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Journal articles on the topic 'Effective professional activity'
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1
BUHAIENKO, T. V. "FORMATION OF INDIVIDUAL STYLE OF FUTURE TEACHERS PROFESSIONAL ACTIVITY: PEDAGOGICAL SITUATIONS SIMULATION." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 36–45. http://dx.doi.org/10.31494/2412-9208-2021-1-3-36-45.
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The article outlines the current problems of professional training of future physical education teachers in universities. It is noted that their professional training acquires special significance in the current conditions of socio-economic and socio-cultural transformations in the country and the world. The system of professional training of future teachers of this profile requires updating the content, finding additional methods, forms, and means of teaching that will contribute to the formation of their individual style of professional activity. Such needs are due to changes in the pedagogical field, updating the requirements for physical education teachers, presented in official government documents. It has been proven that modelling is an effective teaching method. Its importance in the process of professional training of future physical education teachers is emphasized. The purpose of such training is not only the acquisition of the necessary amount of theoretical knowledge but also the formation of future teachers' individual style of professional activity as an effective means of adaptation and self-realization in the realities of a modern school. The article summarizes the data of theoretical analysis of pedagogical and scientific-methodical literature on the modelling of pedagogical situations. The essence of modelling as an important factor in the formation of the individual style of professional activity of the future teacher is analysed. It is proved that pedagogical situations should be used in lectures, seminars, and practical classes, especially before preparation for pedagogical practice. It is determined that effective methods of solving pedagogical situations are role-playing games, discussions with the analysis of specific situations, which deepen the knowledge of the discussed problem, activate the creative potential of future teachers. It is concluded that modelling is an important prerequisite and means of effective formation of individual style of professional activity of future physical education teachers in higher education institutions. The approaches of different authors to the peculiarities of modelling different pedagogical situations and their impact on the professional development of future teachers are summarized. Key words: model, modelling, individual style of professional activity, pedagogical situations, physical education teacher.
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Rakhimbekova, G. O., and O. A. Zhumadillayeva. "ISSUES OF TEACHING STUDENTS OF NON-LINGUISTIC UNIVERSITIES A PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE." BULLETIN 3, no. 391 (June 12, 2021): 203–7. http://dx.doi.org/10.32014/2021.2518-1467.122.
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The article discusses the issues of teaching professionally-oriented foreign languages to students of non-linguistic specialties, which are especially relevant due to the growing role of foreign language communication in the professional activities of modern professionals. The need for the formation and development of communication skills that are important for effective professional activity of students is indicated. The goals and objectives of teaching a foreign language in a professional direction are defined, attention is paid to the importance of its integration with special disciplines, ways to solve the difficulties that arise in the selection and learning process with an emphasis on the content of the necessary materials. In addition, the article analyzes the main factors of effective teaching of a professionally-oriented foreign language and describes the role of educational materials as a means of forming and developing students’ motivation to learn a professional foreign language.
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Zieba, Beata. "Peculiarities of Future Social Sphere Specialists’ Professional Training in Poland." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 54–59. http://dx.doi.org/10.1515/rpp-2016-0019.
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Abstract The article reviews certain aspects of organising the process of professional training of future specialists in social sphere. It identifies, considers and analyzes the main definitions of scientific research, the object of which is to make specialists in social sphere ready for professional activity. The article highlights peculiarities of forming professionally significant personal qualities of social workers as well as their mature, objective system of values. The practical training with a focus on having the ability to apply effective creative approaches in solving social problems is identified as an important component of the comprehensive process of professional training of future specialists in social and pedagogical work. It emphasises the importance of the use of effective innovation in social and socio-educational institutions. It analyzes the problem of organizing student teaching, which includes ignoring the use of active forms and methods in the learning process, a lack of skills of professional activity. The article reveals potential opportunities for the practical activity which is most closely approximate to real professional situations as an opportunity to form a positive attitude towards oneself as a subject of the chosen professional activity and the formation of students as professionals. It forms the principles of future social sphere specialists’ training. The article also highlights the need to direct the educational process towards formation of an individual creative approach and establishment of partnerships between education and social institutions.
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Senkivska, L. "Formation of preparedness for professional activity by ICT means." Journal of Education, Health and Sport 11, no. 11 (November 30, 2021): 358–62. http://dx.doi.org/10.12775/jehs.2021.11.11.034.
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The article considers the current state of the problem of forming the readiness of future professionals for professional activities by ICT. The author proved that the training of future specialists in pedagogical specialties in the application of ICT requires a slightly different view of this complex creative process, which requires constant dynamic updating and application of the most effective and diverse methods of higher education.
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Spivak, Ya, L. Spivak, A. Kuznetsov, Ye Besedina, and К. Dudnik. "MODERN PROBLEMS OF PREPARATION OF FUTURE SOCIAL WORKERS FOR PROFESSIONAL ACTIVITY." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 34 (2020): 105–11. http://dx.doi.org/10.28925/2311-2409.2020.34.13.
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The article describes the current problems of preparation for professional activities of future social workers. The complexity of solving the problem of forming professionally competent future social workers capable of effective professional activity is shown. The latest scientific researches devoted to the problems of preparation of modern highly qualified specialists for professional activity are analyzed. The modern requirements to the professional activity of social workers on social protection of youth rights are characterized. The inconsistency of the professional training of a social worker with the modern requirements of the labor market was revealed. The main features of a social worker for the protection of youth rights are identified, as well as the priority requirements for professional training of social workers for the social protection of youth rights. The focus is on the functions, knowledge, skills, abilities and professionally significant personal qualities of a modern social worker. The main methods of social workers' activities on social protection of youth rights are highlighted. Perspective directions of professional training of future specialists in social work are outlined.
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TRIGG, ROGER. "Conscientious Objection and “Effective Referral”." Cambridge Quarterly of Healthcare Ethics 26, no. 1 (December 9, 2016): 32–43. http://dx.doi.org/10.1017/s0963180116000633.
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Abstract:Complicity in an immoral, and even criminal, activity, such as robbery or murder, is itself regarded as involving responsibility for those acts. What should the position be of health professionals who are expected to participate in actions that they believe are morally wrong? Professional responsibilities may clash with private conscience. Even referring a patient to someone else, when what is in question may be assisted suicide, or euthanasia, seems to involve some complicity. This is a live issue in Canada, but similar dilemmas occur elsewhere. Physicians and others should not be coerced into involvement of any kind in what they regard as wrong. Such coercion goes against the very principles of liberal democracy. Conscience matters. Reasonable accommodation should be given to those whose moral judgment may be at variance with prevailing professional norms. Moral questions should still be given weight within medicine, and disagreements respected. Dedication to the promotion of human welfare should be paramount, but it should be recognized that there may be different visions of what such welfare consists of.
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Zhurat, Yulya, Natalya Davydzuc, and Maria Oliynyk. "Psychological and Pedagogical Factors of Activating the Masters Students Cognitive Interests to the Study of Foreign Languages." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 312. http://dx.doi.org/10.18662/rrem/113.
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Motivation is a major factor in activity, including cognitive one. Pedagogical and psychological factors stimulate cognitive interest, cognitive and educational activity. Activating the cognitive interests of students to study foreign languages becomes successful due to the correspondence of the content of educational material organization, ways and methods of teaching, the provision of personal meaning educational material, the establishment of subject-subject relations in the educational process, the use of psychological and pedagogical methods of stimulation by the teacher of students’ cognitive interest and cognitive activity. The future professionals (students) successful training of foreign language, professionally oriented communication is impossible without defining a single concept that is the training clear strategy and tactics.Formation of foreign-language professional-oriented competence is possible through that modeling in the educational process typical situations of real professional communication that arise in different spheres of life and relate to different topics.The communicative activity of students during the training of professionally oriented communication in a foreign language is a system consisting of organizational and motivational, informational and procedural and criterion-effective components that derive from the social nature of human activity and create the best conditions for the improvement of the entire system of student communicative activities in relation to formation of foreign professional competence.
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Gladkova, L. A. "Effective self-marketing model." Vestnik Universiteta, no. 12 (February 2, 2022): 93–100. http://dx.doi.org/10.26425/1816-4277-2021-12-93-100.
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The purpose of the article is to develop a theoretical model of effective self-marketing with the allocation of specific blocks, factors and results of career development. Currently, there is no system model of the self-marketing process within the framework of existing concepts, which limits the possibilities of developing scientifically based proposals for its effective technology. The formation of the model consists of three stages. Stage I – “Self-orientation”, takes into account the individual psychological characteristics of the individual, which relates to the sphere of the subject of labor and is implemented through introspection, career strategy planning and self-organisation. Stage II – “Orientation to career conditions”, takes into account the requirements of the sphere of professional activity and is implemented by analysing the conditions of the career environment and career space. Stage III – “Self-expression in the career space”, taking into account the requirements of the professional sphere and one’s own identity, involves managing an individual image, and self-presentation of the subject of labor. It is proposed to evaluate the result of self-marketing on the basis of a combination of objective and subjective criteria: the degree of achievement of the set goals of professional activity and the experience of satisfaction with its results.
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Piletska, Liubomyra, and Tadeush Wawak. "Professional Mobility of Student’s Youth." Journal of Vasyl Stefanyk Precarpathian National University 4, no. 1 (June 15, 2017): 34–41. http://dx.doi.org/10.15330/jpnu.4.1.34-41.
