QUALITATIVE PROFESSIONAL TRAINING OF FUTURE RESCUERS AS THE KEY TO INCREASING SOCIETY AND STATE SECURITY

2021 ◽  
Author(s):  
Hren L. ◽  
Koshkarov Yu.
Keyword(s):  
Professional Training ◽  
Human Potential ◽  
Professional Activity ◽  
Professional Activities ◽  
State Security ◽  
Self Development ◽  
Civil Defence ◽  
Professional Capacity

The article reveals the essence of such concepts as: "the sphere of civil defence", "professional activity", "professional training", "self-esteem", "motivation", "motivation to succeed"; based on the analysis of the scientific literature, it was found that most of the works of scientists are devoted to the study of professional capacity of personnel during the elimination of the causes and consequences of emergencies; it is proved that the quality of professional training of future rescuers depends on the formation of their focus on successful professional activities, which implies the disclosure of human potential in the process of his professional development and self-development; the technology of formation of orientation of students on successful professional activity of future rescuers is offered; proved the important role of working on their own self-concept for self-realization and benefit society and the state.

scholarly journals Problems of Assessing the Compliance of Professional Activities of Practical Psychologists with the Requirements of the Implemented Standards (once again about experts and expertise in practical psychology)

2018 ◽  
Vol 10 (2) ◽  
pp. 21-42
Author(s):  
Yu.M. Zabrodin ◽  
V.E. Pakhalyan
Keyword(s):  
Professional Training ◽  
Training Programs ◽  
Objective Assessment ◽  
Evaluation Criteria ◽  
Professional Activity ◽  
Further Training ◽  
Professional Activities ◽  
Work Related ◽  
Professional Evaluation

The analysis of the state of the problem of expertise in practical psychology is carried out, in the context of tasks arising in connection with the implementation ? introduction of standards of professional activity. The main issues are mentioned, both directly concerning the methodology of the issue under discussion, as well as the main aspects of the content of the specialist's work related to the professional evaluation in general of activities, processes, etc., occurring in a specific educational environment, and their quality in each specific case of a professional activities of specialists. The main criteria of requirements to the expert, to his professional training and experience, features of the process of conducting the examination are singled out. The actual necessity of creating an "examination institute" in the field of practical psychology that presupposes the development of scientific grounds and methodology for the examination of the activities of specialists in the Service of Practical Psychology in the education system and the quality of performing professional activity is emphasized and justified. Attention is drawn to the fact that until now there are no scientifically grounded requirements for experts in the field of practical psychology, their training programs, a system of evaluation criteria, the content and form of an expert opinion, etc. It is concluded that the development of the methodology of practical psychology and expertise in it will allow an objective assessment of the activities of both the Service of Practical Psychology as a whole and the work of its individual specialists, ensure their training, further training and retraining, and determine the conformity of their work to the requirements of standards professional activity.

scholarly journals Model Of Diagnostics And Improvement Of Quality Of Preparation For Professional Activity Based On Integration Of Pedagogical And Technical Knowledge

2020 ◽  
Vol 02 (12) ◽  
pp. 107-114
Author(s):  
Jumanov Alisher Asatullayevich ◽  
◽  
Ibragimova Gulzoda Nabievna ◽  
Abduraxmonova Shohidaxon Abduqodirovna ◽  
◽  
...  
Keyword(s):  
Manufacturing Industry ◽  
Professional Activity ◽  
Technical Knowledge ◽  
Standard Description ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Expert Model ◽  
Self Development ◽  
Personal Qualities

In this article the model of diagnostics and improvement of quality of preparation for professional activity on the basis of integration of pedagogical and technical knowledge and its contents are described. Expert model is a standard description that provides successful solutions to emerging problems in the manufacturing industry, defines certain qualities and reflects the professional knowledge and self-development of a professional, and is one of the types of qualifications that are specific to each position and job. professional activities, tasks and responsibilities, personal qualities, knowledge and skills.

scholarly journals THE ROLE OF A TUTOR IN THE PROFESSIONAL TRAINING OF THE FUTURE OCCUPATIONAL SAFETY SPECIALIST DURING THE PERIOD OF DISTANCE LEARNING

2021 ◽  
Vol 1 (1) ◽  
pp. 41-49
Author(s):  
IRYNA KAMENSKA
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Professional Training ◽  
Occupational Safety ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Learning Technologies ◽  
Professional Activity

