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 Future pedagogue’s sociо-professional maturity formation in scientific research activity

2021 ◽  
pp. 205-211
Author(s):  
Serhii Danylov
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Personality Development ◽  
Scientific Research ◽  
Research Process ◽  
Research Activity ◽  
Research Activities ◽  
The Future ◽  
Pedagogical Research ◽  
Scientific Research Activity

Scientific research activity is an essential component of the professional activities of a higher education pedagogue. Exploring the world around, future pedagogues not only organize their knowledge about pedagogy and the profession but also form a pedagogical style, professional and personal worldview. Students' scientific research activity is an important form of professional training, characterized by meaningful and organizational diversity, involves the formation of future pedagogues' knowledge and ability to use it in practice;  the methods of scientific and pedagogical research, development of abilities to the analysis, synthesis, generalization of information obtained from literature sources and in the process of studying pedagogical process. Students' scientific research activities contribute to the development of professionalism of future lecturers of pedagogy, in particular skills and experience of carrying out scientific research activities. The methods we have used in the research process included, in particular, observation, expert evaluation, modelling and forecasting. The level of professionalism of the future lecturer of pedagogy is determined in particular by the development of one’s abilities and skills to organize scientific research activities. The scientific research activity itself is an important condition for the professional growth of the future pedagogue-professional. Scientific research activities of the future pedagogue involve one’s participation in the study of a particular pedagogical situation, observation of a particular pedagogical process, the study of students’ personality development. The generalized result of such activity is the work of the future pedagogue on the implementation of qualification work, which involves advanced study of theoretical aspects, systematization of previously acquired knowledge and supplementing them in the process of practical solution of a defined problem. Here the skills of research organization, organization of the experiment and independent activity are realized.

scholarly journals Organizational and Functional Structure of the Future Geography Teachers’ Research Activities

2018 ◽  
pp. 45-59
Author(s):  
Olena Zavalniuk
Keyword(s):  
Higher Education ◽  
Foreign Students ◽  
Professional Training ◽  
Social Systems ◽  
Education Institution ◽  
Functional Structure ◽  
Scientific Management ◽  
Research Activity ◽  
Research Activities ◽  
The Future

The content and purpose of the future geography teachers’ research activities are considered, its functional structure is investigated in the article. It was determined that the future teachers’ research activity is a dynamic system object, which can be represented in the form of hierarchically set levels of the organization, differing in goals methods of scientific management and the number of participants involved in this activity. It is defined that the foundation of the system is the subsystem of students’ study and research activities, over which the six levels of organization are built. They are: 1) the level of primary students’ scientific associations around the chair topics, 2) the level of the university’s structural unit, 3) the level of the university, 4) the regional level, 5) the all-Ukrainian level, 6) the international level. Each of them has its own specifics and corresponds to the tasks of future geography teachers’ professional preparation. For example, the last one, the sixth level is characterized by the close interaction of the higher education institution with foreign educational institutions- partners and even with associations, international foundations; many domestic universities have experience in organizing joint students’ scientific conferences, academic internships and foreign students’ practices, especially if nowadays students’ publications, indexed in international science-centered bases, are more and more emphasized on, the competitions of scientific students’ projects, grant and framework programs with the participation of young scientists become more and more important. The author made a conclusion that this system is open and interconnected with other social systems. The main purpose of its functioning is the talented young people’ identifying and involving into research activities, ensuring the continuity of higher education scientists generations, creating a university-wide scientific space; increasing of students’ grant and publication activity, preparing them for innovative activity, expanding and developing of professional communications between students at the scientific level, proving the development of students’ self-governance and leadership in the scientific sphere, and the development of international professional cooperation for scientists, teachers, students, practitioners. In author’s opinion, realization of these ideas and other actions will enable the transition of the system of future geography teachers’ professional training to a qualitatively new level.

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 Professional training of future teachers of Physics to organize research activities of students in secondary schools

2019 ◽  
Vol 2019 (4 (129)) ◽  
pp. 55-63
Author(s):  
Tetyana Manchenko ◽  
Maria Marina ◽  
Olga Tadeush
Keyword(s):  
Educational Research ◽  
Professional Training ◽  
Educational Process ◽  
Research Activity ◽  
Molecular Physics ◽  
Physics Teachers ◽  
General Physics ◽  
Research Competence ◽  
Research Activities ◽  
The Future