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The problem is in the sense of professional mobility not only as a process of retraining or adaptation to the profession, as well as continuous personal self-development, transition to another stage career and the acquisition of new social and psychological competences. We considered professional mobility as the foundation a basis of effective response of the personality to the “call” of modern society, the peculiar personal resource which is the cornerstone of effective transformation of public environment and itself in it; the system multilevel phenomenon that requires the integrated, cross-disciplinary approach to the research; internal (motivational and intellectual and strong-willed) potential of the personality, the cornerstone of flexible orientation and activity reaction in dynamic social and professional conditions according to own living positions; provides readiness for changes and realization of this readiness in the activity (readiness of the personality for modern life with his multidimensional factors of the choice) determines professional activity, subjectivity, the creative relation to professional activity, personal development, promotes the effective solution of professional problems. In professional mobility of young students it is important to consider the socio-economic aspects
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Akmaldinova, Victoria. "THEORETICAL ASPECTS OF THE PHENOMENON “READINESS OF FUTURE MASTERS IN TRANSPORT TECHNOLOGIES (BY AIR TRANSPORT)” FOR PROFESSIONAL ACTIVITY." Educational Discourse: collection of scientific papers, no. 33(5) (May 31, 2021): 17–24. http://dx.doi.org/10.33930/ed.2019.5007.33(5)-2.
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The study and analysis of the category “readiness of future specialists in transport technologies (by air transport) to professional activity” in scientific discourse; the definition of this category can be specified as the formation of professional knowledge, skills and abilities that allow to master modern techniques and technologies and quality language training, which provides effective self-realization of professionals in the integration process.
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Pryshliak, Oksana. "Рrofessional profile of a socionomic professional specialist in the context of interculturality." Social work and social education, no. 1(6) (April 15, 2021): 220–27. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234208.
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The article actualizes the problem of necessity and expediency of a new modern approach to the рrofessional profile of a specialist of the socionomic profession in the context of interculturality. The ability to communicate tolerantly due to the peculiarities of cultural diversity between different cultures is a key prerequisite for the organization of an effective and high-quality process of providing social services to people in need. A differentiated approach to the training of future professionals implies the need to outline the requirements for representatives of this professional group.
The author found that the development of a professional profile contributes to the selection of effective methods and techniques for the formation of professionally determined qualities. The study focuses on the activities of social work professionals and social educators as important representatives of this professional group. The personal and professional qualities and characteristics of a specialist of the socioeconomic profession are also described and characterized. The essence of the рrofessional profile of a specialist of socionomic professions is characterized in the general context of interculturality. The author identifies and describes the characteristic manifestations of intercultural competence of the specialist of the socionomic profession in the context of the researched problem.
The professional profile of a specialist in socionomic professions is a schematic, textual or analytical description of the requirements for specialists in socionomic professions to monitor, ensure their readiness for professional activity in specific realities, environments, including in the context of interculturality.
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Shcherbakova, O., V. Sklyadneva, and A. Sazhina. "Organizational Loyalty as a Basic Component of Effective Professional Activity of an Employee in the Organization." Scientific Research and Development. Socio-Humanitarian Research and Technology 10, no. 1 (April 21, 2021): 92–99. http://dx.doi.org/10.12737/2306-1731-2021-10-1-92-99.
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The article deals with the organizational loyalty of employees
as one of the main components of effective professional
activity. The emphasis is made on the interrelation of organizational
loyalty and such individual characteristics of an employee as
motivation to professional activity, subjective job satisfaction and
locus of control.
Psychological features of the subject of activity influence the content of organizational loyalty: increased responsibility for the effectiveness of professional work of subjects of professional interaction; creative approach to organization and management when solving professional tasks; peculiarities of communication in the process of solving production tasks. Because of empirical research, the conclusion is made that the majority of employees are satisfied with their professional activity in the given organization. Such components of UT as satisfaction with achievements in work, satisfaction with relations with employees, level of pretensions, and also preference of carried out work to high earnings are expressed in them to the greatest degree.
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Halatsyn, Kateryna, Alla Feshchuk, and Andrii Galaidin. "CONTINUOUS CASE STUDY AS AN EFFECTIVE METHOD OF ENGLISH LANGUAGE LEARNING BY FUTURE ENGINEERS." Scientific Journal of Polonia University 42, no. 5 (February 12, 2021): 71–77. http://dx.doi.org/10.23856/4210.
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The present paper addresses the issue of teaching foreign language as an indispensable course at university. One of the demands to the training of future engineers is to prepare them for solving professional tasks and situations. A continuous case study method is one of the forms of problem-based learning which allows teachers to model fragments of future professional activity, its multicultural context. We suggest a continuous case study method as a powerful tool for modelling real professional activities, which contributes to the formation of professionally oriented English-language competence of future engineers. In our article, we aim to reveal the essence and stages of using the method of continuous case studies at English classes. We outlined the following methods: analysis, synthesis, generalization, systematization, inference, observation. In order to verify our statement, we conducted a continuous case study on the topic “Refutation of inaccurate information on technical operation and repair of lifting mechanisms at the enterprise”. As shown by the results of our research, a continuous case study method is a way of development of a professionally oriented English-language competence of the future engineers by involving them in solving imaginary professionally oriented problems through simulated engineering environment. It has been found that the use of a continuous case study method in the course “Practical Course of Foreign Language for Professional (Scientific) Purposes” contributes to the improvement of the future engineers’ professionally oriented foreign-language competencies in listening, speaking, reading; professionally oriented sociocultural, linguistic, educational, strategic and pragmatic competencies.
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Shaidenko, Nadezhda Anatolievna, Svetlana Nikolaevna Kipurova, Aleksandra Vladimirovna Sergeeva, Maria Vyacheslavovna Filatova, and Ellada Vladimirovna Shelispanskaya. "Development of creativity of a future teacher as a condition for their effective work with gifted students." SHS Web of Conferences 117 (2021): 06005. http://dx.doi.org/10.1051/shsconf/202111706005.
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Work with gifted students requires a teacher to have special personal and professionally important qualities and creativity occupies a special place among them. A creative teacher can understand the peculiarities of behavior and worldview of a gifted child and possesses the competencies of organizing further development of the creative activity of special children, as well as their relationships with peers. The study is based on the concepts of axiological, humanistic, systemic, and activity approaches, the theory of convergent and divergent thinking, the teachings of an individual as a person and subject, of creativity as a process and a result, the creative nature of a teacher’s work, and theories addressing the creative essence of personality. The stage of university training is deliberately chosen for the study of the problem of development of a teacher’s creativity as a foundation for work with gifted students since the student age is the most sensitive period of this process. In the process of higher education, the development of a future teacher’s creativity in conjunction with their professional and personal qualities is essential as a condition for effective work with gifted students. The identified key psychological and pedagogical conditions for the development of creativity in professional activity focused on work with gifted students include the professional activity orientation of future teachers to work with gifted children, professional knowledge, skills, and competencies focusing on gifted children, and psychological qualities of professional importance for work with gifted students. The article provides a specified definition of creativity, characterizes the signs of a teacher’s creativity, and describes the patterns, conditions, and stages of development of a future teacher’s creativity in the educational process in a higher education institution. The directions for further scientific theoretical and practical activities in the process of development of a future teacher’s creativity in parallel with training to work with gifted children are proposed. A promising direction of work is determining the ways to combine the operational and substantive sides of a teacher’s activity in work with gifted children.
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Ekaterinina, Maria V. "Features of the formation of educational motivation in future nurses, depending on different forms of training in a medical college." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (April 20, 2022): 265–75. http://dx.doi.org/10.34216/2073-1426-2021-27-4-265-275.
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The article presents an analysis of the works of Russian and foreign scientists on the factors of effective professional activity of a nurse. During the analysis, a contradiction was found, according to which the main factor of effective professional activity of a nurse is traditionally assumed to have a high level of development of operational professionally important qualities, but empirical data do not correspond to this statement. Additionally, the features of the professional development of students depending on the form of training were considered, and an empirical study was conducted in order to determine the similarities and differences in the structure and dynamics of motivation for educational activities of future nurses studying in different forms of training. It was revealed that during the training period, future nurses in both forms of training (full-time and part-time) have negative dynamics in the content of teaching motives; motives aimed at active cognitive and transformative activity become less significant, and the motivational core is formed around those motives aimed at preserving psychological comfort. The regularities of the formation of the structure of educational motivation established using the systemogenetic approach made it possible to draw a number of important conclusions concerning the factors of effective nursing activity and to highlight the predominant determinant of the professionalisation of nurses – motivational professionally important qualities.
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Abramova, Victoria Vyacheslavovna, and Tatyana Alexandrovna Romm. "Professional Subjective Activity of the Student of Pedagogical University." Siberian Pedagogical Journal, no. 5 (November 11, 2021): 40–47. http://dx.doi.org/10.15293/1813-4718.2105.04.
