scholarly journals Developing responsible and passionate attitude of military academy cadets to future professional activities

2019 ◽  
pp. 72-79
Author(s):  
A. A. Len ◽  
I. N. Strebkova
Keyword(s):  
Cognitive Activity ◽  
Negative Attitude ◽  
Education Institution ◽  
Professional Activity ◽  
Military Academy ◽  
Professional Orientation ◽  
Professional Activities ◽  
Responsible Attitude ◽  
Professional Self ◽  
Main Factors

This article describes the concept of «military academy cadets’ responsible attitude to future professional activities» and explains the phenomenon of cadets’ passionarity and passionate attitude to a professional activity. The professional orientation is considered as a result of the professional self-identification of a military man, giving him a positive or negative attitude towards the profession of an officer. It reveals the main factors and conditions for developing value-based, informational, cognitive and behavioral aspects of a responsible attitude towards future professional activities of military higher education institution cadets. The description of the factors and conditions needed for creating a responsible attitude towards future professional activities and the developed ideological world as a component of passionarity among cadets of military universities is accompanied by an interpretation of the modern military education “humanization” concept. The article gives brief relevance analysis of the process of forming a responsible and passionate attitude towards future professional activity among cadets of military universities. The authors make an attempt to study the possibilities of humanitarian disciplines in organizing a special educational environment for its effectiveness. The study reveals the characteristics of game-based technologies that give an impulse to students’ cognitive activity and individualization of the learning process. The research points out the possibilities of integrating pedagogical technologies, ensuring successful learning through cognitive activity of cadets and the formation of their responsible and passionate attitude towards professional activity in the future.

scholarly journals Professional self-improvement of higher military school teachers

2021 ◽  
pp. 22-32
Author(s):  
Oksana Havryshkiv ◽  
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Personal Development ◽  
Professional Competence ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Education Institution ◽  
Professional Activity ◽  
Improvement Program ◽  
Professional Self

The article presents the meaning of the concepts of “professional and pedagogical activityˮ, “professional developmentˮ and shows that professional development is a multifaceted process of acquiring and using new knowledge, skills and qualities that are necessary for highly effective implementation of professional pedagogical activity. It is noted that professional development is a process of transforming the teacher’s individuality, aimed at self-improvement and achievement of acmeological peaks in professional activity; the features of professional and pedagogical activity of a teacher of higher military educational institution are singled out in the article. The stages of professional development of a teacher (choice of profession, professional education and training, professional adaptation, professional competence, professionalism, mastery and innovation) are analyzed. It is identified that self-improvement is implemented in two interrelated ways: self-education and personal development. A brief meaningful characteristic of these concepts is offered. The stages of self-improvement of scientific and pedagogical workers are characterized: the stage of self-knowledge (the initial stage of cognitive activity of a person), the stage of creating a personal self-improvement program (formation of goals and ideals for achieving one’s goal), the stage of implementation of self-improvement program (professional development implementation complex), the stage of control and regulation of self-improvement process (evaluation of achieved results). On the basis of theoretical analysis and selected results of the empirical research, the author offers advice for teachers of higher military educational institutions for their professional self-improvement. It is determined that constant improvement of professional skills is an important factor in the professional development of a scientific and pedagogical worker. Keywords: pedagogical activity, higher military education institution, professional development, stages of professional development, self-improvement, self-education, innovativeness.

scholarly journals Research and assessment of the level of self-determination of the student's personality for future professional activity

2020 ◽  
Vol 210 ◽  
pp. 19031
Author(s):  
Olga Shcherbakova ◽  
Irina Sokolovskaya ◽  
Andrey Chernykh ◽  
Venera Midova
Keyword(s):  
Professional Identity ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Professional Orientation ◽  
Professional Activities ◽  
The Status ◽  
Professional Self ◽  
The Individual ◽  
High Level

Presentation of research scientists towards the study of the development potential of the individual and her professional identity; provide a description of the various types of self-determination, justifies the common and what distinguishes professional and personal identity. The authors describe a complex of research and assessment of the level of professional orientation of students and undergraduates of Plekhanov Russian University of Economics. The authors presented the author's vision of 3 blocks of psychotechnologies: teaching, developing and information and communication, the use of which in the educational process of the University, will increase the level of their professional orientation and identity. The empirical part shows the selection, methods and procedure of the process of changing professional orientation and identity, as well as the procedure for processing the data obtained. The article also presents the results of a psychodiagnostic study of professional self-determination and professional identity in students of Economics, direction, students of technical orientation in the field of IT technologies, students of psychology: after conducting classes using various psychotechnologies-the results in the group of IT students have not changed much, most students have a pronounced status of "achieved professional identity"; most psychology students have become more understanding of their professional activities-they are characterized by the status of "moratorium"; the vast majority of Economics students have shown a formed professional identity and a high level of professional readiness.

PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF FORMING LEADER QUALITIES IN FUTURE PSYCHOLOGISTS

2020 ◽  
Vol 65 (1) ◽  
pp. 147-151
Author(s):  
L.E. Koishigulova ◽  
◽  
А. Kisamedenova ◽  
Keyword(s):  
Learning Process ◽  
Positive Impact ◽  
Professional Knowledge ◽  
Professional Activity ◽  
Self Awareness ◽  
Leadership Qualities ◽  
Creative Potential ◽  
Professional Activities ◽  
Responsible Attitude ◽  
Psychological Features

This article discusses the psychological and pedagogical features of the formation of leadership qualities in future teachers-psychologists. Requirements for leadership qualities are provided by a combination of personality qualities, which allows future professionals to effectively carry out professional activities. In modern conditions, the future specialist must possess not only professional knowledge, skills, but also a certain set of leadership qualities that allow him to successfully realize his creative potential in practical activities. The psychological and pedagogical features of the formation of leadership qualities in future pedagogues-psychologists are determined by the development of reflection abilities, a positive impact on people, an active and responsible attitude to society. The psychological features of the development of leadership qualities of students in the process of studying at a university, as future pedagogues-psychologists, are features of socialization and adaptation of a person, the development of self-awareness, the specifics of professional activity, the interaction of students and teachers, as well as intra-group interaction of students. The pedagogical features of the development of leadership qualities are in the learning process to show such qualities as determination, determination, independence, responsibility, emotional stability, mobility, sociability

scholarly journals Influence of dynamics of students professional motives by means of a foreign language

2016 ◽  
Vol 5 (4) ◽  
pp. 216-220
Author(s):  
Tatiana Ivanovna Rudneva ◽  
Anna Borisovna Khramtsova
Keyword(s):  
High Education ◽  
Foreign Language ◽  
Identity Formation ◽  
Personal Development ◽  
Cognitive Activity ◽  
Dynamic Environment ◽  
Professional Community ◽  
Education Institution ◽  
Professional Activity ◽  
Linguistic Identity

On the basis of Samara high school graduates life projects monitoring an issue urgency of high education institution choice and profession for the purpose of acquisition of professional competences is proved. In dynamic environment of societal life students need to acquire regulatory means for successful interaction with professional community representatives internationally that demands professional reasons formedness. Educational and informative activity of students is the most important means of students quality training improvement. In recent years researchers even more turn to study of training outcome which depends on the applied pedagogical means. Interest in studying of vocational training result from such subjective characteristic as motivation of high education receiving is unreasonably underestimated. Results of this research reflect new tendencies of modern high education: the integration processes setting new productive characteristics of vocational education quality - aspiration for career development, interest to creation of personal development trajectory. First and second year students survey results prove that set of educational means when studying foreign languages promotes revitalizing not only student cognitive activity but also reinforcement of professional competences acquisition requirement allowing to implode into professional association. As a result the foreign language becomes an evolvement means of professional motivation and the mechanism of linguistic identity formation that is successfully socialized in international professional area. The methodical aspect of a problem is presented by conditions of a foreign language acquisition: verbal and semantic, thesaurus, pragmatical. The comparative analysis of experimental work results confirms the expediency of students readiness formation for integration into new type of social reality in the course of communicative education. It is proved that the result of communicative education is achieved by integration of two models (the model of the linguistic identity and model of professional activity) that is assisted by means of a foreign language.

scholarly journals ПСИХОЛОГІЧНА СТРУКТУРА ПРОФЕСІЙНОЇ «Я-КОНЦЕПЦІЇ» ВІЙСЬКОВОСЛУЖБОВЦІВ ІЗ РІЗНИМ ТИПОМ ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ

2020 ◽  
pp. 130-139
Author(s):  
Олена Научитель ◽  
Юрій Гулий ◽  
Геннадій Садіков
Keyword(s):  
Military Personnel ◽  
Self Efficacy ◽  
Self Concept ◽  
Professional Activity ◽  
Structural Elements ◽  
Professional Orientation ◽  
Behavioral Component ◽  
Professional Self ◽  
The Military ◽  
The Relationship

