scholarly journals The role of supra-professional competencies in the professional development of students

2021 ◽  
pp. 78-86
Author(s):  
Anna V. Kandaurova ◽  
Svetlana V. Mikhailova
Keyword(s):  
Professional Development ◽  
Graduate Training ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Competencies ◽  
Practical Training ◽  
Internal Resources ◽  
Higher Education System ◽  
Professional Fields ◽  
Flexible Application

Researchers' attention to the problem of supra-professional competencies is explained by the rapid changes in all spheres of human activity. Changes in the production sphere, changes in the labor market, changes in the economic, political, socio-cultural spheres pose the task of pedagogical science to search for internal resources of the educational process for the training of a new type of specialist. In today's changing conditions, the problem of training professional personnel is relevant all over the world and for all professional fields. One of the ways to solve this problem is the study and development of the theory and practice of supra-professional competencies as an additional resource for the professional development of a labor subject. The article presents the results of a theoretical analysis of various approaches to determining the content of the concept of "supra-professional competencies"; options for classifying these competencies; discusses the results of an empirical study to assess the formation of supra-professional competencies among students. The paper also presents a discussion by various authors on the role and significance of the formation and development of supra-professional competencies during vocational training. The presented work also emphasizes the fact that employers note a sufficiently high theoretical level of graduate training, which increases the share of practical training, but still graduates are not ready for creative and flexible application of the theoretical knowledge and practical skills acquired in the workplace. Drawing conclusions based on the assessment of different opinions, as well as the empirical results obtained, the authors emphasize the exceptional role and great importance of supra-professional competencies in the professional development and formation of a future specialist, which poses new challenges to the higher education system for the development and improvement of this group of competencies.

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

scholarly journals ADAPTATION OF FUTURE LAWYERS TO PROFESSIONAL ACTIVITY: PROPAEDEUTICS IN THE EDUCATIONAL PROCESS IN COLLEGE

2021 ◽  
pp. 95-102
Author(s):  
Юлия Викторовна Августова
Keyword(s):  
Educational Process ◽  
Educational Activity ◽  
Interactive Methods ◽  
Professional Competencies ◽  
Professional Activity ◽  
Practical Training ◽  
Actual Problem ◽  
Professional Activities ◽  
Gradual Development ◽  
Student Goal Setting

Представлены результаты исследования, затронувшего актуальную проблему системы профессионального юридического образования, – степень соответствия специалиста требованиям рынка труда, а также повышение качества их практической подготовки. Научно обоснована эффективность применения практико-ориентированных технологий в образовательном процессе колледжа с целью успешной адаптации будущих юристов в профессиональной деятельности. В качестве основного метода исследования выступил педагогический эксперимент, целью которого стала апробация практико-ориентированных технологий в процессе обучения. В исследовании использованы методы анализа и обобщения, опрос, тестирование, педагогическое наблюдение и методы математической статистики. Представленные практико-ориентированные технологии направлены на овладение обучающимися профессиональных компетенций и предусматривают поэтапное прохождение студентом трех модулей: целеполагание дидактических циклов, отбор оптимальных средств с учетом особенностей этапа обучения, реализация образовательной деятельности, характеризуемой интеграцией проектной и проблемной технологий при соблюдении условия дифференцированного обучения. Введение в образовательный процесс практико-ориентированных технологий обучения студентов колледжа – будущих юристов, предусматривающих поэтапное освоение знаний и умений, позволяет на достоверном уровне сформировать основные профессиональные компетенции у обучающихся с целью их успешной адаптации в будущей профессии юриста. Применение в процессе обучения деятельностных и интерактивных методов, введение имитационного моделирования и проектирования, а также технологии решения ситуационных задач можно рассматривать в качестве эффективного инструмента формирования у студентов профессионально-ориентированных умений и навыков. The article presents the results of the study that touched upon the actual problem of the system of professional legal education – the degree of specialist’s compliance with the requirements of the labor market as well as the improvement of the quality of their practical training. The aim of the study is to scientifically substantiate the effectiveness of practiceoriented technologies in the educational process of the college in order to successfully adapt future lawyers in professional activities. The main method of research is a pedagogical experiment, the purpose of which is approbation of the developed author’s methodology. Also, the study used methods of analysis and generalization, questioning, testing, pedagogical observation and methods of mathematical statistics. The presented practice-oriented technologies are aimed at mastering students’ professional competencies and provide for the gradual passage of three modules by the student: goal-setting of didactic cycles, selection of optimal means taking into account peculiarities of the training stage, implementation of educational activity characterized by integration of project and problem-based technologies while observing conditions of differentiated training. According to the results obtained during the implementation of the pedagogical experiment, the introduction of practice-oriented technologies in the educational process of training college students of future lawyers, providing for the gradual development of knowledge and skills, allowed to form the basic professional competencies of students at a reliable level. Thus, the use of activity and interactive methods in the learning process, the introduction of simulation modeling and design, as well as technology for solving situational tasks can be considered as an effective tool for shaping students’ professional-oriented skills and abilities.