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Currently, researchers in the field of education and upbringing are discovering connections and dependencies that were not previously identified: upbringing and subjectivity, upbringing and personal meanings, upbringing and value choice. The article actualizes the problem of professional subjective activity of a teacher and its impact on the effectiveness of educational activities. The teaching practice existing in pedagogical universities needs to be enriched by the experience of social and scientific activities of students - future teachers. Professional subjective activity of students will create conditions for effective educational activity. The purpose of the article is to analyze the concept of “professional subjective activity” in the context of its significance for the educational activity of a future teacher. Methodology. The study was conducted using a descriptive method by collecting, analyzing and summarizing scientific literature data on the problem under study in order to determine its relevance. The content analysis of scientific articles on the problem of professional subjective activity as conditions for effective educational activity of the future teacher was applied. The concepts of “activity”, “subjectivity”, “professional subjectivity” are considered. In conclusion, it is concluded that the effectiveness of the educator’s educational activity is due to the presence of his professional subjective activity. A generalized definition of the concept of “professional subjective activity” is given.
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Kopovaya, Oksana, Mariya Erofeeva, and Sergey Shanin. "Professional culture of a teacher as a condition for organizing of effective pedagogical interaction." Applied psychology and pedagogy 6, no. 4 (October 4, 2021): 12–24. http://dx.doi.org/10.12737/2500-0543-2021-6-4-12-24.
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The article is devoted to the consideration of various aspects of the formation and development of the professional culture of teachers.
The first part of the publication reveals the concepts of "pedagogical culture", "professional culture of a teacher", "professional pedagogical culture", highlights the axiological, technological and personal and creative components of culture, which are structural components of professional and pedagogical culture. The authors give a step-by-step description of the process of forming a professional pedagogical culture. It is noted that pedagogical culture is an integral component of a pedagogical worker; describes a model of a modern teacher who has the necessary level of professional culture for the implementation of pedagogical activity, consisting of value, activity and personal components.
The characteristics of the main components of pedagogical culture made it possible to present the process of formation of pedagogical culture as a gradual change of the following levels: adaptation, reproduction and creative search.
On the basis of the essential, functional and structural analysis of the teacher's professional culture, the second part of the publication presents the results of an empirical study of the group of authors on the research topic, identifies the levels of the formed teacher's pedagogical culture. The study was conducted from 2017 to 2019 on the basis of three regional institutes for the development of additional professional education in the Volga Federal District; the sample consisted of 370 people.
Based on the results of the research work, a program for the development of pedagogical culture was developed. The content of the program is determined by the diagnostic block represented by diagnostic techniques; a developmental block aimed at the formation of the value and activity components of the teacher's pedagogical culture and consisting of activities that stimulate the professional activity of teachers and improve pedagogical skills and a correctional block aimed at designing and implementing a system of measures to analyze and correct real or potential problems of teachers in the personal sphere.
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Byrka, M. "ALGORITHMIC THINKING AS A TOOL OF EFFECTIVE TEACHER PROFESSIONAL ACTIVITY IN VUCA WORLD." Pedagogy of the formation of a creative person in higher and secondary schools 66, no. 1 (2019): 97–102. http://dx.doi.org/10.32840/1992-5786.2019.66-1.20.
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Kravarusić, Vesna. "Factors of Professional Activity of Educators in Pedagogical Practice." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 9, no. 3 (December 20, 2021): 385–98. http://dx.doi.org/10.23947/2334-8496-2021-9-3-385-398.
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The indisputable importance of early learning as well as the accepted documents of international organizations dealing with education have an impact on educational policy in the Republic of Serbia. Systemic solutions support the professional progress of educators/preschool teachers. Clearly limited and publicly recognizable areas of practice, accumulated fund of knowledge acquired through education, experience, which is expanded and deepened by continuous improvement and exchange with the environment; independent and/or cooperative decisions on timely and correct actions; meeting internal and external standards (self / control); ethics in personal and professional life are characterized by professional/competent actions of educators. Factors that modulate the level of competence of educators are the status of society, the immediate social context, the quality of the study program, professional environment, continuous professional development, pedagogical practice, personal characteristics of educators, job satisfaction and private life. The paper critically examines the key elements of the structure of factors in the Republic of Serbia in order to put light on weak points and their improvement. The research of a set of macrosystemic and subsystemic factors points out to the necessity of restructuring, improvement of the quality of selection, basic education of educators, interventions in the offer of trainings in accordance with the real needs of educators. Ensuring an effective, respectful climate in the preschool institution is necessary for microsystem changes. Pedagogical implications are contained in the creation of conditions for the development of participatory relations, critical observation, but also the emancipation and independence of professionally accomplished educators.
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Mykhalchuk, Nataliia, Yurii Pelekh, Yevhen Kharchenko, Eduard Ivashkevych, Ernest Ivashkevych, Lyudmyla Prymachok, Nataliia Hupavtseva, and Walery Zukow. "The empirical research of the professional reliability of 550 doctors during the COVID-19 pandemic in Ukraine (March-June, 2020)." Balneo Research Journal 11, Vol.11, no.3 (September 2, 2020): 393–404. http://dx.doi.org/10.12680/balneo.2020.368.
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The purpose of the article. In the process of our empirical research, we had the aim to examine the level of professional reliability of doctors who performed their professional duties during the COVID-19 pandemic in Ukraine. We assumed that the higher the level of professional reliability was, the more effectively doctors will perform their own professional activities in unusual, extreme conditions of their professional activity. The research involved 550 doctors of Rivne Regional Hospital (Rivne, Ukraine). Methods and methodical instrumentation of the research. To solve the problem of our research, a set of methods was used, the choice and combination of which have been determined by the subject, the purpose and the objectives of this research: - theoretical methods – theoretical and methodological analysis of scientific sources and available according to the problem of our research psychological approaches: their systematization, classification, generalization, theoretical modeling to study the phenomenon of professional reliability of doctors who worked in difficult conditions of the COVID-19 pandemic in Ukraine; - empirical methods – the observation, the interview, a questionnaire, testing, the method of expert assessments, which have been used for a deeper, holistic research of the structure of professional reliability of doctors; psychological and pedagogical experiment in the form of the empirical studying of the formation of a structure of professional reliability of doctors. The results of the research. We proved, that for specialists of medical sphere of the activity with a high level of professional reliability there was a main characteristic: the ability to perform professional activities in special and extreme conditions, the formation of professional and moral culture of a doctor, the constant development of components of his/her professional competence, professional readiness and professional reflection, the ability to implement effective psychological and acmeological influences, the development of reflective culture, the formation of a harmonious “self-concept” in professional and managerial activities, the actualization of psychological mechanisms, conditions, factors and determinants of the person’s professional development, etc. In our opinion, the professional reliability of a doctor is characterized by: a high level of stable productivity (or efficiency) of the professional activity; a high level of professional qualification and developed professional competence; optimal intensity of the professional activity; a high level of accuracy and reliability; a high level of organization of the professional activity; low indirectness (depending on purely external factors); creativity; the possibility of developing the subject of the professional activity and ensuring the actual professional growth; focus on achieving positive socially significant goals and results. Conclusions. We proved that bifurcation space of a professionally reliable Doctor includes: the ability to transfer professional experience; a high stable productivity of professional activity; the responsibility for the decisions having been made and their implementation; the ability to achieve own goals in any case; professional knowledge and the experience to be the director of some medical organization; the ability to act in critical situations and situations of cognitive dissonance; the ability to control the flow of doctors’ professional activity; a high level of professional competence; the ability to make and clearly implement their own decisions. If these components of a professionally reliable Doctor are formed at a high level, the Doctor can perform his/her professional activity with a high degree of its productivity, in difficult pandemic conditions, in situations of stress and cognitive dissonance. The latter emphasizes on the difference between the capabilities and the style of internal activity of Doctors who provide their activity in a period of COVID-19 pandemic: the ability to achieve meanings until the moment of meaningful acceptance of surrounding us reality and move on – to expand the meaning of the symbolic space (which is the COVID-19 pandemic) and, according to this, to show the measures of our own meaningful space (human life in a pandemic). Such conditions significantly encourage doctors to improve themselves as real professionals, to update their own professional reliability.
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Liubar, Ruslana, and Inna Liubar. "FORMATION OF PROFESSIONAL CONSCIOUSNESS OF FUTURE TEACHERS." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 108–11. http://dx.doi.org/10.36550/2415-7988-2020-1-191-108-111.
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The article is based on the analysis of scientific sources, reveals the essence of the concept of «professional self-consciousness», identifies the factors of its formation. Various forms of self-consciousness, its components, stages and levels of development of this complex formation are considered. The concept of «self-education» as a certain level of personality development, its self-consciousness is considered. Ways of professional abilities development, introduction of new forms and training methods are given. The components of professional self-consciousness include professional interests and attitudes, the desire to engage the chosen type of professional activity; diverse general and professionally necessary knowledge, cognitive skills and abilities; effective solution of professional situations, creativity as a recession from stereotypes in solving professional problems; adequate assessment of their professional qualities, attitude as a professional to himself. The author identifies the main aspects of professional self-consciousness of future teachers, identifies pedagogical conditions that contribute the process of professional self-consciousness: the usage of personality-oriented approach in the learning process, development of creative and communicative abilities, personal awareness of professional self-development, adequate self-esteem, motivational-pedagogical self-education, application of special methods and techniques of teaching in the process of training future teachers. There are methods and techniques that highlight the effectiveness of this process, namely: the study of professional literature, the study of foreign and national pedagogical experience; participation in professional competitions, contests, conferences; creative tasks performances of professional orientation; usage of game teaching methods, business role-playing games, etc.; discussion of success and failures in the process of performing creative work; determination of acquired knowledge, formation of skills and abilities that are necessary for one's own professional activity; formation of a critical attitude to one's own activity; planning their activities and analysis of what has been done; perception of own positive and negative qualities in pedagogical work. Thus, the formation of professional self-consciousness of the future teacher is a motivated, purposeful activity that leads to improve professional knowledge, skills and abilities, the development of professionally significant personal abilities and qualities.
