Assessing student desire for professional skills development within the undergraduate science curriculum: a focus on teamwork

Professional skill development has emerged as an increasingly important facet of undergraduate training, specifically within science curricula. The primarily agreed upon professional skills for a well-rounded scientist include teamwork, oral communication, written communication, and quantitative skills. The demand for these skills has been driven by employers and graduate/professional schools. To this end, instructors in higher education have begun to integrate professional skill development into their course design and student learning goals. However, the attitudes of students towards the importance of different professional skills, the inclusion of these skills in their coursework, level of improvement and end confidence has yet to be thoroughly characterized. It was the aim of this study to ascertain students' desire for the aforementioned professional skills within their undergraduate science programs by exploring student perceptions of professional skills inclusion, importance, improvement, and confidence and identify the local courses students recognize as utilizing "teamwork activities." Here we detail these attitudes in biomedical science undergraduates at Michigan State University. By using the Science Student Skills Inventory (SSSI), a previously validated assessment tool, we observed differences in student perceptions of professional skills when compared to previous SSSI studies. We also observed significant differences in attitudes between age groups with respect to writing and communication skills, differing perceptions of what constitutes teamwork, as well as gender differences regarding communication and ethical thinking. Our results give valuable insight into student perspectives on how professional skills are developed in their program. These data may inform curriculum development within and across institutions.

METHODOLOGICAL FOUNDATIONS OF COMPETITION ON THE SKILL OF USAGE OF UNMANNED AIRCRAFT SYSTEMS IN EMERCOM OF RUSSIA

В статье рассмотрены вопросы, касающиеся организации проведения соревнований по мастерству применения беспилотных авиационных систем в МЧС России. Актуальность материала статьи обусловлена, с одной стороны, распространением в большинстве организаций конкурсов профессионального мастерства, помогающих повысить качество подготовки и креативного мышления специалистов, а с другой - недостаточным опытом их проведения в МЧС России. По результатам анализа материалов публикаций о рассматриваемой деятельности в учебных заведениях и трудовых коллективах страны авторами выработаны и представлены в статье рекомендации по организации интересуемых соревнований. The article discusses the issues related to performance of competitions on the skill of usage of unmanned aircraft systems in EMERCOM of Russia. The relevance of the article is, on the one hand, due to the spread of professional skill contests in most organizations that help to improve the quality of training and creative thinking of specialists, and on the other hand, due to insufficient experience of its conduction in EMERCOM of Russia. The authors have developed and presented the recommendations on the organization of interested competitions based on the results of analysis of the publication materials concerning discussed activities in educational institutions and labor collectives of our country.

Advanced training in industry education

The experience of the Federal Agency for Railway Transport (Roszheldor) conducting annual training courses for the heads of educational institutions of secondary vocational education and heads of state universities of railways supervising their work, organized by the Training and Methodological Center for Education in Railway Transport, considered. The main issues and problems that were discussed from September 13 to 16, 2021 at the courses “Improving the quality of secondary vocational education in the field of railway transport: prospects and ways of development”, held on the basis of the Emperor Alexander I St. Petersburg State Transport University.The topical issues, the study of which is devoted to the event: the results of the work of educational institutions of secondary vocational education of Roszheldor; interaction of educational organizations of Roszheldor with the main employer — JSC Russian Railways; educational and methodological support of basic professional educational programs of secondary vocational education; new organizational and methodological mechanisms in the system of secondary vocational education through Federal educational and methodological association; introduction of technological innovations into secondary vocational education in railway transport through professional skill con-tests; WorldSkills championships; informational, organizational, scientific and methodological resources for solving problems of training mid-level specialists for railway transport.

ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF THE PROFESSIONAL SKILLS OF THE TEACHER

