Organizational and pedagogical conditions necessary for adaptation of experts in protection in emergencies to professional activity within the period of training in higher education institution

2013 ◽  
pp. 23-27
Author(s):  
Alexander Bolotin ◽  
Alexandra Tokareva ◽  
Anna Pauls
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Professional Activity ◽  
Higher Education Institution

scholarly journals PEDAGOGICAL CONDITIONS OF THE FORMATION OF SANITARY AND HYGIENIC CULTURE OF FUTURE ENGINEER-TEACHER IN THE FIELD OF FOOD TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATIONAL INSTITUTION

2021 ◽  
pp. 64-71
Author(s):  
Nataliia Dubova ◽  
Viacheslav Liulchenko
Keyword(s):  
Higher Education ◽  
Free Choice ◽  
Educational Institution ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Higher Education Institution ◽  
Technical Problems ◽  
The Future ◽  
Effectiveness Of Training

The article reveals the problem of finding pedagogical conditions of the formation of a sanitary and hygienic culture of future engineer-teacher in the field of food technologies. The peculiarities of the formation of sanitary and hygienic culture in future specialists in the educational process of higher education are highlighted. They will provide the following pedagogical conditions: providing positive motivation of future engineer-teachers of food technologies to form sanitary and hygienic culture through updating introduction of interdisciplinary links with the relevant software and methodological support; introduction of the discipline of free choice; using the potential of industrial practice to gain experience in the formation of sanitary and hygienic culture.The transition of the state from a planned to a market economy requires an increase in the competitiveness of food production, so the future engineer-teacher in the field of food technologies must meet high requirements for the level of ability and willingness to act effectively in professional activities, which involves solving various socio-psychological, economic and technical problems with the possibility of introducing new educational technologies. Purposeful activity in the direction of rethinking the formed stereotypes, the search of new pedagogical approaches in terms of increase of own professional readiness and professional and personal qualities will allow the future engineer-teacher on completion of the higher education institution to possess a complex of engineering and pedagogical knowledge necessary for future productive professional activity. The effectiveness of training depends on the environment of the higher education institution and specific conditions for the educational process, i.e., to establish the level of readiness of the future engineer-teacher, it is necessary to determine the pedagogical conditions to ensure an effective educational process. Keywords: pedagogical conditions; sanitation; hygiene; culture; food technologies; engineer-teacher; a discipline of free choice; educational process; internship.

THE REFLEXIVE COMPETENCE OF A FUTURE TEACHER: ESSENCE, STRUCTURE, LOGIC OF REFLEXIOGENESIS

2020 ◽  
Author(s):  
Victoria Zhelanova
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Future Teacher ◽  
Professional Activity ◽  
Individual Student ◽  
Self Awareness ◽  
Higher Education Institution ◽  
Personal Quality ◽  
Self Knowledge

The article analyzes the reflective paradigm of education as a promising strategy for Ukrainian higher education reforming. Its mission, purpose, objectives, content, functions and criteria are disclosed. Proved the priorities of the reflexive education paradigm related to the reflexive competence formation of the personality, represented by a set of components, adequate to reflective activity. The structure of reflexive competence which contains motivational-value (motives, needs, personal interest, desire, tendency to engage in reflexive activity, approach to pedagogical reflection as a value); cognitive (system of reflexive knowledge, which is the theoretical basis of reflective competence and represent a system of concepts and ideas associated with self-knowledge, self-awareness, understanding and perception of the individual student, interaction with students); operational-activity (system of reflexive skills connected with self-knowledge and understanding of another, with self-assessment and evaluation of other people, with self-interpretation and interpretation of another, with analysis and development of pedagogical technologies) components, was grounded on the basis of structural-activity trait and types of reflection. According to the structure of reflexive competence, the criteria of its formation are defined (stimulating-axiological, cognitive, praxeological). Adjusted diagnostic toolkit containing standardized and proprietary methods. The genesis of the reflective competence of future teachers in the period of vocational training in higher education is revealed. The concept of “reflexiogenesis” as a process of gradual development of reflexive competence components in the direction of their complication and extension of the range of realization of different types of pedagogical reflection synthesized in contextual reflection is introduced into scientific circulation. Proved that the initial stage of formation of reflective competence (the first course of study at a higher education institution) associated with the formation of reflection not as a professional quality, but as a basic personal education; with in the next step (the second, the thirdcourse of study at a higher education institution), there is a formation of pedagogical reflection as a professional-personal quality of the teacher; in the process of educational and professional activity (the fourthcourse of study at a higher education institution) the formation of reflexive competence as a holistic, integrated professional-personal quality of the future teacher.

scholarly journals Technology of forming students' foreign-language professional competence in the educational space of higher education institution

2019 ◽  
pp. 117-125
Author(s):  
Olena Kovtun
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Activity ◽  
Professional Activity ◽  
Higher Education Institution ◽  
Empirical Observation ◽  
Knowledge And Skills