The requirement of the time is to increase the level of the professional training aimed at the future Physics teachers who are able to master the ability to observe, plan and perform experiments, process measurement results, hypothesize and build models, set limits for their application, etc., which means that teaching Physics should be accompanied by research activity. The purpose of the conducted research is to form the future competence of physics teachers’ research competence in the process of studying the section "Molecular Physics and Thermodynamics" within the course of General Physics and to apply the gained experience in the organization of students’ research in the course of pedagogical practice. The theoretical analysis of the problem related to the formation of the research competence as well as the practical methods there were used these research methods: questioning, testing, organization of complex educational-research activities at lectures, practical and laboratory classes. The content and structure of the future Physics teachers’ research competence has been defined as a set of motivational, cognitive, operational research-centred, evaluative and reflexive components have been determined. The criteria and indicators have been identified for each of the components alongside with the levels of the research competence (low, medium and high) have been identified. At the ascertaining stage of the experiment, the students' unsatisfactory level of the research competence was determined according to the relevant indicators, namely: students did not want to fulfil the research tasks due to the lack of the information system, their abilities to plan and manage their research activities. To increase the level of the research competence at the formative stage of the experiment, the section of General Physics "Molecular Physics and Thermodynamics" was accompanied by the fulfilment of certain educational research tasks combined both the theoretical lecture material and experimental research material on each topic of the educational program which was mastered and assimilated when performing in nature-oriented and virtual laboratory works as well as in the process of solving these problems. While performing the research tasks of the complex content significantly increased the level of the students’ research competence according to all the indicators, as it was evidenced by the results of the educational research activities. The practical significance of the obtained results was determined by the fact that the system aimed at forming the research competence (on the example of the section of General Physics “Molecular Physics and Thermodynamics”) was developed and implemented in the educational process of training the future Physics teachers on the basis of the complex research activity. It is expedient that one should apply the experience gained within the platform of the formation of the future Physics teachers’ competence while mastering further sections of General Physics. Keeping to this approach, the idea of the content of Physics as a holistic system of universal knowledge, abilities, skills and place of research in the formation of research competence arises must be of great importance. Keywords: future Physics teachers, training, research competence.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

scholarly journals The contribution of the Italian residents in neurology to the COVID-19 crisis: admirable generosity but neurological training remains their priority

2021 ◽  
Author(s):  
Cristina Tassorelli ◽  
Vincenzo Silani ◽  
Alessandro Padovani ◽  
Paolo Barone ◽  
Paolo Calabresi ◽  
...  
Keyword(s):  
Clinical Training ◽  
Real Life ◽  
Healthcare Management ◽  
Point Of View ◽  
Research Activity ◽  
High Quality ◽  
Research Activities ◽  
Italian Regions ◽  
Training And Research

Abstract Background The coronavirus disease 2019 (COVID-19) pandemic has severely impacted the Italian healthcare system, underscoring a dramatic shortage of specialized doctors in many disciplines. The situation affected the activity of the residents in neurology, who were also offered the possibility of being formally hired before their training completion. Aims (1) To showcase examples of clinical and research activity of residents in neurology during the COVID-19 pandemic in Italy and (2) to illustrate the point of view of Italian residents in neurology about the possibility of being hired before the completion of their residency program. Results Real-life reports from several areas in Lombardia—one of the Italian regions more affected by COVID-19—show that residents in neurology gave an outstanding demonstration of generosity, collaboration, reliability, and adaptation to the changing environment, while continuing their clinical training and research activities. A very small minority of the residents participated in the dedicated selections for being hired before completion of their training program. The large majority of them prioritized their training over the option of earlier employment. Conclusions Italian residents in neurology generously contributed to the healthcare management of the COVID-19 pandemic in many ways, while remaining determined to pursue their training. Neurology is a rapidly evolving clinical field due to continuous diagnostic and therapeutic progress. Stakeholders need to listen to the strong message conveyed by our residents in neurology and endeavor to provide them with the most adequate training, to ensure high quality of care and excellence in research in the future.

Russian students in universities of Baltic countries

2021 ◽  
pp. 89-94
Author(s):  
A.L. Arefiev ◽  
◽  
Keyword(s):  
Higher Education ◽  
Russian Federation ◽  
Professional Training ◽  
Educational Institutions ◽  
Quality Of Education ◽  
Russian Regions ◽  
Baltic Countries ◽  
The Russian Federation ◽  
The Baltic

In recent years, higher educational institutions of the Baltic countries have become more and more popular among Russian youth wishing to get higher education (or take a certain course of professional training) abroad. The article, covering the period before the onset of the coronavirus epidemic, highlights the education of Russian students in universities in Latvia, Lithuania and Estonia. It is noted that a significant part of the students from the Russian Federation come from the Russian regions bordering on the Baltic states. The appendix presents the opinions of Russian students about the learning process and the quality of education received in Latvian, Lithuanian and Estonian universities.

scholarly journals Forms of Teaching Pedagogical Disciplines in Orthodox Religious Educational Institutions of Ukraine (The End of 19th - The Beginning of 20th Century)

2016 ◽  
Vol 71 ◽  
pp. 40-46 ◽  
Author(s):  
Tetiana Tverdokhlib
Keyword(s):  
Teaching Practice ◽  
Learning Activity ◽  
Educational Institutions ◽  
Time Period ◽  
Stated Time ◽  
Pedagogical Literature

The main forms of teaching pedagogical disciplines in orthodox religious educational institutions of Ukraine (the end of 19th – the beginning of the 20thcentury) have been characterised in the article on the basis of analyzed pedagogical literature, archival records, and documents in periodicals. The features of conducting lessons, teaching practice, examinations and organisation of making written home compositions in various types of religious educational institutions of Ukraine in the stated time period have been revealed. The essence of "rehearsals" as a form of controlling students’ learning activity in the Kyiv Theological Academy has been revealed, the basic kinds of academists’ works at practical hours on pedagogy have been given; the content and quality of teachers’ work with graduates on their researches have been characterised.

