scholarly journals DEVELOPMENT OF THE SYSTEM OF PROFESSIONAL TRAINING OF THE FUTURE TRANSPORT SPECIALISTS IN EDUCATIONAL INSTITUTIONS OF UKRAINE (LATE XIX – EARLY XX CENTURIES)

2021 ◽  
pp. 228-236
Author(s):  
Біницька К. M. ◽  
Нагорний Я. В. ◽  
Загородня A. A.
Keyword(s):  
Retrospective Analysis ◽  
Industrial Development ◽  
Professional Training ◽  
High Rate ◽  
Educational Institutions ◽  
The Black Sea ◽  
Long Distance ◽  
Technical School ◽  
The Future ◽  
Transport Industry

The article on the basis of theoretical generalizations considers the main aspects of the development of the system of professional training of the future specialists of the transport industry in educational institutions of Ukraine in the late XIX – early XX centuries.The retrospective analysis of the development of professional training of the future specialists for the transport industry in Ukraine in the late XIX – early XX century was conducted on the example of the most progressive and highly paid at the time specialties in this sphere, namely: training of maritime specialists and railway workers.We found out that the period of the end of the XIX – 1917 is the time of creation of educational institutions for the training of the future specialists in maritime affairs. Thus, in the late XIX – early XX century there were more than 20 educational institutions in Ukraine, which provided training for the future sailors for the military and commercial fleet in the Black Sea. During this period, one of the key links in vocational education were maritime schools and long-distance sailing schools, in particular in the Kherson province, they were located in the cities of Beryslav, Oleshky and Hola Prystan, as well as Kherson. It is generalized that in the period of 1921–1941 the professional training of the future specialists for the fleet was done in corps (schools), in which the priority direction of professional training was defined as wide universalization.It is generalized that the development of railway transport took place in connection with the construction of the Kursk-Kharkiv-Azov railway in Slobozhanshchyna, which in turn needed qualified specialists of various professions who somehow interact with this industry. As a result, Kharkiv, an important railway junction, soon became a training center for the future railway specialists. Therefore, on December 1, 1870 at the station of Kharkiv opened a railway school for the training of technicians, which was reorganized into the Kharkiv Technical Railway School. In 1917, the Kharkiv Technical Railway School was reorganized into a Secondary Railway Vocational School. On its basis in 1921 the Kharkiv technical school of ways of a combination of a mechanical specialty with a four-year course of training was created.On its basis in 1921 the Kharkiv technical school of ways of connection of the mechanical specialty with a four-year course of training was created.In 1920, the Operational Technical School for the training of operational specialists was opened at the Southern Railway.On April 1, 1926, specialist training courses for engineers began to function in Kharkiv. On August 17, 1927, they were renamed into the Higher Technical Courses of the People’s Commissariat of Railways in Ukraine.In 1929, three railway technical schools (Technical School of Mechanical Railways, Operational Technical School and Evening Workers’ Mechanical Technical School) were merged into one professional technical institution - Kharkiv United Technical School of Railways.In the late 1920-s – early 1930-s the economy of the USSR gained momentum, but the transport industry did not keep up with the high rate of industrial development. Therefore, on March 23, 1930, the Kharkiv Institute of Railway Engineers began its work. Already in 1940–1941 academic year it became one of the largest railway institutions of higher education in the USSR.Thus, the retrospective analysis of the activities of educational institutions that provided training for the future transport professionals showed that during the period (late XIX – early XX century), in connection with the development of scientific and technological progress in society there was a need to train qualified future maritime specialists and railway workers. During this period, educational institutions were established, which actively developed in the system of professional training of transport specialists.

scholarly journals Specifics of Formation of Professional Skills of Musical Theater Artists in College

2021 ◽  
Vol 20 (1) ◽  
pp. 189-197
Author(s):  
Natalya I. Anufrieva ◽  
◽  
Ekaterina V. Bulkina ◽  
Keyword(s):  
Professional Training ◽  
Musical Theater ◽  
Musical Performance ◽  
Educational Institutions ◽  
Main Task ◽  
Ballet Dancer ◽  
Professional Skills ◽  
Complex Concept ◽  
Physical Data ◽  
The Future

Every year in Russia there is a growing number of people who want to devote themselves to stage professions. Pop and academic singer, actor of musical and dramatic theater, ballet dancer – here is an incomplete list of specialties that can be obtained in educational institutions of culture and art. The main task of these educational institutions is the professional formation of future stage masters, the formation of competencies that allow students to carry out further acting activities. The basis for the preparation of the future artist is the formation of stage skills, since this complex concept includes the internal (psychological) and external (physical) data of the actor, the possession of the art of reincarnation in the process of creating a stage image, the possession of stage freedom. The professional training of a musical theater artist in college becomes a multifaceted process, where the combination of vocals, dance, acting is aimed at solving the dramatic problems of a musical performance. The purpose of the article is to theoretically justify and identify empirically the specifics of the formation of professional skills of musical theater artists in college.

