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.

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.

scholarly journals Professional training of psychologists in the field of special education

2017 ◽  
Vol 4 (2) ◽  
pp. 90-96
Author(s):  
Daria Suprun
Keyword(s):  
Special Education ◽  
Professional Training ◽  
The State ◽  
Educational Institutions ◽  
Structural Components ◽  
Higher Educational Institutions ◽  
Integrative Activity ◽  
Methodological Aspects ◽  
Optimal Set ◽  
Modern Technologies

The article deals with foundations of modern research in the context of special education psychologists. The problem of professional training of psychologists in the field of special education is firstly comprehensively studied on the basis of humanistic, axiological, epistemological, acmeological, systemic, contextual, integrative, activity, reflexive-activity, and personality-oriented approaches. The methodological aspects of this professional training have been developed and the training itself has been presented as a holistic systemic phenomenon in the educational space of higher pedagogical education. The essence of the training has been examined in various ways and on the basis of this training its classification characteristics, levels and systemic and structural components have been determined. This article also defines the content, organizational and pedagogical conditions and criteria for assessing the levels of formation of these components. What the article aims at is to highlight and characterize the key parts of the system of the phenomenon under investigation and to describe their interactions in the functions and forms of the investigated activity. It also develops and scientifically substantiates the methodology of research of the state of formation of the components of psychologist professional training. The essence of the modern technologies in higher educational institutions is also determined. Theoretical paradigm has been scientifically substantiated, the structural and functional, organizational and didactic model of the system of psychologist professional training in the field of special education has been developed and tested and the dynamics of the formation of its components according to the results of the implementation of this system have been highlighted. Particular attention has been paid to finding and developing the optimal set of methods of providing it, developing programs and defining the efficiency of a developed program. Finally, the article outlines prospects for further research in the context of improving professional training of psychologists in the field of special education.

Innovative educational university environment: essence and structural components analysis

2020 ◽  
pp. 15-24
Author(s):  
Nataliya A. Kotova
Keyword(s):  
Professional Training ◽  
Structural Components ◽  
Cluster Approach ◽  
Pedagogical Innovation ◽  
University Environment ◽  
Personal Qualities ◽  
Components Analysis ◽  
Innovative Economy ◽  
Definition Of ◽  
The University

We present a detailed analysis of the essence and structural components of the university innovative educational environment. An essence analysis of the innovative educational university environment contains information about the purposeful process of its formation in both substantive and organizational aspects. This aspect depends on the goals and expected results that contribute to the formation of students’ not only professional knowledge, but also personal qualities necessary in an innovative economy. An analysis of the structural components of the innovative educational university environment is considered taking into account the influence of the ideas of synergetics, the cluster approach and pedagogical innovation studies. We give a detailed description of the substantial changes in the structural components of the innovative educational university environment, upon consideration of which we propose a new structural component - innovative resultative. We present the author’s definition of the innovative educational university environment. We substantiate the special influence of the innovative educational university environment on students, which helps to increase not only the level of professional training of students, but also the development of their personal qualities, which are in demand in the conditions of an innovative economy.

scholarly journals Development of the prospective specialists’ professional responsibility

2020 ◽  
Vol 8 (3) ◽  
pp. 33-43
Author(s):  
Liliia Mykolaivna Potapiuk ◽  
Keyword(s):  
Professional Training ◽  
Theory And Practice ◽  
Professional Responsibility ◽  
Self Sufficiency ◽  
Professional Requirements ◽  
Main Components ◽  
Definition Of ◽  
Favorable Conditions ◽  
Further Development

Increasing the level of the prospective specialists' professional responsibility is an important aspect of preparing young people for life and work in a highly-competitive and dynamic society. Professional training of the competitive professionals is inextricably interwoven with the development of their abilities, worldview, cognitive independence, moral and ethical culture, national consciousness, ability to perform tasks at a high professional level, solve life and personal problems. With reference to the scientific sources, the article describes varied approaches to the definition of the concept of responsibility. In the focus of the study are the most essential issues of the notion of future specialist's professional responsibility. The author argues that professional responsibility reflects the objectively necessary relationships in a team, which are characterized by a conscious need to fulfill professional requirements, moral and professional duties, social norms, to be responsible for the professional actions as to the colleagues, team, and society. The article highlights the most important areas of vocational education improvement, focusing on the most favorable conditions for the professional responsibility formation, describes the set of factors, requirements, and influences aimed at facilitating the process. Pedagogical conditions involve the factors and professional interests, which contribute to the future specialist's self-sufficiency and self-criticism development, provide for the disclosure of the personality potential, influence the formation of professionally significant qualities of future specialists, improve the quality of their training and inspire the specialist for further development, transformation, and integration into the European and world community. The study has revealed that the mechanisms of professional responsibility formation work more efficiently owing to the implementation of properly selected pedagogical approaches in the process of training. The main components that determine the level of professional responsibility are identified. The key findings of the study argue that the quality of the formation process of the professional responsibility of the prospective specialist depends greatly on the gradual and manageable training, filling the training content with integrative combination of personal, pedagogical and professional components, development of the organizational principles based on the combination of theory and practice, involving students in various types of activity.