In the article an attempt is made to substantiate the organizational and pedagogical conditions for the development of professional skills of teachers of higher pedagogical educational institutions. The results of research of formation of the specified quality are presented, actual factors of stimulation of process of professional growth of the teacher are outlined. Generalization of theoretical and practical analysis of the research problem shows that a significant number of teachers have insufficient psychological and pedagogical training, do not show a desire to improve their skills, their self-education is unsystematic and is insufficiently motivated. We consider professional skill as a high art of motivated educational activity on the basis of the acquired system of knowledge, skills and abilities, personal qualities and pedagogical experience, which is manifested in the complex solution of problems of education, upbringing and development on a reflexive basis. According to the results of our study, professional growth occurs in the presence of a set of knowledge, technological and mental entities, which in synchronous integration provide quality mastery of relevant knowledge, skills, motivation, ability to professional self-improvement. The implementation of this process is ensured by all types of classroom and extracurricular activities in the integral mode of educational activities of higher education.The materials of research and experimental work confirmed the effectiveness of the following organizational and pedagogical conditions for the development of professional skills of teachers of higher educational institutions: the creation of the necessary methodological and information-educational environment; optimization of potential opportunities of academic disciplines and other types of teacher's activity; combination of traditional and innovative methods; scientific, methodical and psychological support of the process of professional development of a teacher in the educational space of the university; formation of motivation for professional growth; taking into account the influence of a complex of external and internal factors; implementation of systematic pedagogical monitoring, which in its focus can be considered as a diagnosis of the state and quality of professional activity of teachers. Using the results of such a study allows you to identify the causes and justify effective ways to improve the professional level of each of the teachers and the teaching staff as a whole in accordance with modern requirements.Key words: professional skill, organizational and pedagogical conditions, methodological principles, factors of professional growth. У статті зроблено спробу обґрунтувати організаційно-педагогічні умови розвитку професійної майстерності викладачів вищих педагогічних навчальних закладів. Представлено результати дослідження сформованості означеної якості, окреслено актуальні чинники стимулювання процесу професійного зростання педагога. Узагальнення теоретичного і практичного аналізу проблеми дослідження показує, що значна частина викладачів має недостатню психолого-педагогічну підготовку, не виявляє бажання вдосконалювати свою майстерність, їхня самоосвіта носить несистемний характер і не є досить вмотивованою. Професійна майстерність нами розглядається як високе мистецтво здійснення вмотивованої навчально-виховної діяльності на основі засвоєної системи знань, умінь і навичок, особистісних якостей і педагогічного досвіду, яке виявляється в комплексному розв’язанні завдань освіти, виховання і розвитку на рефлексивному підґрунті. Як засвідчують результати нашого дослідження, «професійне зростання відбувається за умов наявності сукупності знаннєвих, технологічних і ментальних сутностей, які в синхронній інтеграції забезпечують якісне оволодіння системою відповідних знань, навичок, мотивацію, здатність до професійного самовдосконалення» (Андрієвський, 2014). Безумовно, реалізувати якісні показники можна в умовах спеціально створеного навчально-пізнавального середовища. Кожний ЗВО, факультет, кафедра мають свої ресурси, які можна запропонувати науково-педагогічним працівникам для вдалої самореалізації, формування траєкторії професійного зростання (майстерності).Матеріали дослідно-експериментальної роботи з проблеми розвитку професійної майстерності викладача ЗВО дозволяють стверджувати, що обов’язковою умовою реалізації професійних якостей викладача є запровадження низки чинників, зокрема таких, як: створення необхідного методологічного та інформаційно-освітнього середовища; оптимізація потенційних можливостей навчальних дисциплін та психологізації освітнього процесу на заняттях; урахування в практиці викладання нових вимог щодо організації навчання здобувачів вищої освіти; раціональне поєднання традиційних та інноваційних методів; наукове, методичне й психологічне забезпечення процесу професійного вдосконалення майбутнього педагога в освітньому просторі ЗВО; реалізація системи мотивування до професійного самозростання; врахування середовищного фактору; здійснення діагностики стану і якості професійної діяльності викладачів (feedback). Використання результатів такого вивчення дозволяє виявити причини та обґрунтувати ефективні шляхи підвищення професійного рівня як кожного з педагогів, так і професорсько-викладацького колективу в цілому у відповідності із сучасними вимогами.Ключові слова: професійна майстерність, організаційно-педагогічні умови, методологічні засади, чинники професійного зростання.

Exploring the Reform of “Teachers, Teaching Materials, and Teaching Methods” Based on the “1+X” Certificate

In order to promote the reform of vocational education, the state has issued the National Vocational Education Reform Implementation Plan, in which the reform of “Teachers, Teaching Materials, and Teaching Methods” as well as the “1 + X” certificate have been the most prominent topics for discussion. Facing new opportunities for vocational education development, popularizing the blend of “1 + x” courses and certificates, strengthening the integration of production and education, as well as enhancing professional soft skills are urgent issues to solved. This article combines the “1+ X” certificate of civil engineering professional construction drawings and analyzes the necessity of promoting the “1 + X” professional skill level as well as the combination of certificate and curriculum construction in deepening the reform of “Teachers, Teaching Materials, and Teaching Methods.” Several suggestions have been put forward for the reform of “Teachers, Teaching Materials, and Teaching Methods,” which would be helpful for the practical exploration in the reform of “three teaching methods.”