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

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

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

scholarly journals PROFESSIONAL FORMATION OF THE FUTURE TEACHER IN THE EDUCATIONAL PROCESS AT THE EXPENSE OF PEDAGOGICAL PRACTICE

2018 ◽  
Vol 5 (31) ◽  
Author(s):  
I. Kamenska
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
The Future

The article deals with topical issues of professional training of future teachers. The essence of the concepts of «self-development» and «self-improvement» was revealed, the significance of pedagogical practice as a factor of professional self-development and self-improvement of the future teacher was substantiated. It was revealed that effective preparation of participants in the educational process in educational institutions is possible due to the strengthening of the practical orientation of students' training. That is, pedagogical practice is the initial stage in the system of professional training, the first part of the practical mastering of the pedagogical profession. It promotes the deepening and systematization of knowledge gained by students in the process of studying specialized disciplines, as well as the development of information competence of future professionals. Pedagogical practice provides a combination of theoretical training of students with their practical pedagogical activity in the conditions of educational institutions of different types and promotes the formation of a creative attitude towards future professional activities, deepening and systematization of the knowledge gained by students in the process of theoretical training; self-development and self-improvement of future teachers. In this period, the foundations of professional activity of future specialists are laid, professional qualities are formed, the ability to self-development, self-realization and interest in the future profession are revealed.It is established that proper organization of pedagogical practice contributes to professional growth of the future teachers, development of abilities, allows to create external and internal conditions for self-development of the student. Thus, continuous self-education and self-improvement are the only way that allows a modern educator to become a real professional, to develop professional competence.Keywords: professional competence, self-development, self-improvement, pedagogue, educational process.І. Каменська, кандидат сільськогосподарських наук,  Професійне становлення майбутнього педагога у навчальному процесі за рахунок педагогічної практики / ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»,  Україна, Київська обл., м. Переяслав-ХмельницькийВ статті розглянуто актуальні питання професійної підготовки  майбутніх педагогів. Розкрито суть понять «саморозвиток» та «самовдосконалення», обґрунтовано значення педагогічної практики, як чинника професійного саморозвитку та самовдосконалення майбутнього педагога. З’ясовано, що ефективна підготовка учасників освітнього процесу у закладах освіти можлива за рахунок посилення практичної спрямованості навчання студентів. Тобто, педагогічна практика – це початковий етап у системі фахової підготовки, перша ланка практичного засвоєння педагогічної професії. Вона сприяє поглибленню і систематизації знань, отриманих студентами в процесі вивчення профільних дисциплін, а також розвитку інформаційної компетенції майбутніх фахівців. Педагогічна практика забезпечує поєднання теоретичної підготовки студентів з їх практичною педагогічною діяльністю в умовах навчальних закладів різних типів і сприяє формуванню творчого відношення до майбутньої професійної діяльності, поглибленню та систематизації знань, одержаних студентами в процесі теоретичного навчання; до саморозвитку та самовдосконалення, майбутніх педагогів. В цей період закладаються основи професійної діяльності майбутніх фахівців, формуються професійні якості, розкривається здібність до саморозвитку, самореалізації та інтерес до майбутньої професії.Встановлено, що правильна організація педагогічної практики сприяє професійному росту майбутніх педагогів, розвитку здібностей, дозволяє створити зовнішні та внутрішні умови для саморозвитку студентів. Таким чином, постійне самовиховання та самовдосконалення – єдиний шлях, який дозволить сучасному педагогу стати справжнім професіоналом, розвинути професійну компетентність.Ключові слова: професійна компетентність, саморозвиток, самовдосконалення, педагог, навчальний процес.

scholarly journals Formation of the Future Teacher’s Professional Competence: European Experience

2018 ◽  
pp. 197-213
Author(s):  
Iryna Prokopenko
Keyword(s):  
Professional Training ◽  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Professional Activity ◽  
Future Teachers ◽  
Research Activities ◽  
The Future