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Kupchak, M., and A. Samilo. "PROFESSIONAL MOTIVATION AS AN INTERNAL FACTOR OF THE PROFESSIONALISM DEVELOPMENT OF THE FUTURE MANAGER." Bulletin of Lviv State University of Life Safety 21 (July 31, 2020): 107–12. http://dx.doi.org/10.32447/20784643.21.2020.13.
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Abstract. Introduction. Motivation is considered one of the most important units in the structure of professional activity of a specialist manager. It is the motivational component that has the greatest impact on the professional activities and behaviour of staff. Personal satisfaction from a job well done gives employees a sense of self-confidence, stimulates them to self-realization. If in the management process such an opportunity is given to employees, their work is effective, the motives of professional activity - high, and motivational management - the most effective. Purpose.The purpose of the work is to theoretically substantiate the problems of professional motivation and motivational management and to test their impact on the development of professionalism of the future manager. Methods.In order to clarify the peculiarities of the development of professionalism of the future manager in the work used the following research methods: theoretical - the study of psychological and pedagogical literature on the research problem; systematic and analytical methods for determining the leading definitions and their theoretical justifi-cation, as well as for analysing the problem of professional success of the individual in connection with personal and professional characteristics; empirical - observation, survey, questionnaire, testing, forecasting in order to study the theory of the influence of motives to achieve a choice in the profession.Results.The article substantiates the concept of "motives of professional activity" and clarifies the impact of var-ious psychological, personal and professional characteristics on the effectiveness and efficiency of training a specialist and the implementation of professional activities. The peculiarities of effective motivational management in the structure of professional activity of a person-specialist, as well as the system of motivation in professional training are determined. The motivational sphere of professional activity of future specialists of higher education institutions is investigated. Pe-culiarities of motivational choice of professional activity of a specialist are studied. An analysis of the problem of profes-sional success of the individual in connection with personal and professional characteristics. Conclusion.Professional motivation is considered as an internal driving factor in the development of profession-alism of the future manager, as well as an important management mechanism of motivational management, which is an indisputable means of effective functioning of the organization. Motivation serves as an internal condition for further improvement of personality, ensures the sustainability of its professional views, acts as a stimulator not only of values, but also intellectual, emotional and volitional processes, affects the overall results of professional activity.
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Ilnytska, O. M., B. L. Pelekhan, and I. R. Yarmoshuk. "DEVELOPMENT OF PROFESSIONAL - ETHICAL QUALITIES OF A MEDICAL STUDENT IN THE PROCESS OF PROFESSIONAL TRAINING." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 21, no. 2 (June 17, 2021): 186–89. http://dx.doi.org/10.31718/2077-1096.21.2.186.
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Urgent problems of modernity necessitate the humanization and democratization of all spheres of public life. In these conditions, the social significance of the medical profession is growing. Particular attention is paid to the professional and ethical culture of the medical worker, because ignoring the universal values and professional norms leads to the deterioration of the patient's health. The need to study the problem of developing professionally significant qualities of future doctors in the process of professional training is caused by the requirements for medical workers, as they have a great responsibility for human health and life. The profession of a doctor makes high demands on his personality, concerning not only the quality of professional training, but also a number of personal characteristics. That is why the priority direction of improving the professional training of medical students is the formation of their professionally significant qualities. Based on the analysis of scientific sources, various approaches to determining the essence of professionally significant qualities of medical students are analyzed, their content is detailed, and prospects for further research are determined. The positive intellectual qualities included flexibility of thinking, competence, observation, professionalism, erudition, curiosity, and the negative ignorance (lack or limitation of basic knowledge required to meet the standards of professional activity), mediocrity (intellectual limitations in the field of professional knowledge, satisfaction minimum level of knowledge and experience, lack of desire for self-education); inattention (difficulty in perceiving and fixing attention on professionally significant facts, which leads to confusion and errors in professional activitiesIt is investigated that for effective professional activity the set of professionally important qualities of a medical student in the most general form can be represented as follows: moral and ethical (honesty, decency, responsibility, intelligence, humanity, kindness, reliability, principledness, selflessness, ability to keep one's word) ; communicative (personal attractiveness, politeness, respect for others, willingness to help, authority, tact, attentiveness, observation, sociability, trust in others); strong-willed (self-confidence, endurance, restraint, balance, determination, initiative, independence, purposefulness; organizational (demanding of oneself and others, tendency to take responsibility, ability to make decisions, properly evaluate oneself and the patient, ability to plan one's professional activity) .
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Shynkaruk, Anastasiia. "EXERCISES AS AN EFFECTIVE MEANS OF FORMATION AND DEVELOPMENT OF VOCALISTʼS PROFESSIONAL SKILLS." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (December 29, 2021): 95–102. http://dx.doi.org/10.31499/2307-4906.4.2021.250162.
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Modern higher educational institutions face the tasks associated with the implementation of individual creativity and a high level of professionalism of the vocalist in performing an activity. The article considers the features of vocal training of future professionals, psychophysiological factors influencing the development of creative vocal abilities and the content of the activity with vocal-technical exercises in the class of solo singing, analyze methods of students’ vocal techniques development, defines the role of exercises in professional training of future soloists-vocalists. Exercises for voice and breathing, as well as exercises aimed at developing articulation and diction, will help to fully master their own voice data, expand the range, make the voice brighter and more voluminous. Scientists and outstanding vocalists have considered this problem in their works, but even today the foundations for vocal students and vocal teachers are methods, techniques and exercises that will help to form a professional musician.The problem of vocal and performing training of future artists–vocalists in the institution of the artistic direction of higher education is based on interdisciplinary integration. This article defines the essence and the content of vocal and performing training of artists–vocalists in the institution of higher education; outlines the main tasks of their professional training; reveals the role of interdisciplinary integration in preparing students of the institution of the artistic direction of higher education. The proposed methods and techniques are scientifically substantiated and experimentally proven.Scientists and outstanding vocalists have considered this problem in their works, but even today, the basis for singers of specialized educational institutions of art education and vocal teachers are methods, techniques and exercises that will help to form a quality musician.
Keywords: vocal; vocal exercises; mixed; glissando; sound support; vocal training; voice formation; vibrato; legato; cantilena; resonators.
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Ilxomjonovich, Ikromov Isomiddin, Yusupov Toir Tolanovich, and Haitbayeva Barnohon Baxodirovna. "Physical Education In The Structure Of Professional Education." American Journal of Social Science and Education Innovations 03, no. 03 (March 26, 2021): 226–29. http://dx.doi.org/10.37547/tajssei/volume03issue03-31.
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Physical culture acts as an integral quality of a personality, as a condition and prerequisite for effective educational and professional activity, as a generalized indicator of the professional culture of a future specialist and as a goal of self-development and self-improvement. It characterizes the free, conscious self-determination of a person who, at different stages of life development, selects and assimilates those values that are most significant for him from a variety of values.
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Kuznetsova, A. A., and N. A. Solovyeva. "DYNAMICS OF PSYCHOLOGICAL CHARACTERISTICS OF A STUDENT-VOLUNTEER IN THE PROCESS OF PROFESSIONALLY-ORIENTED VOLUNTEERING ACTIVITY." Education and science journal 20, no. 7 (September 17, 2018): 128–46. http://dx.doi.org/10.17853/1994-5639-2018-7-128-146.
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Introduction.In the modern world, volunteering is one of the most effective ways for successful social development and improvement of the quality of human life. By the Decree of the President of Russia Vladimir Putin, the year of 2018 has been declared the Year of Volunteer in the Russian Federation. Voluntary activity has a positive impact not only on people who are provided with help but also on volunteers. Volunteering is beneficial for the formation and strengthening of moral position and citizenship, development of philanthropy, responsiveness, sense of justice, leadership skills. Besides, youth volunteering abroad has long been used as an important element of preparation to perform professional duties. Participating in the professionally focused volunteering, the student has an opportunity to gain professional experience, to check the correctness of own professional self-determination and career aptitude. Similar volunteer service is especially relevant for representatives of the “caring” professions – teachers, social workers, psychologists and doctors, i.e. people who have to be a priori ready for pro-social activity and have such qualities as goodwill, communicability and conscientiousness.The aimof the paper is to study the dynamics of the psychological characteristics of future health-care professionals regularly participating in professionally-oriented volunteer activities.Methodology and research methods.The research is based on competency-based and activity approaches to education. Also, research methodology involves the key provisions of the concept of a humanization of the pedagogical process of the higher education institution, and the basic principles of volunteers’ activity declared in documents of the “United Nations Volunteers” (UNV) programme. The survey among students was the main method of information collection. Psycho-diagnostic tools involved: the assessment technique for communicative and organizing tendencies of an individual (V. V. Sinyavsky, V. A. Fedoroshin); the questionnaire for assessing the development level of empathic tendencies (A. Megrabyan, N. Epstein); the methodology for studying of valuable orientations of the individual (M. Rokich); the questionnaire “Motivation of Assistance” (S. K. Nartov-Bochaver). To objectify the data obtained, the Mann–Whitney U Test statistical technique was applied to reveal a difference in values of the parameter between small selections.Results and scientific novelty.The volunteer team was organized at the Department of Psychology of Health and Correctional Psychology of the Kursk State Medical University. This team is engaged in volunteering at the boarding school for children with disabilities. The authors came to the conclusion that the real directions of quasi-professional voluntary student unionism substantially correspond to the abilities and skills required of future health professionals. The authors analyzed the two-year dynamics of changes in students’ psychological characteristics and professional competencies under the influence of their constant involvement in the volunteer movement. The key personality traits of an experienced student volunteer were designated: orientation towards humanistic values; motivation and readiness of providing assistance to needy people; well-developed communicative abilities and empathy. It has been established empirically that the level of development of these professionally important qualities among the student volunteers is initially above, compared with fellow students who were not involved in volunteering. Also, the level mentioned above continues to evolve actively due to the performance of the professionally focused and socially important volunteer mission.Practical significance. Results of the undertaken research prove convincingly that inclusion in the pedagogical process of higher education institution of professional volunteering as one of the priority activities contributes to the spiritual-moral education of students, the formation of professional and general humanistic outlook. In addition, student volunteering allows future graduates to find the necessary experience in the chosen field of employment.