The Process Leading to Physician Activism for Sustainable Change

Health systems all over the world are in a process of transition and may even need a paradigm shift for sustainable development. This is where activism may play a role. This study focused on why some physicians become activists and how these physicians have either achieved successes or failed to do so. This study is inspired by grounded theory. Semi-structured, in-depth interviews were conducted to evaluate the experiences of seven purposefully sampled physician-activists from the Netherlands. Our research suggests that activism originates from an awareness of problems in the area of health inequalities, resulting in moral discomfort combined with a strong drive to speak up against perceived failings, even when personal risks may be involved. Activists that were most successful in achieving political and health changes meandered effectively along the borders of the system, taking care to preserve ties with supporters within that system and, at the same time, taking a relatively isolated position while using strategies to oppose the system. Diverging too much from the system resulted in measures taken by the system to silence them. Successful activism may be regarded as a social and professional skill that may be learned.

Physical training within the discipline "Plastic education"

The author demonstrates that plastic education (if we do not mean the name of the discipline, but the term that is very popular in the professional circle of teachers) is an abbreviated term that means “education of the plastic culture of actors”. Actor's plastic culture is the level of professional skill in the field of stage plastic; in this case, stage plastics mean the external, physical (bodily) side of stage action, understood in general as a single psychophysical process. In practice, the plastic culture of an actor is expressed in the ability, readiness and need to realize stage action in a figurative, artistically significant plastic form. If we are talking about plastic education as a discipline in an educational institution, the content of this discipline is quite extensive; it has many sections aimed at acquiring the necessary knowledge, skills and abilities by the future actor, as well as developing certain abilities and qualities necessary for working in acting profession. In this work, I will consider in detail physical training as one of the most important and basic section of the discipline "Plastic Education". The article shows the role of physical training in the plastic education of an actor.

Status of Professional Skills in MBA Graduates, Its Challenges, and Way Forward in Kathmandu Valley: Evidence from Professional Skill Index

Today's MBA courses are continuous preparation-based teaching-learning practice to meet the requirements that industries expect from MBA graduates and further enhance their skills and knowledge that would aid them to fit in the job market. Thus, this study tries to assess the status of professional skills in MBA graduates, its challenges, and the way forward with the help of a professional skill index. Based on descriptive analysis, this study is conducted among 280 employers who employ MBA graduates, and a structured questionnaire was applied to collect information. The purposive sampling method was used to select the samples of 280. The study is conducted in Kathmandu valley as many MBA colleges and banks, finance companies, insurance companies, industries, and many private companies are located in Kathmandu valley. So, the graduates also choose Kathmandu valley in the maximum number to pursue their further career. The study's findings revealed that professional skills are generally looked up into hard skills and soft skills, and 100% of organizations look for professional skills possessed by candidates while hiring them. However, they give 100% attention to soft skills possessed by MBA graduates and 99.2% attention to hard skills possessed. In soft skills, an organization thinks communication skills are must by graduates, whereas they prioritize typing skills hard skill. Therefore, this study concludes that MBA students and colleges should focus on enhancing graduates' communication skills. Likewise, being in today's computerized business world typing skill is a must for graduates. Finally, MBA graduates must develop professional attributes among themselves to fit in today's job market

Socioeconomic status and university students’ perceptions of English as a professional language

The study behind this paper aimed to assess the influence of the socioeconomic status (SES) on university students’ expectations of English use in their prospective career and their perceptions of English competence as a key professional skill. The sample consisted of 109 students from two Bachelor Degree courses at the University of Málaga (Spain), one in Energy Engineering and the other one in Pedagogy. An ANOVA analysis revealed that there was no statistically significant difference between the three SES groups in the sample as to their expectations and perceptions concerning English competence. However, descriptive statistics show that the participants in the lower SES group have lower expectations regarding the role of English in their future career. Additionally, the students in this group hold a lower perception of English as a key professional skill. These findings lead us to conclude that lower SES students may be less inclined to enrol in partially or fully taught English courses at university, and that their perceptions may actually be a factor in their future career prospects in areas where English is extensively used as a lingua franca.