Journal articles on the topic 'Learning of future specialists'
To see the other types of publications on this topic, follow the link: Learning of future specialists.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Learning of future specialists.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Steinberg, Mary Anne, Cheryl Walther, Maria Herbst, Jennifer West, Dixie Wingler, and John Smith. "Learning Specialists in College Athletics: Who are they and what do they do?" Journal of Higher Education Athletics & Innovation, no. 4 (December 7, 2018): 77–118. http://dx.doi.org/10.15763/issn.2376-5267.2018.1.4.77-118.
Full textAbstract:
As the number of at-risk collegiate student athletes continues to rise and their academic success continues to be scrutinized, the role of the learning specialist is becoming increasingly important. The purpose of this research was to determine the essential duties of learning specialists in collegiate athletics, possible correlations between the learning specialist’s degree and the frequency of their tasks, as well as the possible connection between conference, number of learning specialists on staff, and tasks assigned and number of students on the learning specialists’ caseload. A survey was completed by 90 individuals who self-identified as learning specialists and members of N4A. Results indicate that the three tasks most frequently performed by learning specialists are developing learning strategies with individual students, sending reminders, and holding study hall and these tasks remain consistent regardless of their educational background, conference or number of learning specialists on staff. Implications of these findings and future research recommendations are also discussed.
2
Plakhotniuk, Ganna, Inna Liubchenko, Oleksandr Prokhorchuk, Olha Yuzyk, Anatolii Turchak, and Olena Markova. "Formation of Future Specialists’ Information Competence." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 57–77. http://dx.doi.org/10.18662/rrem/13.2/410.
Full textAbstract:
In the thesis the formation of information competence of future interpreters’ in professional training as a pedagogical problem has been considered; the psychological and pedagogical aspects of formation of information competence of future interpreters’ have been clarified; the tasks and problems of forming the information competence of future interpreters in the professional training have been determined and substantiated. It was found that the creation of an interactive educational environment is a transition from static information websites to dynamic, involving the use of multimedia simulators for learning, simple learning modules, complex distribution learning systems, e-course courses, open portal boards for members of the learning community and parents, interuniversity training courses. This interactive approach is relevant for the formation of information and communication competence of future specialists of Donetsk National University named after Vasyl Stus, Zhytomyr State University named after Ivan Franko, National Pedagogical University named after MP Drahomanov, Khmelnytsky National University, which provides inclusion of all departments of the university in partner relations with the administration, students, teaching staff, teachers of schools in cities and regions, public organizations with the help of ICT. The results of this study are directly relevant in establishing international cooperation in the study of programs and projects in the context of transforming the education system in accordance with international partnership standards and implementing a cultural exchange program in education and culture between countries.
3
Mozolev, Oleksandr. "Pedagogical Projecting of the Model of a Future Specialist." Педагогічний дискурс, no. 24 (May 25, 2018): 82–87. http://dx.doi.org/10.31475/ped.dys.2018.24.12.
Full textAbstract:
Training future specialist to professional activity is one of the main tasks of higher and professional education. Pedagogical modeling of professional activity is used to determine the content of quantitative and qualitative information, which is necessary for modern researchers to further work, and also directs them to the prospects of career growth.
The purpose of the article is to analyse the content of the process of pedagogical projecting of the model of the future specialist. The author established requirements for the training of qualified personnel determine the necessary competences which specialist has to master, his professionally important qualities, necessary in future activity, and also carry out the goal setting of the training process, acquiring the necessary knowledge and skills. It is identified that the competence of future specialists is a set of their competencies, which in turn are classified into key required, without exception to all graduates and professional, appropriate to the particular specialty.
The article reveals the content of constructing a model of the future specialist which allows to solve such problems: a description of the specialist's work in the course of its professional activities; identifying inconsistencies between the content of training and specific professional activities of specialists. Requirements are defined as quality standards to the training of future qualified personnel. The list of basic competencies of the future specialist has been set which include: general cultural, methodological, professionally-oriented. The model of the specialist personality is characterized. Disclosed the content of the process modeling of learning outcomes and the algorithm of its development is determined. The definition of the concept «pedagogical design» was offered to reveal the principles and forms of pedagogical design.
It is established that pedagogical design is one of the most common types of research. It is considered as an alternative to the classroom system in educational institutions. Project technology should be used as a supplement to other forms of direct or indirect learning as a means of accelerated professional growth of the individual.
4
Radchenko, Anna, Tahir Amiraslanov, Galina Dyukareva, Leonida Bilenko, and Anna Islamova. "Development and formation of student competencies for the hotel and restaurant sphere with distance learning." ScienceRise, no. 2 (April 30, 2021): 65–71. http://dx.doi.org/10.21303/2313-8416.2021.001803.
Full textAbstract:
A developed model of the formation of the competencies of future specialists in the field of the hotel and restaurant industry is proposed, which takes into account the peculiarities of teaching students in quarantine conditions of distance education.
The research carried out makes it possible to systematize scientific views on the desired competencies of scientists, researchers and specialists in the field of the hotel and restaurant industry.