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Semeniv, B. S., T. G. Prystavsjkyj, A. M. Babych, О. L. Kovban, and M. M. Stahiv. "The influence of physical activity on the psychophysiological state of students of the first year of the Faculty of Veterinary Medicine." Scientific Messenger of LNU of Veterinary Medicine and Biotechnologies 20, no. 91 (November 16, 2018): 88–91. http://dx.doi.org/10.32718/nvlvet9118.
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The goal of physical education in schools is to facilitate the preparation harmoniously developed, highly qualified specialists. The training course in physical education provides the following tasks: training students in high moral, volitional and physical qualities; readiness for effective work; the preservation and promotion of health; promoting good formation and the comprehensive development of the body; maintain high efficiency over the entire study period. The role and importance of physical culture and sports is:
- to reduce terms of professional adaptation, professional skills, productivity, resistance to unfavorable environment;
- maintaining health and reducing accidents, improving professional development and motor skills important in order to maximize the expansion and deepening of motor capacity and motor experience regarding mastering the profession;
- improve professionally important physiological functions for the professional development of and resistance to unfavorable working environment.
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Petrova, Galina, and Olesya Gomanenko. "Personal Potential of the Social Worker as a Determinant of the Effective Professional Activity." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 7. Filosofiya. Sociologiya i socialnye tehnologii, no. 3 (October 2016): 102–9. http://dx.doi.org/10.15688/jvolsu7.2016.3.13.
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Kuznetsova, O., and V. Zlatnikov. "APPROACHES AND EFFECTIVE METHODS OF INSTRUCTION IN THE FOREIGN LANGUAGE FOR SPECIAL PURPOSES." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (45) (2021): 17–20. http://dx.doi.org/10.17721/728-2217.2021.45.17-20.
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At the present stage of expanding international contacts in various fields of activity for students it is becoming increasinglyimportant to expand their knowledge of languages outside of everyday foreign language (English). Learning foreign languages hasa number of benefits, including facilitating effective communication and building partnerships, business and military relationships with people from other countries/cultures. Since there are a number of factors that affect the effective acquisition of a foreign language in the context of bilin gualism, modern methods of teaching foreign languages have their own characteristics, considering the target areas and standards. There are many approaches to foreign language teaching developed at the end of the last centurythat have become widely used in teaching foreign languages for special purposes in higher education at the present stage of learning. The range of teaching methods varies depending on which aspects of language acquisition they emphasize – from teaching grammar to the lexicographic component of modern English-language culture of business and professional communication, which are seen as an element of communication skills of young military and civilian professionals [1]. As there is a wide range of different approaches and methods of teaching a foreign language for professional purposes used in lessons, the question will be whether there is evidence that some methods are more effective in acquiring and maintaining acquired skills. The article presents practical recommendations for motivating students to free oral/written communication in a foreign language, taking into account professional needs; the sequence of stages at which new programs for studying a foreign language of special purpose are logically executed, and also offers concerning a vocabulary is provided. The article evaluates and analyzes the latest trends in the methodology of teaching foreign languages, which provides a basis for effective study of a foreign language for professional purposes, taking into account the communicative orientation military, business and professional communication.
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ЮРКОВ, Анатолій. "SUBSTANTIATION OF THE NEED TO ESTABLISH THE READINESS OF FUTURE PSYCHOLOGISTS TO TACKLE CONFLICT SITUATIONS IN THE PROFESSIONAL ACTIVITY." Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 25, no. 2 (July 1, 2021): 225–35. http://dx.doi.org/10.32453/pedzbirnyk.v25i2.793.
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The article studies the theoretical review and substantiation of psychological and pedagogical aspects of the problem of establishment of the readiness of future military psychologists to tackle conflict situations in their professional activities. The conducted scientific research made it possible to reveal the main loads and specifics of the practical activities of future military psychologists during their service in military units, which, in turn, actualized the need to establish readiness among young officers even at the stages of training in higher military educational institutions.The paper analyzes the issue of “readiness for professional activity”, and shows that the space of scientific thoughts is heterogeneous and has many approaches to understanding this definition.It is identified that readiness for the future military psychologist to tackle conflict situations in professional activity is a complex characteristic of the individual, including a system of professional motives, psychological qualities, attitudes and states, subject and intellectual knowledge, skills and abilities, which together is the key to the effective performance of functional duties. The paper proposes to interpret the process “readiness of future military psychologists to resolve conflict situations in their professional activities” as a holistic training covering professional knowledge, skills, patriotic views and beliefs; professional orientation to military service; reflection of their achievements; professional self-improvement.It is found that the content of the readiness of future military psychologists to tackle conflict situations in professional activity is a set of relevant knowledge and skills, which is provided by mastering the relevant profession (professional training), acquiring professionally important personality qualities, entering professional activity after graduation from a higher military educational institution (professional adaptation) skill development in military service (professional self-improvement). Based on the best practices of the scientific community, five main components of readiness are outlined: motivational, value-oriented, communicative-informational, creative, operational-activity.
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Provotorova, Nataliia V. "Professional training of future specialists in public administration to work in the conditions of innovative public administration." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 22, no. 1 (March 22, 2022): 90–94. http://dx.doi.org/10.18500/1819-7671-2022-22-1-90-94.
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The article is devoted to the study of professional training of future specialists in public administration to work in the conditions of innovative public administration. The purpose of the article is to determine the features of specialists in public administration in the framework of new management models. The analysis of such models as “new state (public) management” (New Public Management), “good Government” (Good Governance), project management, and “electronic government” (e-government) is presented and the problems of their implementation in public authorities determined by the professional competence of specialists are described. The indicators and conditions of effective professional activity of specialists in the field of public administration within the framework of the designated management models are highlighted. The article presents the abilities, skills, and competencies necessary for future specialists to carry out activities in innovative public administration. Attention is focused on the need of developing professionally important qualities of future specialists that contribute to the effectiveness of innovative professional activities. In this regard, the structure of professionally important qualities necessary for successful professional activity in innovative public administration is presented. As a solution to the problem of training modern specialists, it is proposed to create a pedagogical model for the formation of professional readiness of future specialists in the field of public administration.
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Kondratska, Halyna, and Anna Chepelyuk. "MODERN TRAJECTORIES OF TRAINING OF SPECIALISTS IN PHYSICAL EDUCATION AND SPORTS." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 99–107. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232792.
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The modern orientation of physical training and sports is aimed at the development of physical and intellectual activity of students. This allows us to talk about physical training and sports as an important means of formation the individual, citizen and future competitive specialist.The article considers physical training and sports as a component of the education system.It demonstrates that the task of physical culture and sports in higher education institutions is the formation of personal culture of students, creating conditions for their professional development and the formation on this basis of intellectual, creative and cultural potential. The results of research in the field of physical education and sports using empirical methods, suggested that future professionals should have a set of competencies in the chosen field of knowledge, taking into account different disciplines in the context of professional standards.According to researchers, taking into account the regional approach, the use of local resources will determine the effective trajectories of training specialists in physical education and sports.The article also reveals modern trajectories of training of specialists in physical education and sports.The method of this study is a review study, which has become a difficult problem due to the importance of training specialists to implement the socialization of modern youth.It highlights the trajectories of the formation of the educational-professional program of training specialists in “Physical Education” The article also reveals the realization of educational components: information-cognitive, content-procedural, activity-effective, which promote personal development of the student.We prove the planning of two components of the educational program of professional and selective, including blocks of disciplines that should provide integration of knowledge of students in formation of the general and professional competences.The article reveals realization of educational components: information-cognitive, content-procedural, activity-effective, which promote personal development of the student.
Keywords: education, sports, preparation, program, components, trajectories, students.
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Kdyrbaeva, A. A., E. V. Ryabova, and A. O. Abdykadyrov. "PEDAGOGICAL PRACTICE AS AN EFFECTIVE MEANS OF PROFESSIONAL TRAINING OF PRIMARY SCHOOL TEACHERS." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 198–204. http://dx.doi.org/10.51889/2020-2.1728-5496.34.