The article clarifies the essence of the concepts of «сompetence» and «professional competence», determines the components of teacher’s professional competence: motivational (interest and motivation for future professional activity), cognitive (formed knowledge), operational (acquired skills and abilities) and personal-reflexive (ability to self-esteem, self-development and self- improvement). The author, on the basis of comparative analysis, shows the experience of forming the future teacher’s professional competence in leading countries such as: Germany, Denmark, Great Britain, France and others. The article outlines the peculiarities of the formation of the future teacher’s professional competence in determined countries. The interesting aspect in the formation of the future teacher’s professional competence in Germany is its information component, whose high level of evaluation is facilitated by the introduction of modern multimedia technologies in the educational process. The peculiarity of the Danish system of the future teachers’ professional competence formation is the availability of an additional vocational guidance level. So while forming the professional competence of a future teacher in the UK, considerable attention is paid to student’s research activities built on the humanization and democratization of the educational process in this country. The specificity of the future teachers’ professional competence formation in universities of France is that its most important component is the information and communication component. On the basis of the conducted analysis, the positive experience of the future teachers’ professional competence formation abroad is generalized; the recommendations on its introduction into the system of professional training in higher education institutions of Ukraine are worked out. The conclusion is made that the formation of the future teacher’s professional competence abroad will contribute to: the introduction of professional selection of applicants for teaching professions; exploiting the potential of non-formal education; an increase in the duration of teaching practice and the introduction of a mentoring system; inclusion of academic disciplines, that provide inclusive education, into the educational process; providing benefits to active teaching methods based on an interdisciplinary and problem-based approach; creating conditions for the exchange of experience of higher educational institutions with foreign educational institutions.

scholarly journals A MODEL OF FOREIGN LANGUAGE TEACHERS TRAINING IN THE INFORMATION-EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATIONAL INSTITUTIONS

2019 ◽  
Vol 72 (4) ◽  
pp. 91-105
Author(s):  
Roman S. Gurevych ◽  
Oksana O. Rogulska ◽  
Olha V. Tarasova ◽  
Olha V. Magdiuk
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Educational Environment ◽  
Language Teachers ◽  
Educational Institutions ◽  
Foreign Language Teachers ◽  
Higher Educational Institutions ◽  
The Future ◽  
Higher Educational ◽  
Teachers Training

The article addresses the expediency of creating and maintaining information-educational environment at higher educational institutions. The views of scholars on the definition of the “information- educational environment of higher educational institutions” are analyzed. The information-educational environment of Khmelnytskyi National University is described and the peculiarities of the future foreign language teachers training in the conditions of the information-educational environment of higher educational institutions are revealed. It is proved that the information-educational environment has considerable potential for improving the quality of education of the future foreign language teachers. It promotes students’ awareness of the specifics of their future professional activities, develops personal and professional qualities necessary for their future career; gives the possibility to construct individual educational paths and develop students’ creative abilities. A model of the future foreign language teachers training system in the conditions of the information- educational environment of higher educational institutions is theoretically grounded. The model contains the following blocks: target; theoretical and methodological; content and technological; control-productive. The target block of the model reveals the purpose of training and social requirements for a competitive future foreign language teacher. The target block generates other elements of the model necessary to achieve the expected result. The theoretical and methodological block includes the fundamentals of the concept of the future foreign language teachers training for professional activities; methodological approaches, didactic and specific principles. The content and technological block contains organizational and pedagogical conditions describing the main methods and forms of professional training, means and technologies for its implementation. The educational content of the model includes: compulsory and elective courses of the curriculum and practical training sessions aimed at the professional training of the future foreign language teachers. The other element of the model is the identification of stages of its implementation: theoretical and practical, correction and stabilization, reflexive and fixing. The control-productive block determines the formation of components that ensure the readiness of the future foreign language teachers for professional activity (motivational and axiological, cognitive and communicative, pragmatic and practical, functional and personal, evaluative and reflexive), criteria (motivational, educational, operational, personal, reflexive) and levels(low (reproductive), middle (productive) or high (professional).

scholarly journals Civic and environmental education of future preschool education specialists

2021 ◽  
Vol 7 (3A) ◽  
pp. 512-518
Author(s):  
Sabina Ivanchuk ◽  
Olga Dronova ◽  
Anna Vozniuk ◽  
Nataliia Мyskova ◽  
Tetiana Shulha
Keyword(s):  
Nature Conservation ◽  
Environmental Education ◽  
Professional Training ◽  
Preschool Education ◽  
Ecological Crisis ◽  
Educational Institutions ◽  
Ecological Education ◽  
The Future ◽  
Personal Qualities