scholarly journals THEORY AND PRACTICE OF WATER TREATMENT IN TECHNOLOGIES OF PROJECTING AGRICULTURAL MACHINES AND FORMING PROFESSIONAL COMPETENCIES OF THE FUTURE AGRICULTURAL

2019 ◽  
pp. 10-17
Author(s):  
Vasiliy Kuril ◽  
Viktor Pryshlyak
Keyword(s):  
Course Design ◽  
Crop Yields ◽  
Practical Experience ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Competencies ◽  
Calculation Algorithm ◽  
Teaching Aids ◽  
Working Bodies ◽  
Agricultural Machines

The main dimensional characteristics of plant stems, bulk density, humidity, crop yields, tensile diagram and average stature strength indices, as well as the influence of cultivating agriculture on the characteristics of plant strength are analyzed. The peculiarities of the design and technological schemes of the segmental-type cutting apparatuses, which are the starting base of the calculation algorithm and the substantiation of the cutting edge parameters of the working organs of the s.-g. cars It is offered in engineering engineering technologies of designing working organs of the village of. machines comprehensively and systematically study the mechanic-technological properties of stems that are able to provide developed innovative pedagogical technologies and newest didactic teaching aids. Particular attention is paid to the quality of conducting lectures, including the open, scientific and pedagogical level, practical experience of the lecturer, which forms the basic theoretical basis for the process of cutting plants. Further, this knowledge is expanding and deepening during laboratory and practical classes, course design, training and production practices. It is shown that the use of educational didactic materials, modern agricultural machines and their working bodies in the educational process contributes to the development of motivation-value, creativity-cognitive and activity-practical criteria, which greatly influences the formation of design professional competencies of agroengineering.

scholarly journals ON THE QUESTION OF THE FORMATION OF PROFESSIONAL COMPETENCIES OF FUTURE CORRECTIONAL TEACHERS IN THE PROCESS OF PRODUCTION PRACTICE

2021 ◽  
pp. 9-20
Author(s):  
Милена Аванесовна Акопова ◽  
Инна Васильевна Плюснина
Keyword(s):  
Vocational Education ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Control Group ◽  
Practical Implementation ◽  
Practical Training ◽  
Future Teachers ◽  
Additional Training ◽  
Training Modules

Введение новых федеральных государственных образовательных стандартов среднего профессионального образования требует определенных изменений в организации образовательного процесса, в частности его большей практикоориентированности. Современная педагогическая практика остается фактически единственно доступным вариантом получения первичного опыта будущих педагогов. Между тем, несмотря на всю их значимость, многие исследователи отмечают пробелы в ее организации, что сказывается и на уровне развития профессиональных компетенций выпускников. Целью представленного исследования является изучение особенностей развития профессиональных компетенций будущих учителей начальных классов и начальных классов КРО в процессе прохождения производственной педагогической практики. В качестве материалов изучения были использованы работы, посвященные рассмотрению вопросов производственной педагогической практики в различных образовательных учреждениях, а также результаты экспериментального исследования на основе модульных технологий. Представлены данные психолого-педагогического исследования по развитию профессиональных компетенций студентов-педагогов, в основу которого положена разработка дополнительных учебных модулей, ориентированных на самостоятельную практическую работу студентов, в частности в рамках практической подготовки. Методами исследования, помимо теоретического анализа, выступили психолого-педагогический эксперимент, анкетирование, методы статистической (количественной) и качественной обработки данных. Описаны результаты диагностики ожидаемого и субъективного роста уровня развития профессиональных компетенций по результатам прохождения производственной практики. The problem of improving the quality of training of future teachers remains relevant, despite numerous reforms in the field of vocational education. Employers, when assessing the competencies of graduates of pedagogical colleges and universities, note the lack of practical training. The graduates themselves note the difficulties in solving many practical issues that arise in the first days of their professional activity. The introduction of new federal state educational standards for secondary vocational education requires changes in the practiceoriented educational process. Modern pedagogical practice remains in fact the only available option for obtaining the primary experience of future teachers. However, many researchers note gaps in the organization of practical training of students. This affects the level of development of professional competencies of graduates. The data of the psychological and pedagogical research on the development of professional competencies of students-teachers are presented in the article. Our research is based on the idea of developing additional training modules aimed at independent practical work of students. Additional training modules offered to students included theoretical information, independent work aimed at creating a methodological development and its practical implementation. During the implementation of the experimental study, the authors diagnosed the expected and subjective increase in the level of development of professional competencies (based on the results of practical training). The results showed that the students who entered the experimental group and performed additional tasks in the course of practice in the studied modules had a slightly higher subjective assessment of the increase in the level of development of professional competencies after the internship than the students of the control group. Further research on these issues will provide more accurate data.