scholarly journals Model of formation of social and cultural competence of social workers to-be in course of professional training

2019 ◽  
Vol 66 (3) ◽  
pp. 133-138
Author(s):  
Liudmyla Kurinna
Keyword(s):  
Cultural Competence ◽  
Social Workers ◽  
Subject Matter ◽  
Professional Training ◽  
Regulatory Framework ◽  
Professional Activity ◽  
Structural Components ◽  
Integral System ◽  
Proposed Model ◽  
Definition Of

The author of the article pays special attention to the problem of formation of social and cultural competence of social workers to-be in course of professional training, the topicality of which is confirmed by corresponding legal and regulatory framework. Moreover, the author also substantiates the choice of method of simulation as one of the most reasonable for its solution. The own definition of the notion “the model of formation of social and cultural competence” was provided in the context of author’s research. It was formulated as follows: “it is the integral system including certain structural components oriented to the professional becoming of social workers to-be in course of their professional training at higher educational establishments”. The attention was also focused on the approaches of other scientists to the matter under research. The author considers the models developed by the scientists O. Kvasnyk and Yu. Riabova, being of interest to author's research. The researcher O. Kvasnyk developed the model of formation of social and cultural competence of the professional of engineering and technical field. The structure of such model includes the following components: theoretic and methodological, organizational and sense bearing, procedural and activity, estimative and efficient. The scientist Yu. Riabova represented the model of training of social workers to-be for the professional activity in multinational environment. The model is structured according to the following blocks: organizational, sense bearing, test and efficient. Each specified block (or component) has own subject matter. The article also represents the description of the model of formation of social and cultural competence of social workers to-be in course of professional training developed by the author. It also provides the characteristic of destination, sense bearing, organizational and efficient blocks identified in the structure of proposed model. Destination block is represented by such components as the purpose, task, principles and approaches. The components and subject content are the constituents of sense bearing block. The organizational block is characterized with the availability of the following components: organizational and pedagogical conditions, stages, forms, methods and means. The criteria, levels and result are identified in the structure of the efficient block.

scholarly journals Stimulation of creative self-realization of future teachers of musical art in sociocultural vocal activity as a pedagogical condition for the formation of the scenic-figurative culture

2019 ◽  
pp. 90-96
Author(s):  
Nataliya Kosinska
Keyword(s):  
Professional Training ◽  
The State ◽  
Theory And Practice ◽  
Interactive Methods ◽  
Future Teachers ◽  
Vocal Training ◽  
Vocal Activity ◽  
Definition Of ◽  
Creative Self ◽  
Stimulation Of

The article defines pedagogical conditions of formation of stage-shaped culture in the process of vocal preparation. The important pedagogical condition is described in detail: stimulation of creative self-realization of future teachers of musical art in socio-cultural vocal activity. The main forms and methods of formation of a scenic culture according to the determined pedagogical condition are characterized, the purpose is determined, the essence of concepts is revealed and their influence on the improvement of professional training of future teachers of musical art is determined. The main tasks of the paper are to analyse the state of the problem under study in pedagogical theory and practice; definition of the pedagogical conditions that are most expedient and effective for the formation of stage-shaped culture in the process of vocal training, namely: strengthening the humanistic function of the content of vocal training on the basis of the implementation of the value meanings of musical art; the inclusion of interactive methods in the process of vocal training for future teachers of musical art; stimulation of creative self-realization of future teachers of musical art in socio-cultural vocal activity.

scholarly journals Research of professional value orientations formation of future doctors

Morphologia ◽  
2021 ◽  
Vol 15 (3) ◽  
pp. 207-212
Author(s):  
O.A. Murzina ◽  
L.V. Makyeyeva ◽  
O.M. Raznatovska ◽  
O.I. Pototska ◽  
N.V. Hvinivetska ◽  
...  
Keyword(s):  
Experimental Study ◽  
Medical Education ◽  
Professional Training ◽  
Value Orientations ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Values ◽  
Professional Activity ◽  
Professional Activities ◽  
Professional Value

Background. Medical education is based on general and specialized knowledge in the learning process, a combination of theory and practice at a medical university and is the foundation of the medical profession. But the formation of professional value orientations of future doctors remains out of consideration. Therefore, the professional training of future doctors needs the content of medical education to be improved in order to focus on the formation of professional values. Objective. To substantiate the scientific results of the experimental study of the formation of professional value orientations of future doctors. Methods. Theoretical analysis of scientific sources in order to determine the nature, content and structure of professional values of future doctors. Results. The article analyzes the results of experimental research. It is established that a promising direction to improve the quality of training of future doctors is the formation of a system of his professional values, which reveals the value position of the individual in relation to professional activities. In our study, we identified the professional value orientations of future doctors as a system of values, value orientations, meanings and attitudes to the professional activities of doctors, forming a unique axiosphere of personality that reflects the personal, professional and social orientation of the doctor. Taking into account the specifics of the doctor's professional activity, we have developed a structure of professional value orientations of future doctors. In the process of studying the structural composition of professional value orientations of future doctors, axiological, psychological, motivational, cognitive and prognostic components are identified, each of which performs a certain function. The main functions of professional value orientations of future doctors include: worldview, normative, regulatory, communicative and professional activity. The criteria of formation of professional value orientations of future doctors in the process of professional training are determined: cognitive; personal; activity. The levels of formation of professional value orientations of future doctors are highlighted: high, medium and low. The effectiveness of the organizational and pedagogical conditions and pedagogical technology of professional value orientations’ formation of future doctors determined by us is experimentally confirmed. Conclusion. The results of the experimental study showed the effectiveness of the author's pedagogical technology and its effectiveness in the formation of professional value orientations of future doctors in the process of basic training. The formed professional value orientations of future doctors were evaluated and statistically verified. The results of the experimental test confirmed the effectiveness of the organizational and pedagogical conditions created in the educational process of the institution of higher medical education for the formation of professional values of future doctors.

