility ◽  
Foreign Language Proficiency ◽  
Professional Field ◽  
Mobility Skills ◽  
Experimental Group

<p style="text-align: justify;">The purpose of the study was to identify how the instructional model that converges professional training and foreign language learning can influence the students’ professional mobility and students’ readiness to build their careers. The study used the methods of a quantitative kind for the evaluation study and descriptive research. The variables for the study were as follows: levels of student professional mobility skills proficiency that included students’ competence in their professional field, foreign language proficiency, students’ networking skills, personality qualities, and sampled students’ satisfaction with the reshaped course. The field phase of the study found that the Erasmus and Work-and-Travel programmes contributed to the former students’ adaptability and flexibility, the experience of work abroad, and practical specialism-related experience gained during study. The students developed their abilities to project a positive social image, ability to build and maintain relationships, foreign language proficiency, proficiency in presenting and negotiating, and theoretical knowledge. The English Language-delivered Professional Mobility course brought shifts in the levels of students’ professional mobility skills. The experimental group students reported that they improved their competence in their professional field, foreign language proficiency, networking skills, and personality qualities. The experimental group students’ judgements concerning the quality of the course were complimentary.</p>

Pedagogtyń kásіbı utqyrlyǵynyń qurylymy [Structure of the Professional Mobility of the Teacher]

2020 ◽  
Vol 3 (117) ◽  
pp. 235-243
Author(s):  
B.J. Aıdarov ◽  
◽  
Iý.N. Kamalov ◽  
Keyword(s):  
Professional Training ◽  
Point Of View ◽  
Successful Implementation ◽  
Structural Elements ◽  
Future Teachers ◽  
Professional Mobility ◽  
Main Components ◽  
The Individual ◽  
Creative Self

In the article, the author aims to bring to readers a generalized structure of professional mobility of future teachers for the successful implementation of tasks defined in the course of professional training of professional training specialists from the author's point of view. During the implementation of this goal, the main components of professional mobility of future teachers of vocational training are defined and the main concepts are formulated. In the life of the person can be mobile, flexible to change and creative self-realization in the framework of the acquired profession. But only if he has certain personal and professional qualities. It is formulated that the structural elements of professional mobility are: the quality of the individual; human activity; the process of transformation of the individual and the environment; types of mobility (vertical and horizontal); characteristics (objective, subjective and characterological). Автор мақалада кәсіптік оқыту мамандарын кәсіби даярлау барысында анықталған міндеттерін табысты жүзеге асыру үшін, болашақ педагогтардың кәсіби ұтқырлығының жалпы құрылымын авторлық көзқарас тұрғысынан оқырмандарға жеткізуді мақсат етеді. Осы мақсатты жүзеге асыру барысында болашақ кәсіптік оқыту педагогтарының кәсіби ұтқырлығының негізгі құрылымын құраушылар анықталып, негізгі ұғымдар айқындалды. Адам өмірінде меңгерген мамандығы шеңберінде икемді түрде жаңғырып, шығармашылық тұрғыдан өзін-өзін жетілдіре алатындай ұтқыр бола алады. Бірақ ол үшін белгілі бір жеке және кәсіби қасиеттерге ие болуы керек. Кәсіби ұтқырлықтың құрылымдық элементтері: жеке тұлға сапасы; адамның іс-әрекеті; адамның өзін және қоршаған ортаны түрлендіру процесі; ұтқырлық түрлері (тік және көлденең); сипаттамалары (объективтік, субъективтік және мінезін зерттеу) екендігі тұжырымдалды.

scholarly journals THE PEDAGOGUE'S MOBILITY AS THE WAY OF REALIZATION CONDITIONS OF THE NEW PEDAGOGICAL CONCEPT OF EDUCATION

2019 ◽  
Author(s):  
Nadiia Diachok
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Innovation Activity ◽  
Education Development ◽  
Managerial Training ◽  
Self Development ◽  
Professional Mobility ◽  
Professional Self ◽  
Educational Staff

The article deals with professional mobility (the ability for successfully switching another activity or change the type of work) as a necessary quality of a modern pedagogical worker. It is highlighted the main qualities, which are important in the process of forming a professional mobile specialist. The result of the formed qualities is the creation of a professional style in accordance with the views of specialists, personal principles and orientations; constant search for optimal educational forms of learning, the implementation of a pedagogical experiment, production and generalization of experience in educational activities. The proposed criteria for evaluating pedagogical activity of educational workers according to the standards put forward by the society (professional self-development, professional skills, introduction of innovative technologies into the educational process, creativity in the period of reformation and modernization, the latest pedagogical technologies of activity). It is outlined the importance of the employees' professional mobility formation in accordance with the tasks of the new Concept of Pedagogical Education Development: the formation of universal skills of activity ensuring mobility as a personality; orientation to innovation activity; provision of fundamental social and humanitarian training as a mastering of professions of another profile; provision of wide professional training as a basis for possible mastering of other professions; strengthening of managerial training of future pedagogical staff; The result of the educational staff professional mobility formation is a sharp increase in the quality of training of all future teachers. The presence in society of a sufficiently large number of active, professionally mobile teachers becomes a guarantee of increasing its sustainability.

scholarly journals A THEORY OF CHILD’S GAME OF F. FROEBEL AND K. USHYNSKYI AND CAPABILITIES OF ITS USE IN PROFESSIONAL TRAINING OF THE MOBILE-ORIENTED PHYSICAL EDUCATION TEACHER