scholarly journals Professional competencies formation in the field of aesthetic artwork evaluation

2020 ◽  
Vol 210 ◽  
pp. 22027
Author(s):  
Irina Vlasova ◽  
Yulia Ushanyova ◽  
Sergey Pisarenko
Keyword(s):  
Visual Information ◽  
Research Problem ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Competencies ◽  
Educational Technologies ◽  
Aesthetic Evaluation ◽  
Literary Sources ◽  
Analytical Work ◽  
The Relationship

The purpose of the article is a brief description of the author’s method for solving the problem of professional competencies formation for students studying in art and adjoining specialties related to the ability to carry out aesthetic evaluation of artworks and independently conduct educating and educational activities. This problem is particularly relevant in modern conditions, which are characterized by high transmission speeds of a large amount of visual information. The methodology is based on a system of forming professional tools for students to conduct analytical work in the field of aesthetic evaluation of artworks. The development of this methodology was carried out in accordance with modern didactic principles, such as the principles of science, the relationship between theory and practice, as well as the principle of visibility. These principles were transmitted at various levels of the educational process organization. To collect information, we used such methods as analyzing literary sources on the research problem, conducting surveys of students and teachers, and analyzing modern resources for storing and distributing images, namely, author’s works of art. The educational technologies described in the article can be applied in the process of training specialists in the field of architecture, all types of visual design, painting, graphics, sculpture, as well as specialists in the field of art and correctional pedagogy, art therapy.

POLY-ART APPROACH TO INSTRUMENTAL-PERFORMING TRAINING OF FUTURE TEACHERS OF MUSIC ART

2021 ◽  
pp. 98-103
Author(s):  
Tsuranova O.O. ◽  
Arzhanukhina S.V.
Keyword(s):  
Professional Training ◽  
Common Ground ◽  
Music Teachers ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Competencies ◽  
Necessary Condition ◽  
Practical Training ◽  
Musical Work ◽  
Musical Works

The article considers the implementation of a polyartistic approach in the educational process of instrumental and performance training of future music teachers, presents an alternative integrated-subject model of teaching a piano course based on general didactic principles and special methods of mastering musical works. The proposed model is developed from the perspective of the concept of interaction of arts which is realized by the current programs of secondary education.The purpose of the article is to justify the effectiveness of the integrative-subject model of teaching a piano course based on a polyartistic approach to the educational process using the principles of art pedagogy within the higher education system.It is noted that polyart education in a modern school puts forward fundamentally new requirements for a music teacher. His professional training should be based on integrative technologies that will promote the acquisition of special knowledge related to the ability to establish objectively existing links between a work of music and works of other arts, the ability to synthesize concepts, find common ground and implement a holistic, integrated, value-content analysis of a musical work. All these polyartistic skills, artistic knowledge belong to the essential characteristics of polyartistic competence, the formation of which becomes a necessary condition for artistic professionals.The concept of an integrated-subject model of piano teaching is based on a comprehensive polyartistic approach to the study of musical works, which is hinged on certain didactic principles and special methodological techniques, each of which cannot be distinguished; they all complement, interpenetrate, synthesize, accumulate in the educational process. The following didactic principles are considered: the principle of system-complex approach, which is focused on the combination of classroom, independent, extracurricular and professional-practical training of students; the principle of content and diversity, which allows the teacher to plan the technical, artistic and musical development of the student, taking into account his individual psychological characteristics and intellectual capacities; individual approach to the student, which involves the use of variability of the student’s curriculum depending on his performance capabilities and growth prospects; intra-subject, interdisciplinary integration and artistic synthesis, which forms polyartistic skills, develops in them polyartistic consciousness and thinking, cognitive interests in interaction with art.It is concluded that increasing the level of instrumental and performing training of future music teachers using the polyartistic approach equips them with a range of knowledge, skills and abilities that in the process of various educational activities are transformed into characteristics of a deeper categorical level, professional competencies, including polyartistic. The professional competencies developed by future specialists in the process of educational activity can be further transposed into their future professional and pedagogical activity.Key words: art education, piano performance, musical work, polyartistic competences, didactic principles, methodical receptions.