The topical problem of using the tutoring system of education and upbringing of student youth during the introduction of distance learning has been considered. The purpose of the article is to investigate the role of a tutor in the formation of professional competence of students in the training of future health and safety specialists during the introduction of distance learning. The main types of distance learning technologies have been analyzed, which allows to carry out distance learning, not only without losing the quality of learning, but on the contrary improving it through individualization, active learning methods, bilateral interaction between a teacher and a student. The author substantiates the advantages of introducing distance learning to prevent the complication of the epidemiological situation and the creation of favorable learning conditions in the context of the spread of COVID-19. The peculiarities of the work of a tutor in the conditions of online learning have been described. It has been established that the introduction of distance learning via the Internet, with periodic counseling of students by teachers-consultants (coordinators, tutors) – is a resource to fully ensure the level of knowledge acquisition and skills necessary for future professional activity and further career growth labor protection specialists. The author reveals the essence of the concept of «tutor». The importance of a tutor in the application of distance learning in higher education institutions is theoretically substantiated. It has been established that a tutor is a key figure in the distance learning process. The responsibilities, roles, functions and tasks of a tutor in modern educational conditions, to ensure the quality of educational services in higher education institutions and to achieve the goal of education are highlighted. The pedagogical conditions of training, which are realized by a teacher (tutor), during the introduction of distance learning, during the professional training of future specialists of occupational safety in order to obtain a competent specialist, are presented. It has been estimated that the role of a teacher (tutor) is expanding and updating in the system of distance education. It has been established that a teacher (tutor) coordinates the cognitive process using various forms of interaction (seminars, webinars, video-lectures, video-conferences), improves digital educational content, provides meaningful advice, manages educational projects and other.

scholarly journals PEDAGOGICAL CONSTRUCTS AND PEDAGOGICAL CONDITIONS FOR PREPARING THE FUTURE TEACHER OF PHYSICAL TRAINING FOR THE PHYSICAL ACTIVITY AND THE SELF-DEVELOPMENT OF THEIR STUDENTS

2017 ◽  
Vol 2017 (3) ◽  
pp. 35-42
Author(s):  
Олег Похоруков ◽  
Oleg Pokhorukov ◽  
Екатерина Похорукова ◽  
Ekaterina Pokhorukova
Keyword(s):  
Professional Education ◽  
Physical Training ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Activity ◽  
Physical Culture ◽  
Successful Solution ◽  
Self Development ◽  
The Future

The article describes the possibility of providing pedagogical conditions to involve the future PE teachers into the system of multicultural relations. This system determines the quality of physical culture and self-development of the learner in models and means of self-expression and self-realization, cooperation and socialization. Specific features of professional training and organization of practice in obtaining professional skills and experience of professional activity determine the process and the content of the process of shaping the teacher's personality, which will enable them to independently solve the developmental tasks for their future students. Pedagogical conditions for the preparation of the PE teacher for physical training and self-development of their future students depends on the successful solution of the following tasks: personified use of the foundations of pedagogical modeling and constructs of pedagogical activity in vocational training. The paper features the concept of "pedagogical conditions of preparation of the future PE teacher for the physical training and self-development of their students". It stresses the possibility of personified solution of the task in the structure of continuous professional education of teachers.

scholarly journals Monitoring the quality of the initial performance of the potential engineer-pedagogues as a pedagogical problem

2020 ◽  
pp. 45-65
Author(s):  
Roman Horbatiuk ◽  
Vitalii Kabak
Keyword(s):  
Academic Success ◽  
Professional Training ◽  
Process Development ◽  
Educational Process ◽  
Teaching Staff ◽  
Control Input ◽  
Educational Activities ◽  
Professional Activities