In connection with the rapid and catastrophic deepening of the ecological crisis, an urgent need arose to change the system of relations between humanity and nature. But the basis for this can only be a change in the consciousness of people, and it is advisable to start this process from preschool childhood. Such tasks in the upbringing of children place high demands on educators in their professional training, in particular, acquiring knowledge and developing skills. But the personal qualities of the teacher play an equally important role in this, and this is especially necessary for preparing for the environmental education of preschoolers. The example of the educator in nature conservation, his attitude to animals and plants, determines the behaviour of children in the future. So, the issue of professional training of future educators of preschool educational institutions for the ecological education of children becomes relevant.

scholarly journals THE PROBLEM OF INFORMATION AND ANALYTICAL COMPETENCE IN PROFESSIONAL PREPARATION OF FUTURE OFFICERS OF THE ARMED FORCES OF UKRAINE: SCIENTIFIC AND PEDAGOGICAL ASPECTS

2019 ◽  
pp. 89-97
Author(s):  
S. M. Marchenkov
Keyword(s):  
Professional Training ◽  
Armed Forces ◽  
Professional Preparation ◽  
Educational Process ◽  
Educational Institutions ◽  
Education Management ◽  
Education Environment ◽  
The Future ◽  
Cultural Sphere ◽  
The Military

In this article explains needs of preparation the information and analytic competence for the future officers in the Ukraine Armed Forces during their study in the military high educational institutes. Information function realizes by the future officer as information and analytic competence. Professional level of analytic and project activities of the future officers provides their education content. Modern officer should be ready for professional, social and pedagogic, culture and education, management, physical-training and special activities. Analytic competence means logic: methods of rational thinking, arguments, ideas analysis. According theoretical analysis of the preparation and development professional competences: there is large difference between level of professional skills and requirements for the capabilities. The current methodology of education and professional training of the military specialist is not perfect because there is so difficult to create require full list of capabilities during all term of education. The leading criteria for assessing the training of future military specialists to carry out tasks and responsibilities in the direction of professional training are identified. Also was analyzed the basic requirements for the formation of information and analytical competence of future officers, lists and defines the main methodological approaches and principles of organization of information and analytical activities. There was indicated pedagogical conditions for formation information and analytic competences in the military education environment. The structural components of information and analytical competences and leading aspects regarding its formation and development was determined. In solving the problems of the formation of informational and analytical competence of future officers of the Armed Forces of Ukraine, the urgent issues are the introduction of the technology of forming this competence in the educational process of higher military educational institutions. The introduction of practical teaching methods in the educational process of training specialists in the socio-cultural sphere will contribute to the fact that after graduation, graduates at a sufficient level will be able to form their own conclusions, ideas and informed choices based on certain information, master the techniques and methods of information analytics, be able to practically apply, will be ready to conduct information and analytical activities in the structural units of the Armed Forces Ukraine.

scholarly journals Formation of the future preschool educators’ information culture

2019 ◽  
Vol 65 (2) ◽  
pp. 177-182
Author(s):  
Natalia Lystopad
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Preschool Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Necessary Condition ◽  
Information Culture ◽  
Proficiency Levels ◽  
The Future ◽  
Preschool Educators

The article deals with the problem regarding the formation of the future preschool educators’ information culture. It is substantiated that the information culture is a necessary condition for the modern education and subsequent successful professional activity of an educator in preschool educational institutions. It has been proved that under conditions of widespread use of modern information and communication technologies in the educational process of preschool educational institutions, the requirements to the future educators’ professional training are greatly expanded, and therefore the need to form the preschool educators’ information culture is originated from the real needs of renewing the preschool education system. The essence of the notion «preschool educator’s information culture» has been considered. It has been proved that the information culture of the future educator of a preschool educational institution is a qualitatively new form of the educator’s mental activity organization based on the use of information tools, which allows improving professional activities in preschool educational institutions. It has been substantiated that the definition of the «information culture» is multidimensional and diverse and is considered as a special type, as a subsystem of the preschool educator’s professional culture. The structure of the educator’s information culture is a synthesis of structural components (cognitive, axiological, behavioural) ensuring in their interaction the integrity and functioning of this type of culture. The necessity to develop the designated culture has been scientifically grounded and the formation peculiarities of the future preschool educators’ information culture have been revealed. The methodology aimed at forming future educators’ information culture while studying «Introduction to the specialty and basics of Pedagogy», «Preschool Pedagogy and the History of Preschool Pedagogy», «New information technologies in Preschool Education», «Computer technologies used in the work with children», professional methods, the bachelor curriculum in the specialty 012 Pre-school education has been proposed. The proficiency indicators of the educator’s information culture have been determined. The proficiency (development) levels of the future educators’ information culture have been specified: sufficient, intermediate, low. The tools and methods for diagnosing the proficiency levels of the future preschool educators’ information culture have been proposed. The results of diagnosing the proficiency levels of the future preschool educators’ information culture have been presented. The analysis of the experimental work shows the effectiveness of the developed methodology aimed at the formation of the future educators’ information culture according to all the selected components.

