Historical and methodical bases of special psychologists’ professional training

2019 ◽  
Vol 6 (2) ◽  
pp. 116-122
Author(s):  
Daria Suprun ◽  
Tetiana Hrygorenko ◽  
Zhanna Kovalchuk
Keyword(s):  
Experimental Study ◽  
Professional Training ◽  
Teaching Experience ◽  
Scientific School ◽  
Institutions Of Higher Education ◽  
Special Schools ◽  
Pedagogical Analysis ◽  
Teaching Psychology ◽  
Definition Of ◽  
Optimal Set

The article deals with historical and theoretical and methodological foundations of modern methodology of teaching psychology in the context of special psychologists’ education. Historical teaching experience of indicated discipline in domestic and foreign institutions of higher education is reviwed. The present historical and pedagogical analysis of students’ training and introduction of modern methodology of teaching psychology as a training discipline of penitentiary, special and clinical psychologists initiated by Academician of NAPS of Ukraine, Viktor Synov and his scientific school is delightened. The nature and structure of discipline are viewed. Particular attention is paid to finding and developing of the optimal set of methods of its providing, developing programs and definition of developed program’s efficiency. The practical results of scientists’ work in defining spheres are analyzed. The results of the experimental study of the motivational component of the professional readiness of psychologists (special, clinical) to work on a specialty in the structure of professional training are highlighted. The prospects for further research in the context of improving the psychological preparation of personnel for various types of special schools are outlined.

Trends of Modernization of professional training in the system of special education

2020 ◽  
Vol 7 (1) ◽  
pp. 58-63
Author(s):  
Maria Sheremet ◽  
Mykola Suprun ◽  
Daria Suprun
Keyword(s):  
Special Education ◽  
Experimental Study ◽  
Professional Training ◽  
Theory And Practice ◽  
Structural Components ◽  
Definition Of ◽  
Conceptual Foundations ◽  
The Given ◽  
Optimal Set ◽  
Professional Formation

The conceptual foundations of the theory and practice of the professional formation of the personality in the system of special education are substantiated. The essence of the given training is considered in various ways, on the basis of which its qualitative and classification characteristics, levels and systemic and structural components are determined; the content, organizational and pedagogical conditions and criteria for assessing the levels of formation of these components aredefined.The following components of professional training are defined: professional and motivational, cognitive and competence, operational and active, productive and reflexive. It is indicated that the given structural components are interrelated, interdependent and complementary to each other. Theoretical paradigm is scientifically substantiated, the structural-functional, organizational-didactic model of the system of professional training in the field of special education is developed and tested and the dynamics of the formation of its components according to the results of the implementation of this system is highlighted. Particular attention is paid to finding and developing of the optimal set of methods of its providing, developing programs and definition of developed program’s efficiency. The practical results of scientists’ work in defining spheres are analyzed. The results of the experimental study of the components of the professional readiness to work on a specialty are highlighted. The prospects for further research in the context of improving professional training in the field of special education are outlined.

scholarly journals METHODOLOGICAL APPROACHES TO PROFESSIONAL TRAINING OF FUTURE PRACTICAL PSYCHOLOGISTS

2020 ◽  
pp. 77-81
Author(s):  
V. M. Sinyshina
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Public Interests ◽  
The Public ◽  
Methodological Approaches ◽  
Definition Of ◽  
Oriented Activity

The article argues that the professional training of future practical psychologists involves taking into account different methodological approaches to the organization of the educational process in institutions of higher education, which enrich the methodological consciousness of the specialist by knowledge of professionally oriented sciences and contribute to its adaptation to the specifics of higher education. The justification of methodological approaches has allowed to establish causal relationships between pedagogical phenomena and processes and to determine the most important of them for effective solution of problems that take place in the training of practical psychologists. The main methodological approaches, which are followed in the professional training of students-psychologists, include system-scientific, synergistic, thesaurus, complex, humanistic, competent, personally oriented, activity, praxeological, axiological, acmeological and others. It is proved that approaches, structured in this way, enabled the researcher-teacher to understand mentally in the organization of their own professional activity and to practically realize the educational actions and pedagogical actions in teaching the students; contributed to the definition of the professional training of practical psychologists and the most holistic acquisition of objectively impartial, professionally relevant knowledge, skills and competences by students. Within these approaches, the focuses are accented on the importance of reconstitution in the contest of the education of holistic image of human as biopsychological system and active-creative possibilities of student with his desire to realize himself on the principles of love to the person and in the public interests.

scholarly journals GENESIS OF FORMATION OF VALUE ORIENTATIONS OF STUDENT YOUTH IN THE HISTORY OF DOMESTIC PEDAGOGICAL THOUGHT (XX – BEGINNING OF XXI CENTURY)

