Effective Educational Technologies for Professional and Personal Formation of the Future Teacher at the University

Professional mobility is largely based on the ability to varying professional correlation of university knowledge, skills and abilities with the requirements of the labor market and centuries-old established experience of the life of society. All this presupposes the objective necessity of introducing modern educational technologies into professional training carried out in universities. The question is to determine the most rational and effective educational technologies for the professional and personal formation of a future teacher at a university.

Professional Mobility as a Model for Overcoming Maladaptive Forms of a Person’s Psychological Defence in Conditions of Professional Development Crises

The article deals with the results of the analysis of the person’s professional mobility as a comprehensive tool for overcoming the professional crises. It also determines the existence of many unascertained psychological problems in its structure. One of these problems is the problem of overcoming maladaptive forms of a person’s psychological defence based on his professional mobility in stressful conditions of the professional development crises. Stressful uncertainty in the professional crisis and the high ambivalent tension, which the person is experiencing, characterize the specialist’s maladaptive development according to the “catastrophic” scenario. In the conditions of the professional development crisis a specialist cannot leave it adaptively and flexibly due to a limited number of rigidly patterned professional barriers and behaviour models. Such maladaptive patterned movement of a specialist towards the disintegrational destruction of the whole system of his professional development can be overcome constructively on the basis of his professional mobility model, selection and realization of the further professional movement vector. We consider the interactive strategy of a specialist’s behaviour for constructive overcoming professional crises in the system of his professional development, based on the development of the ability of directed transitions to new professional movement trajectories in the points of the system bifurcation, as the professional mobility.

Academic and Professional Mobility and its Transformative Potential

With the development of exchange mechanisms, periods of mobility abroad have become frequent, sometimes unavoidable, in the school curriculum of a student. Taking the form of semesters of study in a foreign university or work placements for higher education students, the skills acquired during these immersion phases, both linguistically and technically, and in terms of know-how, are undeniable and valued by numerous research works. In this paper, we will review the impact of international exchanges on the professional integration of students. We are interested in the academic and professional gain linked to the international mobility that organizations, such as Regional Centre of Expertise (RCE) locations, can offer to college students. We propose, in our research, to examine the construction and contribution of the opportunities that these RCE locations can offer to students, in terms of academic, professional and social development. This study will highlight RCE Salisbury, of which is hosted by the organization the Bosserman Center of Conflict Resolution, as a case study.

Fostering Tertiary Student Professional Mobility Skills via Convergence of the Professional Training and Foreign Language Learning

<p style="text-align: justify;">The purpose of the study was to identify how the instructional model that converges professional training and foreign language learning can influence the students’ professional mobility and students’ readiness to build their careers. The study used the methods of a quantitative kind for the evaluation study and descriptive research. The variables for the study were as follows: levels of student professional mobility skills proficiency that included students’ competence in their professional field, foreign language proficiency, students’ networking skills, personality qualities, and sampled students’ satisfaction with the reshaped course. The field phase of the study found that the Erasmus and Work-and-Travel programmes contributed to the former students’ adaptability and flexibility, the experience of work abroad, and practical specialism-related experience gained during study. The students developed their abilities to project a positive social image, ability to build and maintain relationships, foreign language proficiency, proficiency in presenting and negotiating, and theoretical knowledge. The English Language-delivered Professional Mobility course brought shifts in the levels of students’ professional mobility skills. The experimental group students reported that they improved their competence in their professional field, foreign language proficiency, networking skills, and personality qualities. The experimental group students’ judgements concerning the quality of the course were complimentary.</p>

ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ МОБІЛЬНИХ КВАЛІФІКОВАНИХ РОБІТНИКІВ У ЗАКЛАДАХ ПРОФЕСІЙНОЇ (ПРОФЕСІЙНО-ТЕХНІЧНОЇ) ОСВІТИ ЯК НАУКОВА ПРОБЛЕМА