The article reveals the concept of the monitoring the quality of future engineer-pedagogues’ educational activities and outlines the approaches to its determination in the current studies on the basis of psychological and pedagogical literature analysis. The purpose of the article is to determine the essential characteristics of the concept of monitoring the quality of future engineer-pedagogues educational activities, its capabilities and areas of implementation in the process of their professional training. The research methods are analysis of psychological and pedagogical sources and results of scientific research, questionnaire, testing of academic success, observation, analysis of reporting documentation and statistical data of educational institutions. The results. The benefit of the study is that the notion of monitoring within the system of training the experts of engineering and pedagogical specialities has been defined as the process of continuous, scientifically justified, diagnostic and prognostic, targeted and activity-based supervision over the state and didactic process development of students in order to select optimal professionally-oriented tasks, means, and methods how the assignments are carried out. The authors analyze the principal stages of monitoring the quality of future engineer-pedagogues’ educational activities within the system of higher education by means of formation of students’ general and special (professional) competencies during acquiring a number of educational components oriented towards their further professional activities. The authors describe the key role of monitoring the quality of future engineer-pedagogues’ educational activities as an instrument used to obtain integral vision about the quality of training of students of engineering and pedagogical specialities and the necessity to perform such procedure systematically. The article presents the results of survey questionnaire designed for teachers and students about the types of control (input (preliminary), current, progress, and final) while monitoring the quality of future engineer-pedagogues’ educational activities. Conclusions. The main attention should be given to the necessity to provide flexible and variable forms, methods, and means of control while monitoring the quality of future engineer-pedagogues’ educational activities; to the role of teaching staff in this process, including stimulation, control and encouragement of students’ cognitive activities, contributing the individualization of educational process.

Model of the Formation of Deontological Readiness of Future Physical and Occupational Therapists for the Implementation of Professional Activities

2020 ◽  
Vol 5 (6) ◽  
pp. 308-316
Author(s):  
O. Bespalova ◽  
◽  
N. Zakalyak ◽  
А. Kolesnik ◽  
А. Sitovskyi ◽  
...  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Occupational Therapists ◽  
Scientific Data ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Implementation ◽  
Professional Activities

In the course of terminological analysis, the content of the concepts "modeling" and "model" was substantiated, the author's model of formation of deontological readiness of future physical and occupational therapists for professional activity was theoretically substantiated and developed, aimed at improving the quality of professional training in the formation of deontological behavior. Material and methods: theoretical analysis and systematization of scientific data of modern domestic psychological-pedagogical, methodical and specially-profiled literature for studying the relevance and state of development of the outlined problem; structural analysis to determine the structure of deontological readiness with its constituent components; modeling method for the development of a model for the formation of deontological readiness of future bachelors in physical therapy, occupational therapy to carry out professional activities. Results and discussion. The model includes target (purpose and tasks), content-technological (methodological approaches, pedagogical conditions, principles, stages of formation, forms, methods and means of organizing students' learning activities), diagnostic (criteria, indicators and levels of formation) and effective (deontological readiness), which are aimed at optimizing the educational process of students. The purpose of the developed model is to form deontological readiness of future physical and occupational therapists for professional activity. The tasks included: increasing the motivation of physical and occupational therapists to educational activities in general and mastering the theoretical basis of deontological knowledge in particular, as well as the orientation of interests and needs to form a deontological position in relation to the subjects of professional activity; formation of a holistic system of deontological knowledge necessary for the implementation of appropriate professional conduct in professional activities; development of professionally significant individual qualities and formation of professional orientation of personality; development of skills and formation of experience in building deontological relations in the process of professional interaction. Theoretical and methodological basis were: systemic, axiological, personal, deontological and competency approaches; general didactic (clarity, systematicity and consistency, accessibility, feasibility, activity and consciousness, science-based, individualization, collectivity, problems, developmental learning) and specific (principle of social conditionality, principle of humanization, principle of strength of knowledge acquisition, principle of practical orientation of learning, and situation-based) principles. Criteria (motivational, theoretical, personal, praxiological) and indicators were determined in accordance with the structural components of deontological readiness. Conclusion. The practical implementation of the developed model for the formation of their deontological readiness will increase the level of professional competence of these specialists

scholarly journals The role of the teacher’s acmeological competence in the context of trilingual education

2020 ◽  
Vol 100 (4) ◽  
pp. 173-177
Author(s):  
E Kostina ◽  
◽  
G Tleuzhanova ◽  
D Dzholdanova ◽  
◽  
...  
Keyword(s):  
English Language ◽  
Secondary School Teachers ◽  
Professional Activity ◽  
Professional Activities ◽  
Life Problems ◽  
Self Development ◽  
Trilingual Education ◽  
Personal Qualities ◽  
The Individual