The object of research is the competence of students for the hotel and restaurant sector, as well as the peculiarities of their formation in conditions of quarantine during distance learning.
Investigated problem consists in the development and analysis of the features of the formation of the competencies of future specialists in the hotel and restaurant industry in the course of distance learning. Higher education is obliged to prepare not just a specialist endowed with knowledge and skills. It should be aimed at the formation of a competitive specialist and a successful personality.
In Ukraine, the hotel and restaurant industry does not have a system of competencies common for employers, specialists, higher educational institutions and colleges. Therefore, the presented study is aimed at creating such a basis in the form of a developed model for the formation of the competencies of future specialists in the hotel and restaurant industry, which takes into account the peculiarities of teaching students in quarantine conditions of distance education.
Main scientific results: the necessary components of the model for the formation of the competencies of a modern specialist for the hotel and restaurant industry were identified. The essence of the competence-based approach to professional training of a specialist in the context of modernization of education, taking into account distance education during quarantine, is revealed. The modern scientific view of the requirements for specialists in the hotel and restaurant sector is analyzed. The results obtained are adapted to the needs prevailing in the hotel and restaurant industry.
The area of practical use of the research results: the comparative analysis allows to systematize scientific views on the desired competencies of scientists, researchers and specialists in the hotel and restaurant industry. This, in turn, will make it possible to better inform students about the qualities that are in demand and make the necessary changes to the curriculum in the future.
An innovative technological product: a model for the formation of specialist competencies for the hotel and restaurant industry has been developed, which takes into account the peculiarities of teaching students in quarantine conditions of distance education.
Scope of application of an innovative technological product: the use of a competence-based approach in higher education using the proposed model for the formation of competencies of a future specialist for the hotel and restaurant industry.
5
Lomakina, Larysa. "STUDENTS’ INDEPENDENT STUDY AS A COMPONENT IN THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 213–17. http://dx.doi.org/10.36550/2415-7988-2021-1-194-213-217.
Full textAbstract:
The article highlights the importance of independent study for the development of personality, assimilation and exchange of experience, learning process, professional development of future specialists. Scientific and pedagogical literature devoted to the peculiarities of the organization of students’ independent study, the problem of choosing forms and methods, types of students’ independent study, taking into account the necessary specifics of their professional formation, were analyzed. The approaches of scientists to the interpretation of the concept of «independent study» have been revealed. Higher education is gradually but steadily moving from the transfer of information to the management of educational and cognitive activities, the formation of students’ independent study skills. According to the Regulations on the organization of the educational process in higher educational institutions, students’ independent learning is the main means of mastering the educational material in the time free from compulsory educational activities. Under independent educational activity we mean a type of activity that can orient the student to self-improvement and self-development of professional knowledge and skills that will ensure the formation of future specialist’s professional competencies. Independent extracurricular study is seen as a means of forming the students’ cognitive abilities, in the process of which the student gradually turns into a self-learning subject. The article considers the influence of extracurricular independent work on the training of a competitive specialist. The reasons that determine the necessity and importance of students’ independent study in the learning process are described. It was concluded that students’ independent study, organized taking into account pedagogical conditions, gives a significant positive effect in the formation of the professional competence of future specialists. The example of organization of extracurricular independent work in teaching English is given in this article. In conclusion, it should be emphasized that organizing students’ independent study at the university is a complex and multifaceted process. It includes both the formation of self-motivation and self-organization of future specialist, and the readiness of the teaching staff for this type of activity. The results of the practical activities of teaching a foreign language at Igor Sikorsky Kyiv Polytechnic Institute showed that the independent learning of students, organized taking into account the pedagogical conditions, gives a significant positive effect in the formation of professional competence, that is, it is an important component in the professional training of future specialists.
6
Vandysheva, Lyudmila V. "Experience of distance learning for future social work specialists." Yaroslavl Pedagogical Bulletin 2, no. 119 (2021): 53–60. http://dx.doi.org/10.20323/1813-145x-2021-2-119-53-60.
Full textAbstract:
The current epidemiological situation, which has developed not only in Russia, but all over the world, has become the basis for rethinking the content, forms, methods of training future social work specialists. Distance learning has become the only educational technology that ensures, on the one hand, the isolation of students and their safety in the context of the spread of COVID 19, on the other hand, the mobility of students while continuing their studies. Beforethe official transfer of the education system to distance learning, in foreign and domestic practice of professional training of future social work specialists, little experience in distance learning was accumulated. The purpose of the article is to concretize the essence of distance learning for future social work specialists; identify problems and determine the conditions that improve the quality of distance learning for future social work specialists. The analysis of this experience allows us to conclude that the interactivity of distance learning presupposes the advancement of new requirements for the roles of the teacher and the student, the organization of their interaction. As a result of the author's research, problems were identified related to the implementation of distance learning (imperfection of technical support, unpreparedness of the teaching staff to conduct classes in a distance format, lack of the possibility of «live communication», insufficient self-discipline and self-organization of students, etc.), which do not contribute to high-quality education, personal and professional development of students. There is a lack of readiness of first-year students after the experience of distance learning at school to continue it at the university; sophomores generally prefer offline learning; third and fourth year students are more inclined to study in a distance format. The basis for the formation of a positive experience of distance learning for future social work specialists is: information and technical competence of all participants in the educational process, the formation of certain personal qualities, as well as the possibility of blended learning (traditional and distance).