2020 ◽  
Author(s):  
Natalia Denysenko ◽  
◽  
Serhiy Marchuk ◽  
Keyword(s):  
Physical Education ◽  
Professional Training ◽  
Physical Development ◽  
Physical Education Teacher ◽  
Children's Play ◽  
Education Teacher ◽  
Professional Mobility ◽  
The Future ◽  
Children’S Play ◽  
Educational Conditions

In modern educational conditions the problem of professional mobility of the future Physical Education teacher acquires actual value. This is what strengthens the special interest in the ideas of child`s physical development through the prism of game technologies, which were put forward by educators of the past and have not lost their importance today. Analysis of the creative heritage of outstanding educators makes it possible to use historical experience in the development of modern education. The works of the German teacher F. Froebel and the Ukrainian K. Ushynskyi, wich study the theory of children's game, are of considerable interest nowdays. The subject of research is the pedagogical possibilities of children's games by F. Froebel and K. Ushynskyi in the professional training of a mobile-oriented PE teacher in modern educational conditions. The purpose of the study is to substantiate the effectiveness of game methods of the child`s physical development in the process of future PE teachers training to implement the pedagogical ideas of F. Froebel and K. Ushinskyi in the modern space of higher physical education. Objectives of the study: studying the problem of children's play in the pedagogical concepts of F. Froebel and K. Ushinskyi, outlining ways of creative use of ideas of F. Froebel and K. Ushinskyi in the formation of professional mobility of future PE teachers in the process of practical preparation for play activity of young pupils. The methodological basis of the study is the pedagogical heritage of F. Froebel and K. Ushinskyi; theory of scientific knowledge. The study is based on the principles of historicism, systematics, scientificity, mobility, child-centeredness, creative approach to the personality as a subject of the educational process. The scientific novelty of the study is, that: a comparative analysis of game methods of the child`s physical development through the prism of pedagogical systems of F. Froebel and K. Ushinskyi is given for the first time; the process of professional training of future PE teachers is modeled on F. Froebel's pedagogical ideas; further development of the content and methodological support for the formation of professional mobility of future teachers to implement the provisions of F. Froebel and K. Ushinskyi on children's play activities. Friedrich Froebel (1782-1852) developed the theory and methodology of the game as a means of harmonious development of the child. His system of preschool education was extremely widespread in the world, and is also used today in Europe, particularly in Germany. Konstantin Ushinskyi (1824–1870) formulated the following pedagogical conclusions about the game: games predict the future character and destiny of the child; the game has a great influence on the development of children's abilities; children's games have their nationalities, their centuries-old history; children are constantly creating new games. The study led to the following conclusions: 1. The study of the theory of children's play in the pedagogical concept of F. Froebel showed that it is based on the principles of child centrism, creativity, amateurism, children's self-development, fun, constructive activity through the expression of children's feelings, thoughts, gestures, songs, stories. 2. K. Ushinsky defines the importance of game in the physical and mental development of the personality, argues and critically evaluates the "children's gifts" of F. Froebel. Theoretical and practical study of children's games in modern conditions is an important professional competence of future PE teachers, methodical provisions on their expediency were substantiated by K. Ushinskyi. The conducted historical and pedagogical analysis of the works of F. Froebel and K. Ushinskyi testifies to the important scientific achievements of teachers in the field of children's play theory. 3. Froebel's didactic material was aimed at mastering by students the method of developing children's physical abilities, their ability to constructive activity, logical thinking, which today acquires special significance not only in physical education but also in professional sports. Froebel's pedagogy is designed to educate the future teacher not only of physical culture, but also "culture" in the broadest sense of the word, forms his professional and mobile competencies of the combinatorial type. 4. Necessary pedagogical conditions for the implementation of the main tasks of physical education in the scientific heritage of K. Ushinskyi are compliance with the principles of humanism, nationality, conformity to nature, rational use of effective ways, means and forms of strengthening and preserving mental and physical health of students on the requirements of high moral and professional qualities of teacher's personality.

scholarly journals RESEARCH OF THE PROJECT-BASED TECHNOLOGY LEARNING POTENTIAL AS A MEANS OF FORMATION OF ENGINEERS-TEACHERS’ PROFESSIONAL MOBILITY

2021 ◽  
pp. 95-100
Author(s):  
Олег Малишевський
Keyword(s):  
Computer Technology ◽  
Professional Training ◽  
Project Based Learning ◽  
Educational Process ◽  
Learning Technology ◽  
Learning Potential ◽  
Technology Application ◽  
Technology Learning ◽  
Professional Mobility ◽  
Technology Area

The article substantiates the expediency of using project-based learning technology as a means of forming future engineers-teachers' professional mobility in the computer technology area. This is due to the general trends of the modern economy and the growing role of specialists’ professional mobility in the technology modernization in all industries. It has been emphasized that project-learning technology is an important component of professional training of future specialists in engineering and pedagogical education. It has been established that the organization of the above-mentioned technology is based on project activities that contribute to the educational process adaptation to innovative changes. The methodology of engineers-teachers' professional mobility formation in the computer technology area, which provides project-based learning technology application, has been proved. It has been noted that the use of project-based learning technology in professional mobility formation contributes to the intensification, efficiency and quality of the educational process. The range of problem-based learning methods (active, contextual, research, interactive, computer), which are the basis of project technology and expand the integration possibilities of engineering and pedagogical knowledge to solve professional problems, has been described. The efficiency of project-based learning technology in forming future engineers-teachers' professional mobility in the computer technology area has been proved. Emphasis has been placed on activating the need to reflect on one’s own experience, perform research, realize professional creativity essence, and develop the ability to professional design.

Sign in / Sign up

Export Citation Format

Share Document