The article discusses the concept of the «acmeological competence» and its role in the context of trilingual education. The policy of trilingual education is described, the insufficient level of the English language profi-ciency among secondary school teachers is noted and the need for the development of a multilingual person-ality is revealed. The authors come to the conclusion that in order to realize this need, it is impossible to do without the acmeological competence, which stimulates the development of such personal qualities as self-realization, self-development and self-improvement. This suggests that a person should constantly develop himself in order to achieve good results in professional activities. However, the processes of self-realization, self-development and self-improvement are not particularly important tasks for all people. These processes become important when a person faces the problem of solving professional or life problems. Thus, the au-thors highlight the fact that every adult should set himself difficult tasks in order to achieve personal and pro-fessional growth. In addition to the acmeological competence, the article examines such concepts as «acmeological ability», «professionalism of activity» and «professionalism of the individual», which also play an important role in the professional formation and in the development of personality. In general, ac-cording to the authors, the development of a multilingual personality, which is a task in the trilingual educa-tion, requires a teacher to be highly motivated in the professional activity.

scholarly journals STUDYING THE ROLE OF IMAGE FOR TRAINING FUTURE TEACHERS-CHOREOGRAPHERS

2020 ◽  
pp. 160-171
Author(s):  
Маргарита Михайловна Шевцова
Keyword(s):  
Professional Training ◽  
Professional Activity ◽  
Highly Qualified ◽  
Future Teachers ◽  
Generic Skills ◽  
Research Results ◽  
Self Development ◽  
Professional Image ◽  
Art Pedagogy

Рассматривается необходимость изучения роли имиджа, влияющего на процесс подготовки студентов – будущих педагогов-хореографов в образовательном процессе на примере вуза культуры и искусств. Профессиональный имидж – важная компетенция каждого педагога-хореографа и востребованное профессиональное качество, непосредственно повышающее эффективность педагогической деятельности. Проблемой выступает соответствие имиджа педагога и качества образования, которое он транслирует обучающимся. Именно имидж педагога оказывает непосредственное влияние на педагогическое взаимодействие участников образовательного процесса, регулирует нормы дозволенности в процессе обучения и определяет в целом степень вовлеченности обучающегося в педагогический процесс. Приведены результаты исследования отношения к имиджу преподавателей хореографических дисциплин, осуществляющих подготовку студентов – будущих педагогов-хореографов. Представлены результаты исследования оценки имиджа преподавателей студентами – будущими педагогами-хореографами. Предложена идея изучения роли имиджа в рамках освоения содержания учебной дисциплины «Психология и педагогика хореографического искусства (Педагогика)». The article examines the role of image for training future teachers-choreographers at the Institute of Culture and Arts. The modern period of Russian development has indicated the necessity of updating the key priorities in the system of professional training, including the sphere of culture and art. Modernization of education inevitably results in updating of teachers’ qualifications with an accent on universal and generic skills including both professional and pedagogical competencies which are important for any teacher to function efficiently, including teachers of choreography. Hence, the professional image as an important qualification of any teacher becomes not only a significant but also marketable professional skill that can greatly increase the pedagogical effectiveness. At the same time, developing a professional image is a long and difficult process and it is the product of self-knowledge and self-development. In this regard, developing a positive image of a person becomes an urgent problem not only for the politics and business, but also in teachers’ activity, including the teachers of culture and art, whose task is to train highly qualified and competitive specialists. The characteristics of the concepts “image”, “professional image”, “image structure” are introduced. It is shown that image reflects a certain style of new social behavior and it can directly influence the training of future teachers-choreographers contributing to its success. The article presents the empirical research results concerning the role of image in the professional activity of teachers of choreographic disciplines who train future teacherschoreographers. The article examines the attitude of students to issues of their own image and the image of teachers on the example of the Institute of Culture and Arts. Based on this research results, some changes have been made to the curriculum of the discipline “Psychology and Pedagogy of Choreographic Art (Pedagogy)”.

scholarly journals DEVELOPING PEDAGOGICAL COMPETENCE IN PROSPECTIVE TEACHERS OF CLASSICAL LANGUAGES THROUGH PROJECT METHODOLOGY