2020 ◽  
pp. 69-76
Author(s):  
L. Levytska
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Value Orientations ◽  
Professional Values ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Voluntary Response ◽  
History Of ◽  
Pedagogical Aspect ◽  
Definition Of

The article deals with the historical and pedagogical aspect of the genesis of the formation of value orientations of student youth in the institutions of higher education of Ukraine from the XXth to the beginning of the XXI century. The preconditions for strengthening tendencies in the development of ideas and accumulation of the experience of formation of value orientations in higher education institutions of Ukraine in the XX - the beginning of the XXI century are characterized. The essence of the definition of "value orientation" is revealed. The changes that took place in the value orientations of youth in Ukraine are considered. The theoretical ideas are systematized and the experience of formation of value orientations of student youth in institutions of higher education of Ukraine (XX – the beginning of the ХХІ-st century) is generalized. the prospects of further formation of value orientations of student youth in institutions of higher education of Ukraine are substantiated. "Professional values" are considered as a complex multilevel education, a system of coordinates and relevant regulations of the process of professional activity of a specialist. It is established that the professional values of student youth embody professional responsibility, substantive saturation of pedagogical work, its moral aspect, principles and professional relations. The functions of value orientations and peculiarities of their formation in the professional training of future specialists of the institution of higher education of Ukraine are determined. It is established that the mechanism of formation of value orientations in student youth of the institution of higher education covers the stages: perception; response (subordinate, voluntary, response pleasure); assimilation of professional values acceptance of values, prevalence of professional values, conviction); organization of professional values conceptualization of professional values, organization of the system of professional values); use of professional values internalization of professional values, use of professional values in activity).

Mоdern choreographic education: british and ukrainian experience

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 7-14
Author(s):  
Natalya Bidyuk ◽  
◽  
Dmytro Bidyuk ◽  
Keyword(s):  
Great Britain ◽  
Theoretical Analysis ◽  
Empirical Study ◽  
Research Methods ◽  
Professional Training ◽  
National System ◽  
Pedagogical Analysis ◽  
British Experience ◽  
Holistic Analysis ◽  
Pedagogical Literature

The article substantiates the expediency of a holistic analysis of the problem of professional training of choreographers in the British experience and the need to extrapolate it to the plane of the national system of higher choreographic education. The purpose of the study is to identify the organizational and didactic foundations of choreographic education in the British experience and substantiate innovative ideas for its use in Ukraine. The article defines the criteria of comparison (regulatory, organizational, semantic, methodological and technological), comparative and pedagogical analysis of choreographers’ professional training in the British and Ukrainian experience, and also common and different trends. The article uses research methods: theoretical: analysis, synthesis and generalization of pedagogical literature; interpretation and comparison; scientific extrapolation; empirical: study of the British experience, observation, conversations with students and teachers in Great Britain and Ukraine. Result. Based on comparative and pedagogical analysis of professional training of choreographers in the British and Ukrainian experience revealed familiar and different trends. The criteria of comparison are determined: normative-legal, organizational, semantic, methodical and technological. Common approaches to choreographers’training are justified. On the generalization of the identified features the specific recommendations for the use of progressive ideas abroad in the Ukrainian system of choreographic education are substantiated.

Teachers’ perceptions of effective strategies for developing intercultural competence

2020 ◽  
Vol 6 (2) ◽  
pp. 333-358
Author(s):  
Xiaoping Gao
Keyword(s):  
Foreign Language ◽  
Teacher Perceptions ◽  
Intercultural Competence ◽  
Professional Training ◽  
Language Teaching ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Effective Strategies ◽  
Factors Influencing

Abstract How to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.

scholarly journals Are Slovak Universities Prepared to Create the Department of Geragogy and Train Future Geragogues?

2019 ◽  
Vol 9 (1) ◽  
pp. 39-55
Author(s):  
Beáta Balogová ◽  
Veronika Kmetóny Gazdová
Keyword(s):  
Higher Education ◽  
Older Adult ◽  
Public Institutions ◽  
Institutions Of Higher Education ◽  
Social Changes ◽  
Adult Educator ◽  
Undergraduate Training ◽  
Study Program ◽  
Older Adult Education ◽  
Definition Of