The aim of the study. Identify the features of the structure of professional «I-concepti» of military personnel in accordance with the type of their professional identity (TPI).Research methods. Conversation method, testing.Sample description. The study involved 100 military personnel with different TPI.Conclusions. Summarizing, we can state both similar trends and differences in the characteristics of the structural elements of the professional «I-concept», the nature of the relationship between these components.Cognitive component (professional orientation). Among all possible career orientations, military personnel emphasize that work and place of residence must be stable and important for them, a sense of personal safety, both in professional activity and in personal space.Behavioral component (self-efficacy). The components of the cognitive and behavioral components of the professional self-concept are in feedback. But it should be borne in mind that according to the TPI of military personnel are different professional orientations.There is no correlation between the metrics of all three components of the professional self-concept. There is only a link between the components of its cognitive and emotional components.TPI identifies certain differences in all structural elements of the professional self-concept.Cognitive component (professional orientations). There are no «diffuse» and «pseudo-identity» military personnel from the TPI who are seeking a career. Autonomy at work and in its actions dominates among the military personnel with a «pseudo-identity» TPI compared to their counterparts with a premature TPI. The desire to be a leader is a motivating factor for military personnel with a TPI «moratorium» compared to their counterparts with a TPI «pseudo-identity». For military personnel with diffuse TPI, the most important is the desire for stability and safety at work, than for military personnel with TPI «pseudo-identity».Behavioral component (self-efficacy). Only military personnel with a TPI «moratorium» have an adequate assessment of their self-efficacy. All other TPIs have a clear tendency to diminish their capacity for self-efficacy. There is a feedback of professional orientation (cognitive component) and self-efficacy (behavioral component of professional self-concept). However, it should be borne in mind that according to the TPI of military personnel are different professional orientations.Emotional component (self-esteem). Adequacy of understanding and emotional perception of the value of one’s personality is more often manifested in military personnel with premature and diffuse TPI than their counterparts with TPI «pseudo-identity». Military personnel with diffuse TPI are more aware of and emotionally perceived the value of their personality than their counterparts with the TPI «moratorium».The presence of the relationship between the components of the cognitive and emotional component of the professional "I-concept", depending on the military personnel’s TPI is determined both by the different nature and heterogeneity of these components.

scholarly journals Career guidance as a form of self-determination and life self-realization of the youth

2021 ◽  
pp. 726-742
Author(s):  
Elita S. Tabolova ◽  
Vladimir A. Taranov ◽  
Natalia A. Perepelkina ◽  
Tatyana I. Lantsova
Keyword(s):  
Young People ◽  
Career Guidance ◽  
Self Determination ◽  
Professional Activity ◽  
Professional Orientation ◽  
Practical Support ◽  
Market Situation ◽  
Professional Field ◽  
Professional Self ◽  
Intellectual Level

Professional self-determination of young people is a controversial process complicated by the need to choose the field of activity and determine their place in life. Taking into account the complex influence of all factors on the professional orientation of young people is considered a reliable guarantee of the young person's choice of profession as part of life self-determination. However, it cannot be assumed that this process does not need management and practical support, and it can be carried out in a self-adjusting way. In addition, when choosing a profession, young people often rely on external attributes (publicity, showiness, prestige of the profession within the immediate circles) which gives rise to a corresponding interest in its development. Sometimes they do not take into account their correspondence to the requirements of the particular professional field: personal traits representing the importance of a professional, intellectual level of development, or the physiological capabilities necessary for the implementation of this professional activity. Increased attention is aimed at development of the natural instincts of the younger generation, as well as their professional formation, that is, on organizing assistance to young people in the choice of employment. At the same time, the choice should be made not only with a focus on the needs and opportunities of young people themselves, but also taking into account the labor market situation in the conditions of continuous updating of the list of popular professions. Willingness to respond quickly to market demands is the most approved approach to choosing a profession in modern conditions. Timely and qualified assistance in professional orientation would help young people meet the highest need: the need for self-realization.

scholarly journals Professional Education in The Post – Industrial Economy : Challenges of Digital Transformation

2019 ◽  
pp. 19-33
Author(s):  
E. S. Sadovaya
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Business Processes ◽  
Technological Development ◽  
Cognitive Activity ◽  
Professional Activity ◽  
High Tech ◽  
Digital Platforms ◽  
Wide Range ◽  
Main Factors

The article analyses the development trends of professional education in the context of global shifts taking place in the modern economy due to its technological development. The transfer of business processes to the digital environment leads to a radical reformatting of the entire sphere of labor, a change in its quality, as well as forms of interaction between people in the production of goods and services. The author identifies the main factors that have a decisive influence on the evolution of the professional activity of the person, radically changing the requirements for the professional education system, both in terms of its content, and methods of getting it. The main factors of the ongoing transformations, according to the author, include the rapid spread of digital platforms, replacing the traditional sectors of the economy, and the automation of cognitive activity based on the algorithmic repetition of a certain set of actions. Analyzing the effect of these factors, the author notes their contradictory effect on the sphere of professional employment and vocational education, comes to the conclusion that it is necessary to radically change the very paradigm of the development of vocational education, implement non-trivial organizational decisions in the process of transforming its institutional infrastructure. The article emphasizes that professional education in modern conditions is becoming not just a connecting link between the labor market and a person, but it is the beginning to fulfill a wide range of social functions. This is especially important in the context of a reduction in the scope of labor in the high-tech digital economy.