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This article analyzes the problem of organizing the practice of students-future teachers of primary education in the University, describes the pedagogical conditions for the success and effectiveness of its implementation. The purpose of the article is to identify and justify the relationship between the student's creative activity and continuous practice during the entire period of study at the University. It is shown that pedagogical practice has a special role in preparing future primary school teachers for professional work, since practice generates a desire to discover new things, arouses interest in the studied, and forms students ' complete ideas about pedagogical activity, about the real ways of its knowledge and development.
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Karpova, Olga Leonidovna, and Albert Yakovlevich Nain. "Students’ professional identity development through a sense-making activity." Samara Journal of Science 6, no. 2 (June 1, 2017): 230–33. http://dx.doi.org/10.17816/snv201762307.
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The authors of the paper have identified key challenges that make the process of students professional identity development difficult in modern society. The research is based on the study of needs of society, regulatory framework, as well as the authors own teaching experience. The authors found controversies that led to the scientific problem of students professional identity development through a sense-making activity. The paper contains an extensive theoretical basis that helps to identify the essence of students sense-making activity as a psychological and pedagogical problem. The authors analyze recent researches related to students semantic education development. They develop and illustrate the structure of students sense-making activity, which includes the following substantial components: identity, cognitive, motivational-semantic and value-regulatory components. The components of the developed structure perform determination and regulation functions of professional activities, development, self-development and self-identity as the basis for students professional identity development. The paper contains criteria for sense-making activity structure assessment: passion, professional activities; breadth of interests; professional identity; self-conscious and finding the meanings of professional activity in the system of life goals, plans and programs. The authors formulate pedagogical conditions promoting effective professional identity development of university students through a sense-making activity.
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Grevtseva, Gulsina Ya, Irina O. Kotlyarova, Gennadii N. Serikov, Anastasia V. Fakhrutdinova, and Marina V. Tsiulina. "Methodological Approaches to Preparing Students for Professional Innovative Activity." Vestnik Tomskogo gosudarstvennogo universiteta, no. 462 (2021): 181–91. http://dx.doi.org/10.17223/15617793/462/22.
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The article reveals the preparation for professional innovative activities at different levels (public, socio-pedagogical, theoreticalmethodological, and methodological-technological). The main types of innovation – creation, development, testing, implementation – are characterized. The phenomenon is briefly analyzed. Despite the accumulated experience and existing interest in the problem, there are few studies on the preparation for innovative activity of students of technical and cultural universities. In the article, a definition of the term “professional innovation” is proposed. The essence of readiness for innovation is presented. The choice of innovative, energyresource, integrative approaches to preparing students for innovative activity is substantiated. The functions of the approaches are presented. These functions are realized through a system of certain principles. In the article, the methods of analysis, questionnaire, testing, ranking were used to identify students’ and teachers’ values of innovative activity, to determine objective and subjective factors affecting professional innovative activity, and methods and means students and teachers find effective in developing creative abilities. The respondents emphasize professional patriotism, professional health (capacity for work), and creativity as the most significant values of innovative activity. The article presents the most effective forms, methods, and tools that contribute to readiness for innovation. Particular attention is paid to the innovative projects in mixed groups of the South Ural State University. The implementation of sociocultural projects at Chelyabinsk State Institute of Culture is described. Examples from practical experience are given. It is noted that the training of students in various types of their independent activities is based on their personal experience of independent activities. The necessity of pedagogical assistance is the most appropriate way of pedagogical support, creating conditions for students for independent education. It develops the readiness for innovative activity and the ability to manage educational activities. The key results of the study are: the specified content of key concepts; the determined structural elements of readiness for innovation, skills (forecast, planning, analysis, interpretation, reflection), values of innovation (professional patriotism, performance, health, creativity, etc.); the revealed methodological approaches to preparing students for professional innovative activity; the identified principles and conditions for the implementation and functioning of the phenomenon.
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Savenkova, Iryna, and Viktoriia Kosenchuk. "Psychological features of professional stress of teachers." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 1(20) (2020): 48–53. http://dx.doi.org/10.33310/2078-2128-2020-20-1-48-53.
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The article analyzes the key approaches to the phenomenon of stress in the teacher's professional activity. The views of scientists on its nature, the factors that give rise to its appearance and deployment are presented. The concepts of "work stress", "organizational stress", "professional stress" are distinguished. Professional stress among teachers is viewed through the prism of an individual's individual response to the impact of a difficult situation (psychological approach). The teacher's reaction to the increased demands of the social environment for his activities is investigated (social approach). The psychological state of the teacher, determined by the powerful action of factors associated with the implementation of professional tasks (professionally oriented approach) is described. The importance of an integrated approach to the study of psychological characteristics of professional stress of teachers is emphasized. Currently, there is an acute lack of personal resources for the effective solution of current pedagogical problems, which leads to stress. The author has characterized the types of professional stress by the nature of the impact on the personality of the teacher and his/her activities. The factors determining the transformation of situational stress into chronic occupational stress have been determined. The features of informational, emotional and communicative stress in the teacher's professional activity are described. The types of stressors in pedagogical activity are highlighted. Particular attention is paid to objective and subjective stressors, in particular to interpersonal, mid-personal and motivational. General and special occupational stressors are described in detail. The differences from stressors that are controlled and not amenable to control in the conditions of pedagogical activity are determined. Attention is focused on the fact that professional stress among teachers can become a serious threat to the successful deployment of professional activity and lead to professional burnout. Cases in which professional stress becomes a stimulus prompting a teacher to develop and improve are identified.
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Vitchenko, Andrii O., Anastasiia Yu Vitchenko, Iryna V. Izhutova, Loryna G. Aleksandrova, and Viktoriia L. Romaniuk. "Activating the cognitive learning activity through “Dead” case." Linguistics and Culture Review 5, S2 (August 1, 2021): 599–607. http://dx.doi.org/10.21744/lingcure.v5ns2.1394.
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The authors investigated technologization of educational process in high school and formation of interactive communicative environment for professionally oriented learning. Analysis of the problems of cases use in modern teaching practice was conducted. Methods of questionnaires, empirical data generalization, theoretical analysis of case study, justification of approaches to its technological effectiveness, “dead case”, findings generalization, defining prospects of further problem consideration were used. The authors identified the features of case study technological implementation and developed the “dead” case-based study algorithm for development of future lecturers’ professional skills. The conditions of the effective use of case technology in high school were defined. The authors proved the integral character of the case technology.
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Apshay, Fedir. "Increasing the motivation of future professionals in the culture and arts industry to use information technologies in professions activity." Pedagogy and Psychology of Sport 7, no. 1 (February 28, 2021): 174–83. http://dx.doi.org/10.12775/pps.2021.07.01.012.
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The article reveals the concepts of "motivation" and "motive", analyzes the experience of domestic and foreign experts in the formation of the concepts of "learning motivation" and "professional motivation". It is proposed to introduce methods of stimulating and motivating educational and cognitive activities: the formation of cognitive interest, methods of stimulating duty and responsibility in learning. In the course of the research a system of motivation of future professionals in the culture and arts industry was developed, which was used in teaching computer science disciplines.
The motivation of future professionals in the culture and arts industry to use information technology in professional activities was determined by the results of a pedagogical experiment on a developed scale: internal motivation, external positive motivation, external negative motivation. The participants of the experiment noted the greater influence of external positive motivation and its transformation into internal motivation.
Based on the results of the questionnaire, the necessary conditions for successful mastering of information technologies were outlined: internal stable motivation for the expediency of using ICT in education; availability of modern technical means; availability of software and teaching materials; a set of knowledge, skills and abilities to use information technology in future professional activities.
The results obtained during the formative stage of the pedagogical experiment give grounds to state the possibility of increasing the motivational complex of professional activity of future professionals in the culture and arts industry to use ict in case of creating favorable pedagogical conditions. in general, the satisfaction of the future professionals in the culture and arts industry professional activity is the higher, the more optimal his motivational complex - high weight of internal and external positive motivation and low weight of external negative motivation.
By processing statistical data, the SPSS program revealed differences in the indicators of internal and external motivation of future specialists professionals in the culture and arts industry of the experimental group, which confirmed that external positive motives are more effective and desirable than external negative.
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Akkassynova, Zh K., А. А. Zhussupbekov, and S. M. Lukpanova. "THE FORMATION OF PROFESSIONALLY-ORIENTED COMPETENCE OF STUDENTS OF NONLINGUISTIC SPECIALTIES BASED ON WEB 2.0 TECHNOLOGY." BULLETIN Series of Physics & Mathematical Sciences 71, no. 3 (September 30, 2020): 153–58. http://dx.doi.org/10.51889/2020-3.1728-7901.22.
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Professionally-oriented competence is one of the essential components of students' professional competence. Today, it is a great demand for specialists to sufficiently owning a foreign language to implement the professional activity in a foreign-language sphere. In this context, special attention should be paid for the formation of this competence of students of non-linguistic specialties. The research focuses on considering the effective ways of forming of professionally-oriented competence of students of non-linguistic specialties. One of the possible ways of managing with it is the usage of modern digital technologies, including Web 2.0 in teaching Professionally-oriented foreign language course. The research methods consisted of relevant literature review on this topic and a survey. The research findings present that students highly appreciate using digital technologies while studying the course and confirm its practice-oriented nature. This research recommends effective use of digital technologies for successfully forming of professionally-oriented competence of students of non-linguistic specialties
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KAROLOP, O. "PROFESSION COMPETENCE YAK FACTOR FORMING COMPETITIVENESS BACHELOR HOTEL-RESTAURANT RIGHT." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 90–94. http://dx.doi.org/10.33989/2075-146x.2020.26.227532.