2018 ◽  
pp. 29-38 ◽  
Author(s):  
Vyacheslav Shovkovy
Keyword(s):  
Prospective Teachers ◽  
Professional Training ◽  
Professional Activity ◽  
Teaching Methodology ◽  
Educational Materials ◽  
Professional Activities ◽  
Wide Range ◽  
Pedagogical Competence ◽  
Competence Structure

Background. The professional activity of a teacher requires a wide range of skills and personal qualities including flexibility, creativity, getting adjusted to learning conditions, the ability to select an appropriate teaching methodology and assessment technique as well as compile syllabuses, educational materials, textbooks, etc. All these skills and qualities are components of pedagogical competence which is the key to professional training of prospective teachers of classical languages. Developing the above-mentioned competence requires specific training so that it fully reflects real conditions of teaching activity. Therefore, to develop pedagogical competence, the author suggests making use of project methodology with the focus on simulating real professional activities of a teacher. Purpose. The article aims at defining the concept of pedagogical competence of a classical languages teacher. It describes the competence structure, considers the project methodology in terms of its implementation in teacher training as well as develops criteria to assess the acquisition level of the competence under discussion. Results. Based on the analysis of a number of researches, pedagogical competence of a classical languages teacher is defined as a system of knowledge and skills, abilities and readiness of a prospective teacher to design and organize the process of teaching classical languages. Additionally, the competence involves assessment skills, the ability to design educational materials and motivate students to learn classical languages, be flexible and creative while addressing a variety of standard and non-standard situations in the classroom. With these concepts in mind, the author insists on project methodology underlying the process of building pedagogical competence. In particular, 7 short-term creative projects were developed to be carried out in pairs or groups. They include: Designing a syllabus (competence-based approach); Building lexical competence in classical languages; Developing grammatical competence in classical languages; Shaping linguistic and sociocultural competence in classical languages; Building competence in reading; Designing a final test; Planning a class in classical languages. The level of competence acquisition is assessed relying on the following criteria: the quality of the selected teaching materials, compliance of the materials with the curriculum requirements, arrangement of exercises and tasks, the quality of exercises, and the correlation of the language material with professional needs of the students. Discussion. In further research, we think it necessary to experimentally verify the effectiveness of the de­veloped projects for building pedagogical competence of prospective teachers as well as to model the teaching process based on experimental data.

scholarly journals Benefits of EPAs at risk? The influence of the workplace environment on the uptake of EPAs in EPA-based curricula

2021 ◽  
Author(s):  
Karsten Arthur van Loon ◽  
Linda Helena Anna Bonnie ◽  
Nynke van Dijk ◽  
Fedde Scheele
Keyword(s):  
At Risk ◽  
Postgraduate Medical Education ◽  
Training Programme ◽  
Workplace Environment ◽  
Medical Specialists ◽  
Professional Activities ◽  
National Training ◽  
Local Medical Care

Abstract Introduction Entrustable Professional Activities (EPAs) have been applied differently in many postgraduate medical education (PGME) programmes, but the reasons for and the consequences of this variation are not well known. Our objective was to investigate how the uptake of EPAs is influenced by the workplace environment and to what extent the benefits of working with EPAs are at risk when the uptake of EPAs is influenced. This knowledge can be used by curriculum developers who intend to apply EPAs in their curricula. Method For this qualitative study, we selected four PGME programmes: General Practice, Clinical Geriatrics, Obstetrics & Gynaecology, and Radiology & Nuclear Medicine. A document analysis was performed on the national training plans, supported by the AMEE Guide for developing EPA-based curricula and relevant EPA-based literature. Interviews were undertaken with medical specialists who had specific involvement in the development of the curricula. Content analysis was employed and illuminated the possible reasons for variation in the uptake of EPAs. Results An important part of the variation in the uptake of EPAs can be explained by environmental factors, such as patient population, the role of the physician in the health-care system, and the setup of local medical care institutions where the training programme takes place. The variation in uptake of EPAs is specifically reflected in the number and breadth of the EPAs, and in the way the entrustment decision is executed within the PGME programme. Discussion Due to variation in uptake of EPAs, the opportunities for trainees to work independently during the training programme might be challenging. EPAs can be implemented in the curriculum of PGME programmes in a meaningful way, but only if the quality of an EPA is assessed, future users are involved in the development, and the key feature of EPAs (the entrustment decision) is retained.

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