7
Timoschuk, Nina Alexandrovna. "Meta-subject competence development of future bachelors and specialists." Samara Journal of Science 5, no. 2 (June 1, 2016): 189–94. http://dx.doi.org/10.17816/snv20162312.
Full textAbstract:
Federal State Educational Standard of basic common education sets the demands to personal, meta-subject and subject results of learning after basic educational program of common education. So, according to the succession principle we should develop the competence of the students following these three directions transforming them into educational environment of the university. Thus, meta-subject competence should include ability to use intersubject definitions and universal learning activities performing them at learning, knowledge and social practice. The achievement of meta-subject results is connected with the nature of universal activity. The basis of nature-coordinated education should be basic values - and the most important is morality which is formed from the human nature. That is why the standards of the second generation formulate four blocks of universal learning activities: personal, regulative, common knowledge and communicative. According to their nature meta-subject activities are functional-oriented ones and they form the psychological basis and determine condition of the success of subject task solution. Meta-subject competence development supposes various forms of studying process organization. Problem learning implies active interrelation of the subjects of learning process allowing to form such students categories as readiness, activeness, ability to appreciate which are the key ones for the term competence. One of such organization forms can be the business game which can be used as the means of diagnosis and forecast of personal behavior in various situations. Project technology is also aimed to develop wide range of competence and creative abilities and that is why it suggests the integrity of research, searching, problem solving and comparison methods. It has been shown that nowadays the role of each discipline in meta-subject competence development has been growing rapidly.
8
Hyun-Jung Kim and Nam Kyungdoo. "Language Learning Strategies Usage by Future Trade Specialists and Non-Trade Specialists: A Comparative Study." Journal of International Trade & Commerce 10, no. 5 (October 2014): 1–13. http://dx.doi.org/10.16980/jitc.10.5.201410.1.
Full text
9
Sytniakivska, S. "Development of the Methodological Support for Future Social Sphere Specialists Bilingual Training." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (December 10, 2021): 135–42. http://dx.doi.org/10.35433/pedagogy.3(89).2017.135-142.
Full textAbstract:
This article shows the structure and content of the methodological support for future social sphere specialists' bilingual training, developed by the Department of Social Technologies of the Zhytomyr Ivan Franko State University. To implement the principle of integrity, designing a system of bilingual professional training for future social sphere specialists, the process of bilingual teaching at the university was divided into stages: covering stage (I-IV semesters of studying), additional stage (V-VIII semesters of studying), parity stage (I-II semesters of master’s degree), evolutionary stage (III semester of master’s degree). Teaching materials have been developed to each of these stages that are generally formed a package of teaching materials for bilingual training of social sphere future specialists, featuring by variety, complexity, meeting the educational program of social sphere specialists training, covering all learning activities of students in bilingual teaching. It was proved that bilingual education is a necessary part of modern teaching system in higher educational institutions, which requires further studying and development from the scientific and methodological points of view. The key to successful implementation of bilingual training in the educational process must be carefully designed methodological support, which is the main component of the whole process of training in modern university. Implementation of bilingual training within university will provide conscious attitude of future social sphere specialist to the profession and expand opportunities for adaptation of future specialist in different social, informational, scientific realities.
10
Kibal’chenko, Irina, and Tatiana Eksakusto. "Reflexive-Integrative Approach to the future IT-specialists teaching." SHS Web of Conferences 70 (2019): 08019. http://dx.doi.org/10.1051/shsconf/20197008019.
Full textAbstract:
The article is aimed at substantiating the idea of reasonability of the reflexive-integrative approach using in teaching the future IT-specialists. This approach is studied as the students’ experience forms integration reflected in conceptual thinking, reflexion, reflexive value system, conceptualization style actualization in a process of studying. The research is focused on studying the empirical results of using the reflexive-integrative approach on the basis of students drawing up the ampliative texts including key words of conceptual field, characterizing learning process. Two groups of students (studying information systems and technologies) took part in the research: 1st group – control group (50 persons); 2nd group – experimental one (50 persons). It is found out that the experimental group is characterized by a significant reflexivity change (increase in indices) as well as by conceptualization variation in a course of developing and categorizing the list of words, characterizing the “education” notion conceptual field. The article proves that the reflexive-integrative approach using in a learning process improves and enlarges informative capacity of training classes as well as helps to check individuality and uniqueness of each learning process, subject’s experience structure and concept content.
11
Galustyan, Olga Vladimirovna, Alexander Pavlovich Smetannikov, Indira Grigoryevna Kolbaya, Galina Sergeevna Palchikova, Denis Vasilyevich Galigorov, and Olga Borisovna Mazkina. "Application of Mobile Technologies for the Formation of Analytical Competence of Future Specialists." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 02 (February 10, 2020): 242. http://dx.doi.org/10.3991/ijim.v14i02.11658.