scholarly journals Methodological bases for the design offlexible educational programs in a network format

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
E.M. Efimova ◽  
◽  
D.O. Efimov ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Research Problem ◽  
Educational Programs ◽  
Learning Technologies ◽  
Educational Process ◽  
Individual Development ◽  
Professional Activity ◽  
Practical Training ◽  
Higher Education System

At present, profound changes are taking place in the system of higher education in Russia: goals, strategies, objectives and content of education, as well as the ways of organizing the educational process, are radically changing. One of the priority areas ensuring the transformation of the higher education system is the introduction of network educational programs. The study of the methodological foundations of their design is relevant and necessary today. The research problem: characteristics of network educational programs and methodological foundations of their design to ensure maximum flexibility of the educational trajectory within the framework of network interaction. The purpose of the research is determination of the methodology for constructing effective network educational programs, based on the formation of the student's personality and his practical preparation for future professional activity through individual development. The research methods are critical analysis of pedagogical, psychological and regulatory sources, design, modeling, systematization. The results of the research: changes in the technological, substantive and technical plan in the design of educational programs have been analyzed, the necessity of technological elaboration of psychological and pedagogical support of the educational process has been substantiated for the flexibility of educational programs and the development of individual learning paths; building a competence model of a specialist and strengthening practical training in the implementation of projectbased modular training in the format of network educational programs have been emphasized; the role of motivational behavior of students and teachers has been determined; the principles of network learning have been formulated; the experience of designing and implementing network educational programs at RANEPA and VAVT have been analyzed. Key findings: network education and introduction of flexible educational programs have defined a new methodological platform and architecture for higher education. The analysis of fundamental changes in personal, behavioral and cognitive development of modern youth under the influence of electronic media and their accounting will allow educational organizations of the higher education system to innovatively approach the development of content, learning technologies and to develop new criteria for assessing the quality of education at a university. Designing flexible educational programs in a network format based on the studied methodology provides an opportunity for Russian universities to develop a networked format of education effectively, increase the academic mobility of students and teachers, provide flexibility in the educational path of learning, and significantly raise the prestige of Russian education in the global educational space.

scholarly journals Experimental model of professional training of pedagogical college students

2021 ◽  
Vol 27 (1) ◽  
pp. 79-82
Author(s):  
V. A. Popova
Keyword(s):  
Experimental Model ◽  
Student Development ◽  
Professional Training ◽  
Training Model ◽  
Experimental Models ◽  
Educational Process ◽  
Assessment Tools ◽  
Professional Competencies ◽  
Practical Training ◽  
Student Training

The article substantiates the necessity to create an educational space for student development to solve problem nodes. The aim is to substantiate an experimental training model of students in the Pedagogical College. The organization of the educational process partly transfers to school base. This model of student training includes four components: the educational program, the results of student training, resources, and the college school interaction. The emphasis is placed on preparing students for professional activities through the development of professional competencies and solving professional problems. The article reveals three forms of organizing classes: immersion, workshop, and club. The student's training in this model is checked by a demo exam, in the playback of the model situation of the project task. Analysis of the results of the pilot study demonstrated that the implementation of the experimental model of student training provides productive interaction with employers. Introduction of experimental models of training contributed to enrich the psycho-pedagogical knowledge, improve professional skills, acquire terminology of project activities and methodology to students of pedagogical college. However, the model also helped to identify issues in need of improvement: the adjustment of the content of work programs in order to strengthen the practical training of students, the formation of a unified system of control assessment tools for assessing students' professional competencies for school teachers and college teachers, and also emphasized the need to organize and conduct reflexive analytical seminars.