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The statistics have food, tied to the form of professional competence, which will ensure the effectiveness of training and the competitiveness of bachelors in the hotel and restaurant service. Rozkrito zmist understanding "professional competence of bachelors in hotel and restaurant law" The process of forming the professional competence of bachelors in the hotel and restaurant law has been analyzed, and the process of becoming special in the social and professional community has been analyzed.
The categories of competence-based approach are substantiated: "professional competence", "key competencies", "entrepreneurial competence" etc. The content of the concept "professional competence of future specialists of restaurant services" is grounded, which is based on the specification of the knowledge, skills, professionally important qualities, which are necessary for professional activity in the restaurant industry. The process of formation of professional competence of future specialists of restaurant service, which is characterized by the formation of the personality in social and professional environments, is analyzed. In order to achieve positive dynamics in the levels of the formation of professional competence of future specialists of restaurant services, the components of the investigated phenomenon are identified, which are: value-motivational, cognitive, personal-professional and activity-reflexive. The purposeful development of these components in the educational process will provide skilled workers with the successful socialization and effective performance of their professional functions in the restaurant industry.
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O.L., Moroz. "PECULIAR FEATURES OF PROFESSIONAL COMMUNICATIVE ACTIVITY OF FUTURE SEAFARERS." Collection of Research Papers Pedagogical sciences, no. 93 (February 23, 2021): 100–104. http://dx.doi.org/10.32999/ksu2413-1865/2020-93-14.
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The article specifies the peculiarities of professional communicative activity of future seafarers. Professionally-oriented communicative competency is defined as a fundamental component of the professional training of seafarers which, in turn, suggests that the key objective of language training in higher maritime educational institutions is the formation and development of all the components of this complex phenomenon. It is argued that the development of the effective model of professionally-oriented communicative competency formation of future seafarers and the selection of the adequate teaching methodology is doomed to failure if all the aspects and peculiar features of professional communication are not taken into thorough consideration. It is determined that the peculiar features of maritime sphere specialists’ activity predetermine distinctive requirements to professionally-oriented communication of those working in shipping industry. It is proved that Maritime English can for sure be determined as professional sub-language because it, first of all, serves for the specific needs satisfaction of one certain, independent, self-sufficient area of human activity and, at the same time, it has distinctive peculiar features at each level of teaching-learning process.Extensive review and thorough analysis of statutory and requirements documents which are straightforwardly connected to the organization of the professional communication at sea provided for the conclusion that laconism, clarity and accuracy together with the zero tolerance towards the discrepancy are acknowledged as the key fundamental requirements to professional communication of seafarers, as the safety of navigation, human life and environment depend greatly on their timely, unambiguous and laconic communication. It is determined that because of the fact the professional communication usually occurs in the condition of press of time and psychological tension, the linguistic peculiarities of standard maritime phraseology are the following: the minimum use or even complete omission of the functional words, such as articles and auxiliary verbs (a/an, the, am/іs/are etc.). Besides, it is stated out that due to the possible interferences while communicating by means of radiotelephone and VHF it is recommended not to use the shortened forms which are so typical for common spoken English. And, finally, one more specific feature of the professional communication of future seafarers when using VHF is the requirement to use specific word markers to specify the type of the message or the end of the phrase or the conversation.Key words: professionally-oriented communication, professional sub-language, maritime phraseology, verbal markers, linguistic scope of the text. У статті визначено особливості професійно-мовленнєвої діяльності фахівців морської галузі. Професійно-орієнтована комунікативна компетенція визначається як важлива складова частина професійної підготовки морських фахівців, отже, ключовим завданням мовленнєвої підготовки у закладах вищої освіти є розвиток усіх складових частин цього феномена. Стверджується, що розроблення ефективної моделі формування професійно-орієнтованої комунікативної компетенції майбутніх фахівців морської галузі та підбір адекватної методики її викладання є неможливими без урахування усіх аспектів та осо-бливостей професійної комунікації. Визначено, що специфіка сфери діяльності представників морської галузі зумовлює певні вимоги до професійно-орієнтованого мовлення морських фахівців. Доведено, що морську англійську мову можна визначати як підмову спеціальності, оскільки вона, по-перше, обслуговує спеціальну, окрему, самодостатню галузь діяльності, а також має свої специфічні особливості на всіх рівнях вивчення.Ретельний аналіз нормативних документів, безпосередньо пов’язаних з організацією комунікації на морі, дав змогу дійти висновку про те, що стислість, ясність, точність та недопущення різнотлумачень є основними базовими вимогами щодо професійного мовлення фахівців морської галузі, адже від їх своєчасної, лаконічної і недвозначної комунікації залежить безпека судноплавства, життя людей та навколишнього середовища. З’ясовано, що, оскільки спілкування зазвичай відбувається в умовах дефіциту часу та психологічного напруження, то до суттєвих лінгвістичних особливостей стандартної морської фразеології належать перш за все мінімальне використання або навіть опущення вживання функціональних лексичних одиниць, таких як артиклі та допоміжні дієслова (a/an, the, am/is/are тощо). Крім того, визначено, що з огляду на можливі технічні перешкоди під час здійснення радіозв’язку та можливі шумові перешкоди під час особистого спілкування рекомендується уникати скорочених форм, які є типовими для повсякденного англомовного спілкування. Нарешті, особливістю професій-ного мовлення морських фахівців під час здійснення радіозв’язку є обов’язкове використання вербальних маркерів на позначення типу повідомлення та завершення фрази.Ключові слова: професійно-орієнтоване спілкування, підмова спеціальності, професійна фразеологія, вербальні маркери, лінгвістичне наповнення тексту.
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Havryshkiv, Oksana. "Professional self-improvement of higher military school teachers." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 22–32. http://dx.doi.org/10.30970/vpe.2021.35.11319.
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The article presents the meaning of the concepts of “professional and pedagogical activityˮ, “professional developmentˮ and shows that professional development is a multifaceted process of acquiring and using new knowledge, skills and qualities that are necessary for highly effective implementation of professional pedagogical activity. It is noted that professional development is a process of transforming the teacher’s individuality, aimed at self-improvement and achievement of acmeological peaks in professional activity; the features of professional and pedagogical activity of a teacher of higher military educational institution are singled out in the article. The stages of professional development of a teacher (choice of profession, professional education and training, professional adaptation, professional competence, professionalism, mastery and innovation) are analyzed. It is identified that self-improvement is implemented in two interrelated ways: self-education and personal development. A brief meaningful characteristic of these concepts is offered. The stages of self-improvement of scientific and pedagogical workers are characterized: the stage of self-knowledge (the initial stage of cognitive activity of a person), the stage of creating a personal self-improvement program (formation of goals and ideals for achieving one’s goal), the stage of implementation of self-improvement program (professional development implementation complex), the stage of control and regulation of self-improvement process (evaluation of achieved results). On the basis of theoretical analysis and selected results of the empirical research, the author offers advice for teachers of higher military educational institutions for their professional self-improvement. It is determined that constant improvement of professional skills is an important factor in the professional development of a scientific and pedagogical worker. Keywords: pedagogical activity, higher military education institution, professional development, stages of professional development, self-improvement, self-education, innovativeness.
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Sullivan, Courtney, Johann C. Bilsborough, Michael Cianciosi, Joel Hocking, Justin T. Cordy, and Aaron J. Coutts. "Factors Affecting Match Performance in Professional Australian Football." International Journal of Sports Physiology and Performance 9, no. 3 (May 2014): 561–66. http://dx.doi.org/10.1123/ijspp.2013-0183.
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Objectives:To determine the physical activity measures and skill-performance characteristics that contribute to coaches’ perception of performance and player performance rank in professional Australian Football (AF).Design:Prospective, longitudinal.Methods:Physical activity profiles were assessed via microtechnology (GPS and accelerometer) from 40 professional AF players from the same team during 15 Australian Football League games. Skill-performance measure and player-rank scores (Champion Data Rank) were provided by a commercial statistical provider. The physical-performance variables, skill involvements, and individual player performance scores were expressed relative to playing time for each quarter. A stepwise multiple regression was used to examine the contribution of physical activity and skill involvements to coaches’ perception of performance and player rank in AF.Results:Stepwise multiple-regression analysis revealed that 42.2% of the variance in coaches’ perception of a player’s performance could be explained by the skill-performance characteristics (player rank/min, effective kicks/min, pressure points/min, handballs/min, and running bounces/min), with a small contribution from physical activity measures (accelerations/min) (adjusted R2 = .422, F6,282 = 36.054, P < .001). Multiple regression also revealed that 66.4% of the adjusted variance in player rank could be explained by total disposals/min, effective kicks/min, pressure points/min, kick clangers/min, marks/min, speed (m/min), and peak speed (adjusted R2 = .664, F7,281 = 82.289, P < .001). Increased physical activity throughout a match (speed [m/min] β – 0.097 and peak speed β – 0.116) negatively affects player rank in AF.Conclusions:Skill performance rather than increased physical activity is more important to coaches’ perception of performance and player rank in professional AF.