scholarly journals FORMATION OF RESEARCH MOTIVATION AND SKILLS AT STUDENTS IN MULTILEVEL EDUCATIONAL SYSTEM

2020 ◽  
pp. 219-225
Author(s):  
Наталья Александровна Храмова ◽  
Надежда Георгиевна Пфаненштиль
Keyword(s):  
Educational Research ◽  
Professional Training ◽  
Scientific Information ◽  
Modern Science ◽  
Educational Process ◽  
Research Activity ◽  
Student Activities ◽  
Research Activities ◽  
New Research ◽  
The Impact

В данной статье проанализировано основное различие понятий учебно-исследовательской и научно-исследовательской деятельности. Основной проблемой является развитие мотивации к учебной научно-исследовательской деятельности учащихся. Выявлено, что на мотивационную готовность студентов к научно-исследовательской деятельности могут оказывать влияние многие факторы, рассмотрено их воздействие. В статье приведены различные студенческие мероприятия, которые могут способствовать повышению мотивации учащихся к исследовательской деятельности. Выявлены, проанализированы научно-исследовательские умения и их компоненты (операционный, содержательный, мотивационный). Реализация в профессиональной подготовке традиционных форм обучения (лекции, лабораторные, практические, семинарские занятия, коллоквиумы, курсовые и дипломные работы, консультации, индивидуальные занятия) помогает овладению учащимися научной информацией, но не всегда способствует формированию необходимых умений и навыков. Очевидно, что внедрение новых теоретических обобщений в учебный процесс (чтение преподавателями проблемных лекций, введение новых теоретических разделов по наиболее актуальным проблемам современной науки, расширение перечня учебной литературы и интернет-источников, освоение новых методик исследования, подготовка мультимедийных презентаций) повысит интерес студентов к исследовательской деятельности. Образовательный процесс будет проходить более успешно, если в вузе сформирована эффективная образовательная и научно-исследовательская среда, направленная на развитие личности студента. This article analyzes the main difference between the concepts of educational research activity and research activity. The main problem is the development of motivation for educational research activities at students. The authors revealed that many factors can influence students’ motivation readiness for research activities; considered the impact of those factors. The article presents various student activities that can help to increase students’ motivation for research activities; identifies and analyzes the research skills and their components (operational, content, motivation). The implementation of traditional forms of education in professional training (lectures, laboratory, practical, seminars, colloquiums, term papers and theses, consultations, individual classes) helps students master scientific information, but does not always contribute to the formation of the necessary skills. It is obvious that the introduction of new theoretical generalizations in the educational process (delivering of problem lectures, introduction of new theoretical units on the most relevant problems of modern science, expanding the list of educational literature and Internet sources, development of new research methods, multimedia presentations) will increase the interest of students in research activities. The educational process will be more successful if the University has an effective educational and research environment aimed at the development of the student’s personality.

scholarly journals DIRECTIONS OF ENSURING PERSONNEL POTENTIAL OF SUSTAINABLE ECONOMIC DEVELOPMENT OF SOCIETY

2021 ◽  
Author(s):  
Ludmila Ulyanova ◽  
Yuliia Chaika
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Vocational Schools ◽  
Scientific Article ◽  
Personal Factors ◽  
Level Of Training

The scientific article is devoted to the study of a complex but relevant problem for the period of creating the preconditions for sustainable development - the definition of approaches to providing the economy with strong human resources. It is noted that its formation is always faced with the issues of reproduction of the labor force, the effectiveness of which implies the achievement in total, at the same time high levels of quality of life and vocational training of people. Particular attention is paid to the emergence of new problems that increase the severity of personnel issues in Ukraine: there is a significant increase in labor migration of Ukrainians abroad, reducing the population and working age. However, despite the difficulties of the transition economy, the country has gradual, progressive changes in the entire system of educational infrastructure, attempts are being made to reform the organization of education in educational institutions of all levels: higher education, secondary school, vocational education. In addition to traditional vocational schools in the educational, already competitive environment, there are new educational institutions - technical lyceums, technical schools, colleges. However, a significant part of vocational schools has shortcomings related to the quality of their material and technical base, the level of training of teachers in terms of their mastery of the latest technological concepts and methods of teaching educational material. Improving the system of vocational training should be based on the understanding that innovative development has already become an integral part of the domestic economy and has led to new requirements for personal factors of production. Now there is a need to closely link professional training to specific production conditions of future activities, the entire educational process should be built taking into account changes in the state of production processes, target settings for obtaining the final results of enterprises. Under modern market conditions, the first priority is not the production of more goods and services of one type, but their differentiation and new quality characteristics within one product group. Relevant changes occur in the assessment of the personal factor of production. This is not just about the quantitative certainty of staff, but about the level of training of each employee, his ability to adapt to technical and technological changes. In the process of professional training it is important to form in future employees an awareness of their role and importance in the overall efficiency of enterprises, to bring to their understanding the high probability of losses associated with their possible errors in the production functions. The issue of greening of professional activity should be important in the educational processes of all educational institutions

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