scholarly journals FORMAL AND ORGANIZATIONAL TRENDS IN PSYCHOLOGICAL TRAINING OF FUTURE TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE

2019 ◽  
Vol 2019 (3) ◽  
pp. 21-31
Author(s):  
Ganna Slobodianiuk
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Teaching Profession ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Higher Education System ◽  
Psychological Training ◽  
Independent Work

The vector of competence approach in professional formation of specialists poses to the higher education of Ukraine the question of the quality of future teachers’ preparation, the examination of which should become the professional competencies of the graduate student. The psychological competencies of the teacher require specification of the application of psychological knowledge in relation to a number of interactions that mediate the educational process and activity of a teacher. It is logical for the society to expect that the basic psychological competences of the future teacher should be acquired at the stage of primary professionalization in the educational institution which prepares teachers. Structurally normative psychological training of future teachers is indirectly reflected in the scope of teaching and distribution of teaching hours of psychological disciplines, in their content and structuring in different training courses, the ratio of classroom hours and independent work of the student in the discipline. The purpose of the work is to summarize the educational tendencies in the content of the curricula of psychological training of future teachers in the higher education system. The main results were obtained through the methods of analysis of curricula for the preparation of mathematics teachers of bachelor level in different higher education institutions of Ukraine in the context of: the volume of academic hours of disciplines of psychological cycle and their content representation; studying trends in the ratio of different forms of classroom training and their share in the general and practical training of specialists. The analysis of ten-year curricula and programs of psychological disciplines showed a variety of volumes of study of psychological disciplines, a tendency to decrease its academic hours, a reduction in the number of ECTS credits and reduction of the applied content component of developmental, pedagogical, social psychology and psychological foundations of family life. There is a certain tendency to decrease the quota of classroom study of psychological disciplines and increase the volume of students’ independent work. The lack of approved national professional standard for the teaching profession makes it difficult to include applied psychological disciplines in teacher training plans designed to ensure the formation of professional psychological competencies of future educators.

scholarly journals PRACTICAL TRAINING OF FUTURE PSYCHOLOGISTS: HOW TO ENSURE THE ACQUISITION OF PROFESSIONAL COMPETENCES

2021 ◽  
pp. 9-21
Author(s):  
Olena Halian ◽  
Zoryana Borysenko
Keyword(s):  
Success Factors ◽  
Social Role ◽  
Quality Criteria ◽  
Educational Process ◽  
Professional Competencies ◽  
Professional Activity ◽  
Practical Training ◽  
Activity Levels ◽  
The Individual ◽  
Process Context

Abstract. The purpose of the article is to reveal the scientific and applied issues of organization and content of internship as components of the preparation of students of psychology for professional activities. In the article, internship represented as a component of the educational process, a practice-oriented element of acquiring professional competencies and as an environment for forming a value attitude to future professional activity. The main generalizations are made on the basis of the following methods: analysis of activity products (practice reports), observation of students᾿ work during the implementation of professional functions at the practice base, design of success factors and quality criteria of students᾿ acquisition of professional competencies, analysis of students᾿ inquiries on problematic issues of performance of tasks provided by the content of practice and professional self-determination in view of «immersion» in the profession. The obtained results showed: the content aspect of the internship program is determined by the need to objectify the knowledge component of student training in practical skills to solve problems of professional activity; the logic of stages in the construction of their activities during the testing of psychotechnologies of psychological care must be best consistent with the logic of working out the client᾿s problems and his request, the formulation of tasks allows them to perform at the individual-creative and personal-activity levels. The dependence of the content-process context of the tasks of internship and qualitative indicators of professional identification and adaptation of applicants to the new social role – psychologist is recognized. Among them: professionalization of thinking, personal and value attitude to professional activity, actualization of personal resources of mastering professional competencies, integration of personal and professional qualities, ability to self-reflection, motivation for self-development in the profession.

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