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Savchenko, Natalia. "INDEPENDENCE IN EDUCATION AS A LEADING FACTOR OF PROFESSIONAL GROWTH OF FUTURE AVIATION PROFESSIONALS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 56–61. http://dx.doi.org/10.36550/2415-7988-2021-1-194-56-61.
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Today, a modern aviation specialist needs to have a high level of professional skills, psychophysiological reliability, general culture, skills to work in a team, skills to work with a modern amount of information, non-traditionally approach to solving various extreme situations, as well as to be able to organize professional activities on a prognostic basis. During the information explosion, accompanied by the latest technologies of priority in professional training of cadets, are tasked - to form skills of self-education, to instill the need for self-perfection, to teach the cadets of probable stylish thinking, quick perception of new ideas.Professional and personal development of the future aircraft in educational activities are the requirement of the present. The achievement of this goal is closely linked to the increase of the role of independence of cadets in educational activities. Independent educational activity is capable of determining the success of professional development of future aircrafts. It depends on the level of its development it depends on the formation of subjects of the cadet. Manifesting the independence of cadets in educational activities, their creative independent activity is a major factor in effective professional development. In this approach, the result of independent activity is not only educational tasks, but also formed subjects of the cadet, its ability to solve problem situations independently, reflect, self-motivate and self-regulate their own actions, and thus enrich individual experience in professional growth. To do this, it is necessary to provide relevant pedagogical conditions that will contribute to the independent training activities of future aircrafts. In our opinion, its effectiveness can be provided by adequate adaptation of the educational burden to the individual characteristics of cadets and the formation of an individual algorithm for independent educational activity.The overwhelming majority of modern researchers determine the independence of students in educational activity as quality, the property of the person, which it uses both tools to achieve a certain educational and cognitive goal, and which needs to be purposefully formed. Independence, thus, is the result of this activity. The ability of a person to identify independence in educational independence for its own self-development is an important argument, because through the autonomy of future aircrafts it is possible to intensify the mechanisms of professional self-development.
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Vakhnina, V. V., Yu G. Kasperovich, and Y. G. Naumov. "Psychological features of teaching the negotiating activity in the system of additional vocational education." Psychology and Law 8, no. 4 (2018): 168–79. http://dx.doi.org/10.17759/psylaw.2018080415.
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In the article, the authors consider the need for timely updating the content of training programs and improving the skills of negotiating subjects, taking into account the rapidly changing conditions of professional activity. The use of situational, system-situational approaches in training contributes to the formation of professional competences among negotiators and the development of professionally important qualities necessary for effective implementation of negotiating activities in various professionally significant situations. Collection and analysis of empirical material was carried out in several stages from 1995 to 2014, and included a survey of employees of law enforcement agencies and the conduct of a systematic analysis of the bank in 1705 problem situations. Based on the analysis of the bank of crisis situations in the negotiation process, depending on the characteristics of the negotiating situation, priority strategies and possible crisis zones are singled out, which makes it possible to effectively implement anti-crisis talks. Vocationally important negotiating situations and ways of formation of negotiating competence in the process of preparation and retraining have been determined.
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Vasiuta, V. "Features of forming an effective motivational mechanism at the enterprise." Fundamental and applied researches in practice of leading scientific schools 31, no. 1 (February 28, 2019): 239–49. http://dx.doi.org/10.33531/farplss.2019.1.45.
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The article presents the results of the study of theoretical, methodological and practical aspects of improving the motivational mechanism. The purpose of the study is to analyze staff motivation and develop practical recommendations on how to improve the motivational mechanism in the enterprise. The analysis of personnel motivation was carried out taking into account the specifics of the activities of the General Directorate of the State Emergency Service of Ukraine in the Poltava region. The peculiarity of the formation of the motivational mechanism is the consideration of professional motivation of workers. Professional motivation is formed in the process of becoming a specialist, manifested when performing tasks of professional activity.
The conducted motivational monitoring allowed us to identify the most significant areas of increasing the efficiency of the motivational mechanism in the enterprise. Motivational monitoring was carried out using the methods “Diagnostics of the motivational structure of the personality” and “Motivational profile”. Factors influencing the motives of the activities of rescue teams, the types of motivation and motives of professional activity in terms of its direction are considered.
Motivational monitoring at the enterprise showed that for the rescuers the motives that determine the choice of the purpose of the activity are high wages, material remuneration and status, stability and public recognition, self-realization and social utility, achievement of complex goals and so on.
An analysis of the motivational profiles of the work activities of emergency call center employees, shows that life support, additional income, improvements in living conditions and comfort, and personal development are the dominant needs. The result of the professional motivation of employees of the General Directorate of the State Emergency Service of Ukraine in the Poltava region will be the quality of work, expressed in the quality of their duties, namely, the speed of decision-making, their accuracy, interest in the results of their work, and so on.
The study of the effectiveness of various motivators on the efficiency of labor was carried out on the basis of the results of the questioning. The respondents were representatives of the management personnel of the Main Directorate of the State Emergency Service of Ukraine in the Poltava region. The results showed that material motivation prevails for these workers.
As part of this study, an economic-mathematical modeling of the dependence of the costs of emergency response on changes in various factors was carried out. The value of the cumulative annual economic effect of the growth in the number of measures taken to prevent emergency situations has been determined. Professional motivation of employees in risky professions contributes to increasing integrity in the performance of official duties, which is the main condition for the successful implementation of operational and rescue work
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Reeves, Scott. "Why we need interprofessional education to improve the delivery of safe and effective care." Interface - Comunicação, Saúde, Educação 20, no. 56 (March 2016): 185–97. http://dx.doi.org/10.1590/1807-57622014.0092.
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Interprofessional education (IPE) is an activity that involves two or more professions who learn interactively together to improve collaboration and the quality of care. Research has continually revealed that health and social care professionals encounter a range of problems with interprofessional coordination and collaboration which impact on the quality and safety of care. This empirical work resulted in policymakers across health care education and practice to invest in IPE to help resolve this collaborative failures. It is anticipated that IPE will provide health and social care professionals with the abilities required to work together effectively in providing safe high quality care to patients. Through a discussion of a range of key professional, educational and organization issues related to IPE, this paper argues that this form of education is an important strategy to improve the delivery of safe and effective care
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Olena, Ivanova. "Methods aimed at facilitating service sector specialist’s activity in the process of professional development." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 2 (127) (August 29, 2019): 61–68. http://dx.doi.org/10.24195/2617-6688-2019-2-9.
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The relevance of the article is determined by the rapid socio-economic transformations in the life of Ukraine, which put forward new requirements for the training of specialists in the service sector. The formed professional position of the specialist facilitates its implementation in the modern labour market. It has been proved to be important to develop the service sector specialist’s activity in the process of professional development based on the promotion of his / her professional positions. It has been found out that professional training is one of the most effective methods of human change aimed at personal and professional development through the acquisition, analysis and reassessment of person’s own life experience in the process of a group interaction. It has been determined that professional trainings allow the specialists of the service sector to realize his / her active professional position, to show a positive motivation concerning his / her high quality self-change. It has been noted that the acquisition of new competencies by specialists due to the development of the service industry alongside with the improvement of the management of the organization, ways of interaction of specialists representing its certain units appear to be the results of the training. Career orientation is noted to be a factor which enables revealing an active professional position of a service sector specialist. Career is the result of a person’s conscious professional position and behavior associated with the official or professional growth. Achievement of career goals is associated with the activity of professional development, including both the effectiveness of the self-learning processes and the initiative in the search for ways of self-realization in the profession according to the vertical scale. The article summarizes the ways to identify an active professional position for service professionals representing different social levels. It has been revealed that this position of the one who is the owner of the business is different from the position of the one who performs the role of an employee. The role of team building within the communicative and social spheres aimed at the organization of a professional team; the creation of corporate foundations, traditions of business owners, which will determine the role positions of each employee; the realization of the potential and resource capacity of each specialist; the elaboration of the route of business development, taking into account the characteristics of the team members as a resource base has been designated. Key words: active professional position, identification, a service sphere specialist, professional training, career, team building.
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Ismailova, Shamsia. "Use Of Game Technologies In The Process Of Professional Training." American Journal of Social Science and Education Innovations 03, no. 01 (January 31, 2021): 595–99. http://dx.doi.org/10.37547/tajssei/volume03issue01-103.
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In this article possibilities of application of game technologies in professional training of students are opened, types of the games generally connected with future professional activity of today's students are designated and characterized; the factors promoting the effective organization of occupations with use of research, problem games and games of administrative character are defined. In article the technique of preparation and carrying out games is stated, requirements to observance of stages of game occupations are noted. The special attention is paid to need of communication of the scenario of game with the content of studied scientific disciplines and with real life situations. By the author value of application of game technologies for development of cognitive activity of students, increase of interest to a profession, strengthening of communication of theoretical knowledge and practical skills is emphasized.
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Khrystenko, Dmytro. "Educational Competence as a Condition for Effective Professional Activity of a Teacher of Physical Education." Bulletin of Luhansk Taras Shevchenko National University, no. 1 (332) (2020): 269–78. http://dx.doi.org/10.12958/2227-2844-2020-1(332)-269-278.
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