Educational space of a higher education institution constantly and continuously influences student’s personality as well as his / her developing as a competent specialist. The research was aimed at substantiating pedagogical technologies that optimize the process of forming students’ foreign-language professional competence within the educational space of a higher education institution. Theoretical (analysis, synthesis, comparison, systematization, pedagogical modelling), empirical (observation, pedagogical experiment, peer review method, reflexive evaluation method) and statistical methods were applied to achieve the set goal. Educational space of a higher education institution is defined as a purposefully created, methodically provided continuum of students’ foreign-language professional communication under conditions of which the development of their personality and effective formation of their foreign-language professional competence take place. Foreign-language professional competence as an integrative personality trait, determined by the synthesis of knowledge and skills, professional and life experience, values that ensure long-term readiness and ability to pursue professional activity in a foreign language, is developed effectively if the educational space of a higher education institution is multilingual and multicultural in its nature, broad, rich in foreign-language professional content, open, directed outwards. When designing educational space, it is necessary to rationally combine educational and non-educational components, provide in-class and out-of-class / extracurricular foreign-language educational and cognitive activities of students, use facilities of virtual educational environment, apply technics of contextual teaching, implement imitative and playing activities, interactive forms of training (games, project activity, case-study). In-class educational activity influences such components of foreign-language competence as “knowledge” and “skills”, whereas an extracurricular one aims at forming “values” and “experience”. Keywords: educational space of a higher education institution, foreign-language professional competence, virtual educational environment, educational and non-educational components, imitative and playing activities.

scholarly journals ADAPTATION OF STUDENTS TO RESEARCH AND PROFESSIONAL ACTIVITIES BASED ON THE USE OF THE UNIVERSITY HACKATHON ECOSYSTEM

Management ◽  
2022 ◽  
Vol 34 (2) ◽  
pp. 62-76
Author(s):  
Iryna Goncharenko
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Social Institutions ◽  
Education Institution ◽  
Scientific Activity ◽  
Professional Activity ◽  
Higher Education Institution ◽  
Design Assessment ◽  
Research Activities ◽  
The University

BACKGROUND AND OBJECTIVES. For student youth the process of entering the profession and harmonization of interactions with professional environment and future professional activity is the key moment of life activity. This process, according to the majority of modern researchers, is a certain complexity and contradiction both for students and for higher education institution, as well as social institutions and organizations acting as social customers.METHODS. The study of the process of adaptation of student youth to research and professional activity was carried out on the basis of the Kyiv National University of Technologies and Design. Assessment of students' expectations regarding studies, the level of students' awareness of the future professional and scientific activity was carried out with the help of the University Hackathon Ecosystem toolkit. Processing of the obtained results of the survey was carried out on the basis of the "Methodology of research of students' adaptability to dual education in higher education". The methodology includes two scales: adaptability to professional activity and adaptability to research activity.FINDINGS. The following directions of training are distinguished: professional, social and research, as well as stages of adaptation to professional training: learning identification, learning-professional activation, professional-value reflection. Integration of these directions allows us to organize activities that ensure formation of necessary professionally important qualities (competences) in students (graduates), agreed with potential employers and demanded by the corresponding profession. The conducted experiment on the basis of Hackathon-ecosystem of the university was carried out taking into account the directions of training and their corresponding adaptation criteria: professional direction – activity-result and motivation-value criteria; humanitarian – communication-professional criterion; research – personal-creative criterion.CONCLUSION. Students' adaptation to future professional and research activities can be defined as one of the most urgent social problems at the pre-production stage. This is due to the fact that the student spends one of the main periods of his life in a higher education institution, since it is at this time he is formed as a professional and as a person, masters the necessary competencies in order to achieve a certain professional and research level. At this stage the professional intentions of the individual and the requirements of the profession come into alignment, i.e. there is an adaptation to professional and research activities.

scholarly journals Substantiation of the model of research of the readiness of teachers of higher education institution to professional activity in the context of digitalization of education

2020 ◽  
pp. 78-93
Author(s):  
Andrey V. Leyfa ◽  
Ekaterina V. Pavlova
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Education Institution ◽  
Educational Environment ◽  
Professional Activity ◽  
Higher Education Institution ◽  
University Teachers ◽  
Professional Activities ◽  
The University

One of the key problems of modern higher education is the development of programs and teaching methods relevant to the conditions of the digital educational environment, characterized by openness, variability, multiculturalism, polymodality and dynamism. At the same time, the question of the psychological readiness of teachers for activities in the new conditions comes to the fore. The article gives a brief overview of the works on the issue of readiness. The predictors of the university teachers’ readiness for activities in the electronic informational and educational environment are described. The role of the variative and invariant aspects of teachers’ readiness for changes in the system of higher education is shown. A model of the university teachers’ readiness for professional activities in the context of digitalization of education is proposed, which includes selfregulatory, motivational, value-semantic, and operational components; possible methods for diagnosing these components are described.

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