Full textAbstract:
The article deals with application of mobile technologies for the formation of analytical competence of future specialists. It discusses the concepts of mobile learning and mobile technologies. Advantages of using mobile technologies within the learning process are presented. The use of mobile learning is one of the most effective and affordable ways of formation of students' analytical competence. Managing, strategic, informational, reflexive components within the structure of analytical competence are revealed in the article. The results of experimental work of formation of analytical competence of future specialists by means of mobile learning technologies are presented. The authors conclude that formation analytical competence of future specialists using mobile devices expands the conventional framework by using the capabilities of mobile platforms and expands the learning environment.
12
Dubovoy, Oleksandr, Viacheslav Babych, Volodymyr Dubovoy, Volodymyr Zaytsev, Serhii Halyuza, Pavlo Hordiyenko, and Yaroslava Malkova. "Problems of Professional Training of Future Specialists in Physical Culture and Sports in the Conditions of Distance Learning in Universities." Bulletin of Luhansk Taras Shevchenko National University 2, no. 6 (344) (2021): 40–48. http://dx.doi.org/10.12958/2227-2844-2021-6(344)-2-40-48.
Full textAbstract:
The article is devoted to the problem of professional training of future specialists in physical culture and sports in the conditions of distance learning in universities. It is noted that the professional training of future specialists in physical culture and sports in the context of distance learning in universities on the basis of a systematic approach is an extremely acute problem in today's conditions. It is determined that when organizing distance learning for future specialists in physical education and sports, the specifics of their professional activity must be taken into account, in particular, taking into account the fact that the educational process with its future pupils (students, young athletes) can also be carried out remotely in a pandemic, or any other circumstances. It is established that when developing a system of professional training of future specialists in physical culture and sports in the conditions of distance learning in universities it is necessary to take into account that the relevant specialists must master a set of methodological competencies, which will allow to carry out extremely difficult process of professional activity in the conditions of distance learning with the pupils.
13
Glazunova, Olena, Tetiana Voloshyna, Valentyna Korolchuk, and Oleksandra Parhomenko. "Cloud-oriented environment for flipped learning of the future IT specialists." E3S Web of Conferences 166 (2020): 10014. http://dx.doi.org/10.1051/e3sconf/202016610014.
Full textAbstract:
The article deals with the creation and use of the cloud-oriented environment for flipped learning in the process of training future IT specialists in higher education institutions. It describes the organization of the students’ project work based on flipped learning using the services and resources of the cloud-oriented educational environment. It identified the following components of such an environment: resources of the university’s training portal, mass open online courses, profession-oriented software applications and project management services. The present research offers the model of flipped learning for the implementation of the cross-disciplinary project for the formation of professional and personal competences of future IT specialists. It provides the results of an experimental study of the effectiveness of the proposed cloud-oriented environment application in the implementation of the cross-disciplinary project from the perspective of students and teachers by three criteria: functionality for professional activity, project management and flipped learning.
14
Turutina, T., and D. Tret'yakov. "Application of Information Technologies in Checking Procedure of Future Specialists’ Graphic Literacy." Geometry & Graphics 8, no. 1 (April 20, 2020): 45–56. http://dx.doi.org/10.12737/2308-4898-2020-45-56.
Full textAbstract:
Topical issues related to improving the quality of higher education and solving teaching-learning problems, aimed at providing a checking procedure of future specialists’ graphic literacy in the process of teaching graphic design are considered in this paper. Among the national tasks of providing specialists for various arears of professional activity, the improvement of higher education’s quality and practical training of competent staff capable for professional self-education is considered as one of priorities. Education is interpreted as a process and result of acquiring the system of knowledge and personality development. Sufficiently frequent updating of requirements to future specialists’ training because of practical implementation of information technology in all professional spheres makes actual the search for more efficient methodologies aimed at changing of professional competences. The development of graphic literacy as future specialists' professional competence is defined by the learning activity process signification. The specificity of graphic disciplines as result of the introduction of information technologies requires the development of an effective methodology to ensure the content of the educational process, changing the nature of expertise, knowledge and skills; forming competence as a special ability necessary to perform a particular action in the object-graphic area. In the modern process for learning of graphic courses the KOMPAS graphic program is widely used, along with Autocad, Archicad, Revit, and others. Further is interpreted the KOMPAS practical use in the process of preparation of future specialists for learning of graphic courses. The KOMPAS jumps out as the program allowing using information technologies in checking procedure of future specialists' graphic literacy. The features of generation in the KOMPAS graphic program are revealed, as well as the software application “Generator”, including an educational-methodical complex aimed at forming of the necessary competence, development of self-learning activities, checking of expertise, knowledge and skills on graphic courses.
15
Kuchay, Tetyana, Oleksandr Kuchay, and Nadiya Marynets. "Application of smart-technologies in training of future specialists." Academic Notes Series Pedagogical Science 1, no. 189 (August 2020): 26–29. http://dx.doi.org/10.36550/2415-7988-2020-1-189-26-29.