Abstract Introduction:The authors of this paper base their research on the following assumption: the development of both geragogic education (older adult education) and profession is conditioned by the existence of a study program of geragogy provided by departments of geragogy created at universities (as public institutions of higher education). The fact remains that a qualified training of geragogues is absent in the Slovak conditions. Purpose:When compiling a graduate profile, inclusive of a list of competences that a geragogue should possess, a range of specific local circumstances needs to be taken into consideration. Subsequently, it is necessary to define a position of a geragogue. Geragogue is a professional working in the field of senior education, just like a pedagogue or an adult educator work in their fields. It is also important to identify and accentuate the philosophical and social context in which these professionals are confronted with the demands of today’s society, in a form of a society based on knowledge, questions of the ongoing social changes and defining the meaning of life. Results:The task of creating the department and program of geragogy is formulated as a social demand of the time, debunking the current myth of the crisis of universities. In history, a university was a vital place where the values serving social integration emerged. It was also a practice field for the educators to train so they could spread these values and transform them into social skills. Conclusion:In the conclusion, the authors propose key areas of undergraduate training of geragogues, including the definition of institutional anchoring, with the goal to contribute to ongoing professional discussion and to creation of the department and the program of geragogy.

scholarly journals EL CURRÍCULO DE LA EDUCACIÓN BÁSICA ECUATORIANA: UNA MIRADA DESDE LA ACTUALIDAD

2018 ◽  
Vol 3 (4) ◽  
pp. 47
Author(s):  
Jonathan Javier Delgado Cedeño ◽  
María Gabriela Vera Vera ◽  
Juan Carlos Cruz Mendoza ◽  
Jose Grismaldo Pico Mieles
Keyword(s):  
Educational System ◽  
Educational Level ◽  
Basic Education ◽  
Compulsory Education ◽  
Teaching Experience ◽  
Current Approach ◽  
Education Curriculum ◽  
Daily Work ◽  
Curricular Elements ◽  
Definition Of

El presente trabajo tiene como objetivo analizar el currículo de la educación básica ecuatoriana considerando sus innovaciones, desde el punto de vista actual, con el fin de distinguir sus características, para ello, se examinaron los precedentes que han generado cambios al currículo, se contrastaron documentos curriculares: Actualización y Fortalecimiento Curricular de la Educación General Básica (Currículo 2010) y el Currículo de los Niveles de Educación Obligatoria (Currículo 2016) y se identificaron los puntos esenciales que han sido mejorados en el último currículo de este nivel educativo. La investigación se realizó mediante revisión bibliográfica de documentos informativos, legales y curriculares. Se han abordado temáticas como: la definición del currículo, el porqué de la denominación de Educación Básica, la evaluación y ajustes al currículo y los principales sustentos legales de este nivel educativo. Con base en el Currículo 2016 se determinaron sus principales cambios y características, así también la forma en que ha sido percibido desde la experiencia docente en el quehacer educativo. Se concluye que los cambios y ajustes que se apliquen al currículo en todo tiempo, deben responder a los intereses sociales de la población y el país, de esta forma la educación cumplirá su rol aportando a la solución de problemas y el mejoramiento del sistema educativo ecuatoriano. PALABRAS CLAVE: Currículo; Educación Básica; Sistema educativo; Ajustes curriculares; Elementos curriculares. THE CURRICULUM OF ECUADORIAN BASIC EDUCATION: LOOK FROM THE PRESENT ABSTRACT The present paper is aimed to analyze the curriculum of Ecuadorian Basic Education considering its innovations from a current approach, in order to distinguish their characteristics. For it, precedents that generated changes to curriculum were examined, curricular documents were contrasted: Update and Curricular Strengthening of General Basic Education (Curriculum 2010), and Currículum of Levels of Compulsory Education (Currículum 2016), and the essential aspects that have been improved in the last curriculum of this educational level were identified. The investigation was conducted through bibliographic review of informative, legal and curricular documents. Thematics as: definition of curriculum, the reason of denomination of Basic Education, evaluation and adjustments to the curriculum, and the main legal underpinnings of this educational level. Based on the 2016 Curriculum, its main changes and characteristics were determined, as well the way it has been perceived from the teaching experience in the education daily work. It is concluded that the changes and adjustments that are applied to the curriculum at all times, must respond to the social interests of the population and the country, in this way education will fulfill its role contributing to the solution of problems and the improvement of the Ecuadorian educational system. KEYWORDS: Curriculum; Basic Education; Educational system; Curricular adjustments; Curricular elements.

scholarly journals CONCEPTUAL FOUNDATIONS OF PROFESSIONAL TRAINING OF FUTURE PRACTICAL PSYCHOLOGISTS

2020 ◽  
pp. 137-141
Author(s):  
V. M. Synyshyna
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
World View ◽  
Educational Process ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Social Phenomena ◽  
Fundamental Knowledge ◽  
The Individual ◽  
Conceptual Foundations