scholarly journals Universal coordinates and methods of reformatting an ambiguous humanitarian paradigm

2021 ◽  
Vol 84 (4) ◽  
Author(s):  
V.I. Tsoі ◽  
Keyword(s):  
Self Regulation ◽  
Qualitative Difference ◽  
Functional Model ◽  
Self Determination ◽  
Educational Activity ◽  
Professional Activity ◽  
Market Uncertainty ◽  
Or Efficiency ◽  
Professional Activities ◽  
Professional Self

In the conditions of market uncertainty, the coronavirus pandemic, the absence of an officially articulated national idea, national interests and ideology in Kazakhstan, the problem of the lack of logically justified and coordinated coordinates of systemic thinking, an unambiguous paradigm of humanitarian thinking (analytical, pedagogical, managerial, economic, etc.) is becoming more and more clearly realized as the most important conditions for personal, civil and professional self-determination. The purpose is to substantiate the general logical coordinates and methods of reformatting the ambiguous humanitarian paradigm used in the activity. The study used various methods: the ontological principle of genetically meaningful logic, the method of transformation of concrete images of objects based on their abstract essence, the method of ascent from the abstract to the concrete, the speculative language of schematic images of thought and the language of methodological theory of activity. Logically justified universal abstract-concrete coordinates of universal motion are given. In relation to life and the world of activity, they can be concretized by coordinates: "standard of living – efficiency of activity", or "efficiency of activity – time", or "results – costs", or "quality – quantity", etc. The use of motion vectors in the logic of descent from the concrete to the abstract (NCA), ascent from the abstract to the concrete (AAC), as well as in their combination – logic CAC gives certainty to thinking. As an example, the scheme of the qualitative difference between educational (pre-professional) activities from professional ones using these methods and paired dialectical categories is given. The scheme and description of the functional model of the system object, considered as a rubicon of the transformation of educational activity into professional activity, are given. To reformat the indefinite, ambiguous paradigms of the humanities used in the activity into functional-logical, visible, constructive and unambiguous, it is recommended to use abstract-concrete coordinates, the methods given, the language of schematic images and the paradigm of the methodological theory of activity. As an example, the concept of a typical unit of activity development is given. A visible unambiguous paradigm is a necessary, but not sufficient prerequisite for adequate personal, civil and professional self-determination of a person in situations of high uncertainty. A sufficient prerequisite is the acquisition by subjects of appropriate reflexive-thinking abilities for self-determination, self-organization, self-regulation, etc.

scholarly journals Mathematics as a Means of Professional Self-Determination of Students

2020 ◽  
pp. 145-157
Author(s):  
A. D. Nakhman ◽  
Keyword(s):  
Mathematical Modeling ◽  
The Self ◽  
Self Determination ◽  
Professional Activity ◽  
Professional Orientation ◽  
Determination Process ◽  
Professional Self ◽  
Task Oriented ◽  
Oriented Material

The main provisions of the concept of professional self-determination of students by means of the discipline “Mathematics” are given. There are three main stages of the self-determination process. It is argued that at each stage of mathematics is inherent in the ability to indirectly promote professional self-determination in various fields of activity, and the means of realizing such opportunities is task-oriented material of a practice-oriented and professionally-oriented nature. It is proposed to consider these problems in the context of the process of mathematical modeling. The tasks of the “pre-professional” orientation were analyzed and recommended for use, corresponding to each of the stages of self-determination and stimulating interest in such areas of professional activity as construction, economics, medicine, jurisprudence, etc.

scholarly journals SELF-EFFICACY AS A FACTOR OF PROFESSIONALIZATION OF STUDENTS

2018 ◽  
Author(s):  
Olena Muzуka
Keyword(s):  
Self Efficacy ◽  
Professional Activity ◽  
First Year ◽  
First Year Students ◽  
Professional Activities ◽  
Regulatory Processes ◽  
Freshmen Students ◽  
The Social ◽  
Professional Self ◽  
High Level

The article deals with the peculiarities of self-efficacy of freshmen students. The structure and possibilities of development of separate components of self-efficacy in educational-professional activity are analyzed. The results of empirical research are described and and assumptions made about inter- and intra-subjective conditions for the inclusion of self-efficacy in value-motivational regulatory processes that promote the professionalization of students. According to the results of the study, first-year students are generally determined by a rather high level of self-efficacy, which is an indicator of psychological readiness for profession. The formation of professional self-efficacy is largely influenced by the conditions of the social environment and educational and professional activities. Self-efficacy is based on value experience and internal standards of activity, defines the direction and motivation of a person. In this regard, self-efficacy is one of the most important factors for the successful professionalization of students.

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