Full textAbstract:
The article considers the use of smart technologies in the training of future professionals. The functions of smart-technologies are covered. It is emphasized that smart-technologies are successfully used in the field of education and training. A special place is occupied by computer educational multimedia systems, which allow to deepen knowledge, reduce the duration of training, increase the number of students per teacher. Improving the effectiveness of training in modern free economic education is impossible without the introduction of smart-technologies in the organization of the educational process. The function of smart-technologies and multimedia technologies is that they use a source of new content information, take on certain functions of both teacher and student, have the characteristics of different types of visualization. If interactive information is presented through a multimedia projector on an interactive whiteboard, the effectiveness of learning is significantly improved Multimedia systems are successfully used today in the field of education and training. A special place is occupied by computer educational multimedia systems, which allow to deepen knowledge, reduce the duration of training, increase the number of students per teacher. Improving the efficiency of education in modern free economic education is impossible without the introduction of new forms of organization of the educational process. Thus, future professionals will constantly use multimedia technologies in their professional activities. It is important to teach students to use them correctly, to acquaint them with the maximum benefits of these learning tools and valuable information resources. High school teachers need to be clear that multimedia technology is a powerful and effective learning tool that allows for more diversified methods of involving students in education.
16
Drutsko, N. A. "The specifics of foreign language distance learning." Herald of the Ural State University of Railway Transport, no. 4 (2020): 72–78. http://dx.doi.org/10.20291/2079-0392-2020-4-72-78.
Full textAbstract:
The internationality of the communicative community and the incessant process of modernization require from railway specialists the skill of freely interacting with native speakers of another language. Knowledge of a foreign language at a time when many types of activities have switched to remote functioning is an absolute advantage. This is both the opportunity to obtain relevant knowledge from foreign language sources, and the freedom to communicate and exchange experience with colleagues, regardless of which language they are native speakers. Learning online increases the responsibility of the future railway specialist for the result of mastering a foreign language, conscientiousness in organizing his own educational activities, and independence in completing assignments. The importance of learning a foreign language for railway students during a pandemic remains extremely high. With an eye on quarantine measures, we note that the inability of live communication with people is compensated by online communication channels. The greater number of tools future specialists possess, the more successful they are in coping with the current problems. A foreign language (especially English as a working language of business communication) is one of these tools. The quarantine did not prevent railway specialists from contacting their foreign colleagues, actively sharing their experience, thus being able to cope with a stressful environment in a much better way. Those specialists who switched to online mode and had to communicate with clients using communication tools also noted tangible advantages in knowing a foreign language. In case of forced physical isolation, USURT teachers use productive forms and methods, making foreign language learning no less interesting than in university classrooms. In this article, the author provides a comparative analysis of the capabilities of various online platforms and makes arguments in favor of choosing the Blackboard digital platform. Particular attention is paid to the organization of remote control over training and the forms of influence on the motivational sphere of students.
17
Mikhaylova, Alla, Olga Kruchina, Viktoria Skorobogatova, Antonina Drozdova, and Julia Petrunina. "Future specialists' readiness formation for communicative interpersonal interaction." E3S Web of Conferences 164 (2020): 12021. http://dx.doi.org/10.1051/e3sconf/202016412021.
Full textAbstract:
The purpose of the research is to provide interpersonal communication substantiation by exploring the "mechanics" of the process, determining its various components. The object of the study is the process organization of future specialists' readiness formation for communicative interpersonal interaction. The subject of the research is the breakthrough information technologies and their implementation in the students’ project activities. The methodological basis of the study was the ideas of domestic psychologists and teachers about the relationship between learning and communication, the understanding of the didactic process as communicative one. The authors discuss the major skills involved for effective communicative interpersonal interaction process. Thus this article provides a detailed analysis of the major components of interpersonal communication.
18
Gurevych, Roman, and Maya Kademiya. "Blended Learning and Innovative Technologies in Training of Future Specialists in Foreign Higher Education Institutions." Comparative Professional Pedagogy 7, no. 1 (March 1, 2017): 8–13. http://dx.doi.org/10.1515/rpp-2017-0001.
Full textAbstract:
AbstractThe article characterizes one of the most promising models of blended learning in higher education institutions. The article describes the peculiarities of improving the education process, the formation of motivational and professional competency of future specialists as well as the usage of one of the models of blended learning – “flipped learning”, within which the personal-oriented approach is implemented and the interaction between teacher and student significantly increases. On the basis of the analysis of specialists’ training in higher education institutions in the USA, Germany, Austria, South Korea by means of the blended model with the usage of the “flipped” and ubiquitous learning, it has been found out that specialists’ training using these technologies will facilitate the absorption of significant amounts of information, the realization of individual and cooperative activities of students, teaching by project technologies that enables to develop communicative skills of students. All this makes it possible to train future specialists to work in the informational society in accordance with the requirements of labour market.
19
Diyorova, Nargiza. "Organization And Opportunities Of Distance Learning In The It System." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 416–19. http://dx.doi.org/10.37547/tajssei/volume03issue04-65.