scholarly journals Professional and personal development of university students as an axiological resource

2021 ◽  
Vol 113 ◽  
pp. 00026
Author(s):  
E.S. Arishina ◽  
O.V. Lesher ◽  
L.I. Starovojtova
Keyword(s):  
University Students ◽  
Personal Development ◽  
Professional Training ◽  
Scientific Literature ◽  
Theory And Practice ◽  
Professional Activity ◽  
Pedagogical Theory ◽  
Definition Of

The article deals with the conceptual provisions of the professional and personal development of university students as an axiological resource. The review and analysis of the pedagogical theory and practice of scientific literature is carried out. The features of modern professional training of university students are revealed. The definition of the category “professional and personal development of university students” is given. The developed model of the value attitude of university students to professional activity, contributing to professional and personal development, is proposed.

scholarly journals Characteristics of structural components, criteria and indicators, levels of formation of value-semantic experience of future specialists in foreign philology

2021 ◽  
pp. 46-52
Author(s):  
Liliia Svyshch
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Semantic Model ◽  
Structural Components ◽  
Research Experience ◽  
Criteria And Indicators ◽  
Cognitive Value ◽  
Definition Of ◽  
Operational Activity ◽  
Selection Of

Changing axiological guidelines is a fundamental topic for higher education. In particular, the modern professional training of future foreign philologists cannot ignore the need to turn to axiological discourse. The need for special attention to axiological issues in the context of professional training of specialists of the relevant profile led to the definition of pedagogical conditions for the formation of value-semantic experience of these specialists. The implementation of such pedagogical conditions is ensured, including by the evaluation of the achieved results. The latter determines the research interest in the elements of diagnosis - components, criteria, indicators and levels of their implementation. The purpose of the research is to practically define and substantiate the components of the formation of value-semantic experience, the criteria, corresponding to them, the indicators characteristic of the criteria and the levels of their manifestation are determined. Achieving this goal involves (1) determining these elements of the diagnosis of the formation of a certain competence (or desired quality) and (2) their practical justification. The generalized research experience shows that the diagnosis of the formation of certain competencies (individual qualities) is usually accompanied by the selection of components of cognitive, motivational (value-motivational), operational-activity (functional-activity) and organizational. Taking into account the practice of applying the competence approach to determine the criteria in the work, the criteria of formation of value-semantic experience of future specialists in foreign philology are applied: cognitive, value-motivational, operational-activity, organizational with corresponding indicators, as well as certain levels of their manifestation. The researched and substantiated elements of diagnosis open the way to practical modeling of the structural and semantic model of the process of formation of value-semantic experience of future specialists in foreign philology

BASIC APPROACHES OF DOMESTIC AND FOREIGN SCIENTISTS TO THE DEFINITION OF “COMMUNICATIVE CULTURE” NOTION

2018 ◽  
pp. 108-115
Author(s):  
Olga Vladimirovna MELEZHIK
Keyword(s):  
Spiritual Development ◽  
Structural Components ◽  
Spiritual Values ◽  
Professional Activities ◽  
Emotional Culture ◽  
Basic Approaches ◽  
Definition Of ◽  
The Individual ◽  
High Level ◽  
The Given

We present an analysis of the main approaches to the definition of the concept of “communicative culture” within the framework of the theory of pedagogy, psychology, philosophy, linguistics. On the basis of the analysis of theoretical sources on the given problems, we present the approaches of scientists from different spheres to the definition of the basic concepts: culture, communication, personal culture, culture of thinking, culture of feelings (emotional culture) and culture of speech, their structural components are revealed. We consider the problem of increasing the level of a person’s communicative culture on the basis of the development of a culture of thinking, a culture of feelings and a culture of speech. Assimilation and application of human, humanistic, ethical values and their realization in communication contribute to the personal and spiritual development of a person, the disclosure of his social and professional potential. The formation of a person’s communicative culture is based on enriching her with cultural and spiritual values, developing communicative knowledge and skills. We note the influence of education on the achievement of the goal. Modernization of the education system is aimed at the formation of a humanistic personality, which will be able to successfully carry out professional activities in modern conditions. A qualified specialist in any field should have a high level of communicative culture, which is the basis of the general culture of the individual. In pedagogical science, communicative culture serves as a guarantee of constructive pedagogical communication, high professional skills and competence.

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