The scientific achievements of leading scientists on the selected theme are analyzed and leading ideas, concepts, and main definitions of the research are identified in the article. The creation of proper psycho-didactic conditions in institutions of higher education, which serve as a basis for the formation of professionally significant competences, the development of personal creative potential and active public position in future practical psychologists, is updated. It is argumented that the educational system built on the conceptual foundations of professional training makes it possible to effectively content the educational disciplines, and therefore effective fundamental knowledge, professional-oriented skills, advanced skills, professional norms and values, which have the highest degree of generalization of social phenomena and processes. It is proved that the concept of the study of practical psychology combines professional methodological, philosophical and general scientific principles and scientific-methodological approaches, which are directed at the revealing future professional activity. The outlined conceptual foundations of professional training allow us to modify the educational process in higher education according to the individual needs of future practical psychologists. The methodological analysis of educational phenomenon of practical psychology in institutions of higher education on four basic levels is offered: philosophical-theoretical (evolutionary-theoretical formation of the specialist and his or her effective functioning), methodological (formation of the system of world-view and semantic individual formations for realization of individual’s educational skills and abilities), specific-scientific (acquisition of fundamental knowledge about professional activities) and technological (effective use of methods and techniques of research for acquisition of true empirical knowledge). The conclusion about the importance of outlining of conceptual foundations in the system of professional training of future practical psychologists is made.

scholarly journals Training of a future social professional for the formation of safe adolescent behavior in social networks

2021 ◽  
Keyword(s):  
Social Networks ◽  
Information Exchange ◽  
Professional Training ◽  
Social Groups ◽  
Real Life ◽  
Well Being ◽  
The Internet ◽  
Stage Of Development ◽  
Safe Behavior ◽  
Definition Of

The article analyzes different approaches to the definition of «social networks» as technological complexes of organization and management of electronic information exchange among the subjects of social relations, united by common interests, information needs and skills. Based on the analysis of the scientific literature the essential characteristics of social networks that affect the formation and development of the adolescent's personality are revealed. Role of social networks at the present stage of development of society, which is manifested in the representation of interests not only of social groups but also of entire social groups, is defined in the article. The negative impact of social networks on the personality of the adolescent, which is manifested in the expansion of adolescents in cyberspace, the desire for independence and adulthood, selfexperimentation, which leads to risky activities both on the Internet and in real life are revealed. Concept of safe behavior in social networks as a set of actions of the individual when using the Internet, helping to meet the needs and at the same time prevent the possibility of causing damage to physical, mental, social well-being and property of man and others is analyzed. The basic rules of safe behavior in social Internet communities are highlighted. The structural components of safe behavior of adolescents in social networks are singled out: cognitive, motivational and actionreflexive; the concept of «professional training of future social professionals for the formation of safe behavior of adolescents in social networks» is revealed. Readiness is revealed as a result of the process of training future social specialists for professional activity on the formation of safe behavior of adolescents in social networks; the author's definition of the concept «readiness of future social professionals to form safe behavior of adolescents in social networks» is given. Components of readiness of future social workers to form safe behavior of teenagers in social networks, such as cognitive, motivational-personal and activity, are described.

scholarly journals Peculiarities of Formation of Basic Competences in the Process of Professional Training of Future Translators

2020 ◽  
pp. 5-14
Author(s):  
Viktoriia Dоmina ◽  
◽  
Victoria Denisyuk ◽  
Ksenia Sedova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
National Culture ◽  
Professional Training ◽  
Cultural Knowledge ◽  
Educational Process ◽  
Scientific Development ◽  
Institutions Of Higher Education ◽  
Basic Competencies ◽  
Functional Components

The proposed article is devoted to the problem of formation of basic competencies, which are a complex integrative formation of the personality of the future translator. To fully characterize them, the authors identified all the components. It is determined which specific manifestations constitute their subject essence. The relationships between the components are established and considered in the context of existence, functioning and development to identify factors in the development of multilingual personality culture. In the course of scientific research, the acquisition of professional and linguistic and cultural knowledge from translators was determined. The educational process of modern pedagogical institutions of higher education and the formation of not only professional culture but also the general culture of the translator as a "systemic integrative quality of personality, including interdependent and interdependent aspects, represented by significant and functional components, competent foreign language. Also in the course of scientific development of meaningful dominants the characteristics of such categories as multilingual, multilingual and multicultural language personality, which are transmitted by many language systems, were laid down. The proposed study substantiates the process of forming a multilingual culture of personality, determines that knowledge of one's culture is one of the main conditions for successful translators activity, because it is impossible to instill love or at least understand and accept another culture without a high national culture.

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