Full textAbstract:
Increasing the professionalism and competence was recognized as the main driving force of progress and activities leading to the goals of sustainable development. The modern education system involves the further improvement of the mechanisms for raising the competence of future specialists on the basis of a creative approach and an innovative system for putting them into practice. From this point of view, the research competence of future specialists on the basis of a creative approach is of particular importance for creating innovation, creating intellectual resources for socio-economic development through the development of cognitive and divergent thinking based on modern pedagogical processes that create new knowledge, and expanding the training opportunities for competitive personnel. The article looks into the requirements and policies for the competent teaching staff.
20
Necheporuk, Yana. "THE CONCEPT OF PROFESSIONAL FOREIGN LANGUAGE TRAINING IN FLIGHT EDUCATION." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 221–24. http://dx.doi.org/10.36550/2415-7988-2020-1-190-221-224.
Full textAbstract:
Modern training of future aviation specialists in higher education institutions are designed to provide systematic knowledge, development of professional skills and abilities that will form the basis of competent training and formation readiness to perform professional duties. The main professional functions of aviation specialists to ensure safe, regular and orderly movement of aircraft. The purpose of this article is to reveal the problem of professional foreign language training of future aviation specialists for professional communication, to suggest ways to solve it and to determine the conditions for successful learning of a foreign language in a higher flight institution. The need for effective communication has been particularly acute during flight operations, where linguistic misunderstandings can lead to errors that can lead to emergencies and air crashes. Analyzing the concept of «training», we can conclude that it is very wide and combines the knowledge of skills needed to perform a certain type of work and personal, complex characteristics of a person, indicating sufficient knowledge, skills, in a range of issues, business and psychological qualities of an aviation specialist. This article considers the problem of defining the concept of «foreign language training» in flight education. The article is devoted to the study of professional foreign language training as an integral part of modern aviation education; it was given the emphasis on several definitions of «professional education» by various scholars. The article also attempts to form one's own definition of «professional foreign language training», indicates certain pedagogical conditions that have a positive effect on the formation of key skills in future aviation professionals. The place of learning a foreign language in the general model of training aviation specialists is determined; analyzed how the concretization of educational methods and programs narrow the opportunities of the future aviation specialist in the study of professional foreign language.
21
Novikova, Viktoriia. "Formation of professional competence of the specialists in the sphere of food production and processing industries under conditions of distance learning." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 4 (137) (December 30, 2021): 38–44. http://dx.doi.org/10.24195/2617-6688-2021-4-5.
Full textAbstract:
The article is devoted to the study of the role of the professional competence which is to be mastered by the specialists of food production and processing industries under modern socio-economic conditions as well as to identify promising ways to increase the efficiency of the process of competence development by means of distance learning. The relevance of the study related to professional competence of the specialists in the sphere of food production and processing industries is explained by the fact that the production of quality food that does not pose a threat to human health and life (to health and life of future generations either) and does not cause negative consequences for the environment depends more on responsible and professional actions of personnel in the process of technological production. Some approaches to the definition of professional competence have been analysed. The key components of the professional competence of the specialists in the sphere of food production and processing industries have been identified. The phenomenon of social responsibility as a specific professional competence of the specialists in the sphere of food production and processing industries is highlighted. The characteristics of the competence-based approach to the training of the future specialists in the sphere of food production and processing industries are given. The principles facilitating the development of innovative professional competence of a specialist in the sphere of food production and processing industries in a modern educational institution have been investigated. The phenomenon of distance learning and its main advantages in the educational process have been described. The positive influence of distance learning tools on the formation of professional competence which is to be mastered by specialists in chemical and processing industries has been proved. Some recommendations for improving the efficiency of the process aimed at developing the competence under study in terms of distance learning have been given.
22
Kostikova, Lidia P., Elizaveta A. Revkova, and Oksana S. Fedotova. "Professional identity formation of future IR specialists: investigating students’ views." Perspectives of Science and Education 56, no. 2 (May 1, 2022): 219–34. http://dx.doi.org/10.32744/pse.2022.2.13.
Full textAbstract:
Introduction. The relevance of the paper is determined by the search of new approaches for the most effective professional training of future IR specialists during their university years, professional identity formation and its correction during the process of learning. The purpose of the research is to reveal IR students’ motives for professional determination, to find out IR students’ plans for future job perspectives in the field of international relations. Materials and methods. The research applies theoretical analysis and generalization of literature on the issues of professional training of university students. Empirical research methods include online questionnaire of IR students via cloud technologies (Google Forms), participant observation, interpretation of data, method of presenting data through graphical information organizers (diagrams, tables). The research involved 105 students of the educational program 41.03.05 International Relations at Ryazan State University named for S. Yesenin. Research results and discussion. We have received facts about IR-students’ motives in professional determination: 64,76% of the respondents expressed their desire to become an IR-specialist, 37,14% – possibility to defend national interests, 26,67% – material position, and 31,43% – high prestige of the profession. We also revealed a variety of views on their future jobs: 53,33 % of the respondents were interested in international marketing business, 23,8 % – in gas and oil business, which showed the interest for entrepreneurship, 55,23 % – a translator/interpreter of an international company, 38,09 % – staff of the Ministry of International Affairs, 19,05 % – specialist in international law, 20,95 % – an administrator of international events, 8,57% – a specialist in sports diplomacy,14,28 % – staff of the IR university. The variety of the IR-students’ professional interests demand more attention to individual professional training of future IR-specialists. Conclusion. The results of the research can be used in the university training and in future investigating entrepreneurs’ skills and individualized training of IR students.