The article substantiates the urgency of the issue of professional training of future mobile qualified workers in professional (professional and technical) education institutions in the context of modern requirements. The analysis of scientific approaches to the definition of «mobility», «professional mobility» is carried out. The structure of professional mobility of future qualified workers is determined, which includes: - motives and values: interest in different activities and different professional situations; motivation for success and self-improvement; need to constantly improve their education and skills; - skills and abilities: adaptive (to adapt to changes and new requirements of professional activity, to increase own resources); communicative (establish new connections and contacts with business entities, work in a team, be open to others), organizational (respond to change, self-development, transform oneself, learn independently, modernize own activities, master new equipment and technologies, find ways of self-realization); - personal qualities and abilities: socially-oriented («mobility», flexibility, efficiency, social activity and initiative), reflexive (aware of own needs and assess own capabilities and opportunities for development; the ability to set goals, self-determination and self-regulation); creative (creativity, creative attitude to activity, rejection of stereotypes, openness to everything new); - basic knowledge of the profession and related professions, a high level of their generalization, awareness of information and communication technologies. It is concluded that the main tasks of professional (professional and technical) institutions in the direction of training future mobile qualified workers are the formation of such motives and values, knowledge, skills, personal qualities that will ensure readiness not only for successful professional functions performance but also to change the profession and professional status, successful self-realization in a changing reality. In this regard, we can identify priority tasks of the professional education. First, the education is designed to train the professionals interested in their own continuing education, self-development and self-improvement, as well as able to quickly adapt to new conditions and content of professional activity. Secondly, professional education should form in future skilled workers such personal qualities and abilities that would allow them to orient themselves in the professional world and build a vector of their career growth (vertical mobility), expand their professional opportunities, mastering new areas of professional activities (horizontal mobility). Third, the training of future qualified workers should be based on content and technology that is ahead of the current level of economic, technological development of production and the society as a whole. Key words: professional education, professional training of future qualified workers, mobility, professional mobility, mobile worker.

RESEARCH OF THE PROJECT-BASED TECHNOLOGY LEARNING POTENTIAL AS A MEANS OF FORMATION OF ENGINEERS-TEACHERS’ PROFESSIONAL MOBILITY

The article substantiates the expediency of using project-based learning technology as a means of forming future engineers-teachers' professional mobility in the computer technology area. This is due to the general trends of the modern economy and the growing role of specialists’ professional mobility in the technology modernization in all industries. It has been emphasized that project-learning technology is an important component of professional training of future specialists in engineering and pedagogical education. It has been established that the organization of the above-mentioned technology is based on project activities that contribute to the educational process adaptation to innovative changes. The methodology of engineers-teachers' professional mobility formation in the computer technology area, which provides project-based learning technology application, has been proved. It has been noted that the use of project-based learning technology in professional mobility formation contributes to the intensification, efficiency and quality of the educational process. The range of problem-based learning methods (active, contextual, research, interactive, computer), which are the basis of project technology and expand the integration possibilities of engineering and pedagogical knowledge to solve professional problems, has been described. The efficiency of project-based learning technology in forming future engineers-teachers' professional mobility in the computer technology area has been proved. Emphasis has been placed on activating the need to reflect on one’s own experience, perform research, realize professional creativity essence, and develop the ability to professional design.

Professional legal mobility of graduates of univesities of the Ministry of Internal Affairs of Russian Federation: myth or reality

Modern conditions of service for graduates of higher education institutions of the Ministry of Internal Affairs of Russia in the territorial bodies of internal Affairs, among the many law enforcement requirements imposed on young professionals, additionally indicate that it is not necessary to form a sufficiently high level of professional legal mobility, the ability to easily start professional law enforcement activities in a different direction from the one in which his training was carried out at the university of the Ministry of Internal Affairs of Russia. In this article, in addition to studying the concept and content of professional mobility, the reasons for its insufficient level among graduates of the Ministry of Internal Affairs of Russia, proposals are formulated for its improvement, transformation from a semi-mythical category into the reality of the service of an employee of the territorial body of the Ministry of Internal Affairs of Russia.