scholarly journals The Analysis of the Influence of Information Environment on the Efficiency of Training Future Masters for Research Activity

2020 ◽  
Vol 9 (7) ◽  
pp. 24
Author(s):  
Ihor Z. Bopko ◽  
Bogdan S. Kryshchuk ◽  
Liudmila I. Romanovska ◽  
Yuriy L. Bryndikov ◽  
Natalia V. Synyuk
Keyword(s):  
Professional Training ◽  
Information Environment ◽  
Educational Institutions ◽  
Research Activity ◽  
Research Activities ◽  
The Future ◽  
Student’S T ◽  
Pedagogical Literature ◽  
Student’S T Test

The article presents the results of research on the problem of training future masters of humanities for research activity under the conditions of the information environment. The authors reviewed scientific literature, determined the mainstreams of the future masters’ training for research activities, and the dynamics of their readiness for these activities, studied the influence of the information environment of higher educational institutions on the level of the development for research activities. They also developed the provisions for methodological recommendations. The information environment is understood as the possibility to obtain the necessary data, evidence, hypotheses, theories, etc. Much attention is paid to ensuring the quality of professional training through the introduction of stagewise higher education, the formation of the future masters’ professional mobility under the labour market conditions. Based on the review of psychological and pedagogical literature, we determined the pedagogical conditions for the development of future masters' readiness for research activities: ensuring the future masters’ training within the modern information environment; formation of the future masters’ motivation for research activities in the information environment; introduction of a competent approach into the future masters of humanities training; ensuring the integration of academic subjects in the future masters’ training for research activity. Based on the results of the study, we determined the main tasks of further research. The authors confirmed the reliability of the research results by the Student’s t-test and Fisher’s F-test.

scholarly journals Methodological Fundamentals of the System of Translation Specialists’ Training in Higher Education Institutions on the Basis of Integration

2021 ◽  
pp. 246-261
Author(s):  
Iryna Savka
Keyword(s):  
Professional Training ◽  
Receptive Language ◽  
Educational Institutions ◽  
Professional Activity ◽  
Higher Educational Institutions ◽  
Wide Range ◽  
The Future ◽  
Higher Educational ◽  
Methodological Principles ◽  
Professional Translator

The article highlights the approaches to the effective training of a professional translator. The purpose of the article is to describe the features of translation specialists’ training at higher educational institutions, the methodological principles and approaches of the system of translation specialists’ training at higher educational institutions. Methods. The study involves the use of integration analysis methods during learning students, a set of interrelated methods: theoretical analysis, comparison and generalization of scientific sources on the research problem; systematization, classification, experts’ assessments, etc. The results. It is determined that the following approaches necessary for professional training of a professional translator in higher school are: methodological approach; systematic approach; competency approach; axiological approach; acmeological approach; activity approach; synergetic approach and linguopsychological approach. The proposed scientific approaches to improving the professional future translators’ training outline a wide range of different aspects of students' readiness for professional activity in the field of translation. It is proved that in the future translation specialists’ training it is necessary to choose the principles of training taking into account that the methodological principles should correspond to the goals of training and that the methodological principles should be based on the concepts of training methods. Conclusions. It is found that the main principles for the training of translation specialists should be considered general didactic principles (principles of consciousness, clarity, strength, scientificity, emotionality, cognition, systematicity and consistency) and specific principles (intercultural communication, roleplaying, clarity, interdisciplinary connections and language competence). The benefit of the study is that the specific principles that determine the requirements for the organization of future translators’ training process are substantiated. The implementation of these principles can ensure the successful achievement of learning objectives, contributing to the intensification, productivity, efficiency and rationalization of forming the future translation specialists’ receptive language competencies.

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