23
Drake, Sharon. "Introducing Dentists with Special Interests (DwSIs)— Past, Present and Future Perspectives." Primary Dental Care os12, no. 1 (January 2005): 20–22. http://dx.doi.org/10.1308/1355761052894248.
Full textAbstract:
This paper provides the national context for the development of practitioners with special interests (PwSIs) in light of the recent introduction of the concept to dentistry. Given the shortage of specialists and consultants in some dental specialities and the fact that a number of referrals could be managed in the primary care sector, the development of an additional tier to bridge the gap between current capacity and demand for services in secondary care seems to be a practical solution. The introduction of the DwSI and the future training opportunities it affords will pave the way for the development of a cadre of accredited primary care practitioners with enhanced skills who, together with their secondary care colleagues, will help widen the choice available to patients in terms of the nature and locality of NHS dental care provided. In time, DwSIs may wish to train to become full specialists or consultants and have their accredited prior learning and experience recognised towards completion of full specialist training.
24
RADUL, Serhii. "Features of providing english � language training of future aviation specialists for professional self-realization with the use of distance learning technologies." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 10 (2021): 169–76. http://dx.doi.org/10.33251/2522-1477-2021-10-169-176.
Full textAbstract:
The article considers the peculiarities of providing English-language training of (future) aviation specialists for professional self-realization and performance of professional duties with the use of modern distance learning technologies. The specifics of distance learning are revealed. Terms and concepts, forms of learning are provided. Distance learning technologies, namely: psychological and pedagogical, information and communication, web-environment provide an opportunity to implement the process of distance learning in educational institutions. There are also two strategies for organizing distance learning: asynchronous distance learning and synchronous distance learning. During the planning and organization of distance learning a great role is given to the independent work of cadets. There are also IT elements that a lecturer and a cadet should be able to use in professional interaction. It is noted that Internet technologies, the ability to use Internet resources have a special place in the formation of professional self-realization of a future aviation specialist and providing innovative approaches to the educational environment. The main tasks of English language training in the educational language centers of the Flight Academy of NAU are: improving language skills and strengthening the communicative competence of the teacher / instructor to teach the professional disciplines in English, teaching professional English, preparation for the general English exam at level B2. The use of distance learning technologies in the English-language training of future aviation specialists requires a high level of knowledge, both theoretical and practical. It is necessary to interest and direct students to the use of innovative methods in order to build their professional capacity to use information and communication technologies in their further professional self-realization. Key words: distance learning, English language training of an aviation specialist, ICT, Internet resources, innovations, professional self-realization.
25
Filina, Natalia, Marina Zemsh, Elena Petrova (Sorina), and Elena Petrova. "Professional self-development of future specialists in the field of ecological psychology in the context of distance learning." E3S Web of Conferences 258 (2021): 07029. http://dx.doi.org/10.1051/e3sconf/202125807029.
Full textAbstract:
Professional self-development as is one of the key targets of the higher education system. The digital transformation of the professional training sphere analyses the features of future specialists’ self-assessment of individual ability to transform themselves, their living conditions and professional activities. The information about the influence of the distance-learning format on professional self-esteem and self-development in future specialists are poorly systematized in the modern scientific literature. The aim of the article is the study of future educational psychologists and social educators’ attitude to the distance learning as a resource for self-development, the analysis of the correlation between future professionals’ quality evaluation of the organization and content of distance learning process in the period of the pandemic and self-assessment of their skills. We used the empirical methods: survey methods to collect data from respondents. The subject is the opportunities for self-development of the future specialist of the psycho-pedagogical fields in the conditions of distance format of obtaining a profession. The mathematical and mathematical statistics methods were used. The sample set of respondents consisted of 57 2-4 years students of full-time and part-time education of the Faculty of Psychology and Social Pedagogy of the State University of Humanities and Technology, Orekhovo-Zuyevo.
26
Malykhin, Oleksandr, Nataliia Aristova, Vasyl Kovalchuk, Roman Popov, and Taras Yarmolchuk. "THE DICHOTOMY OF INFORMATION TECHNOLOGIES IN PROFESSIONAL TRAINING OF FUTURE IT SPECIALISTS: THE SUBJECT AND THE MEANS OF INSTRUCTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 20, 2020): 527. http://dx.doi.org/10.17770/sie2020vol4.4888.
Full textAbstract:
The study shows some preferences in the choice of training and learning strategies in university educational process aimed at forming future IT-specialists’ digital competence as the main indicator of their professionalism in IT-sphere considering information technologies as being the subject and the means of instruction. The use of information technologies results in rethinking of existing approaches to organizing the educational process of higher school especially when it comes to training future IT-specialists. Information technologies integrated into all spheres of human activities and widely applied to support different industries in commercial, private and public sectors cause ever-growing demand for highly-qualified IT-specialists. In the study the authors consider the range of learning strategies used in the educational process for boosting effectiveness of IT-specialists’ digital competence formation as the main indicator of their professionalism in IT-sphere. The study was carried out among 164 future IT-specialists at three higher education institutions in Ukraine from February to May 2019. The researchers found out that all the respondents used contemporary information technologies for learning IT-disciplines, namely, all the students (100.00%) use contemporary information technologies in their formal learning, 68.80% − in their non-formal learning, 18.30% − in a wide range of educational activities that could be regarded as informal learning and only 13.20% − combining informal and non-formal learning. The obtained data were analyzed qualitatively and quantitatively. As the core result of conducted research the component matrix of learning strategies was developed showing their hierarchy depending on three factors chosen i.e. traditional, self-directed and collaborative learning.
27
Афанас’єва, Лариса, and Майя Смирнова. "OBTAINING FOREIGN LANGUAGE COMMUNICATIVE PROFESSIONAL COMPETENCE BY FUTURE SPECIALISTS." Інноватика у вихованні 1, no. 13 (June 15, 2021): 230–37. http://dx.doi.org/10.35619/iiu.v1i13.344.
Full textAbstract:
Modern professional language training of the period of informatization of education and society pays considerable attention to the correspondence between teaching methods and teaching aids - components of the system of methodology of teaching foreign languages. When discussing the methodological tools of teaching foreign languages, we mean mainly the means of informatization of education, which have not only functionality but also pedagogical capabilities. Such research is extremely relevant for teaching foreign languages in engineering universities, as their results can intensify this specific learning process. The current stage of development of the national higher professional school is characterized by educational innovations aimed at preserving the achievements of the past and at the same time modernizing the system of higher professional education in accordance with the requirements of the time, reorienting it to ensure the achievement of new goals that correspond to the level of development of society and technologies, methods communication in the postindustrial information space. Today, the main goal of training and the criterion for the quality of training a process engineer has become the professional competence of a university graduate. There is a rapid transition from a qualification educational model of a specialist to a systemic one, including a competence-based one.
The article is devoted to the problem of the importance of the development of language and intercultural competence of future specialists in technical specialties. Different points of view on this problem are analyzed. The theoretical part of this article presents some pedagogical possibilities of means of informatization of education. It also provides guidelines for language teachers on how to overcome the difficulty of memorizing non-specific for science and technology language learning material by engineering students.
28
Tron, Tetiana. "Specifics of Future Border Protection Specialists’ Training in the USA and Ukraine: Comparative Analysis." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 95–100. http://dx.doi.org/10.2478/rpp-2018-0025.
Full textAbstract:
Abstract Nowadays the issue of border protection is vitally important for national security of every country to guarantee protection of citizens. In this regard, it is important to study positive experience of world practices in this field. The current article deals with the comparative analysis of the system of border protection specialists’ training in the United States and Ukraine. The article focuses on specifying learning methods, forms of border protection specialists’ training. Moreover, the issue of border protection specialists’ training within the framework of pedagogical theory and practice has been presented; main stages of development of the USA and Ukrainian border protection training system have been processed and presented; professional requirements of American and Ukrainian border protection specialists have been described and compared. Additionally, curriculum standards of physical, firearm, law, operational and communicative aspects of professional training in the field of border protection in the USA and Ukraine have been mentioned. Furthermore, the research investigates principles and specifics of future border protection specialist’ professional training with detailed description of the educational process in the USA and Ukraine. Great attention has also been paid to the specific forms, methods and strategies of professional border protection training. The comparative analysis of American and Ukrainian professional training system in the field of border protection has been conducted. Basing on criteria of different training aspects, the conducted analysis enables to state new possibilities of progressive American ideas in the field of border protection issues to be implemented into the practice of Ukrainian future border protection specialists’ training.
29
Kramarenko, Tetiana V. "PECULARITIES OF THE PROFESSIONAL DIALOGUE MEDIATED BY MODERN MEANS OF TELECOMMUNICATION IN THE PROCESS OF TRAINING FUTURE SPECIALISTS IN ECONOMICS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 212–21. http://dx.doi.org/10.32342/2522-4115-2021-2-22-24.
Full textAbstract:
The article considers and analyzes the features of professional dialogue mediated by means of information and communication technologies in the training of future economic specialists, the main aspects of the use of mediated dialogue in foreign language teaching. Possibilities of communication mediated by information and communication technologies in the process of learning a foreign language by future specialists in economics are considered. The concept of indirect dialogue based on the analysis of existing approaches of scientists to the problem of using information and communication technologies in the process of training future specialists in economics is revealed. Features of dialogue on the basis of Internet technologies are considered. The classification of types of educational dialogue by means of information technologies on pedagogical orientation is given. The issues of culture and ethics of behavior in the information space during the dialogue mediated by modern means of telecommunications, the use of information presented in information networks are substantiated. Based on the analysis of various approaches to the use of computer communication, the essence of this concept is revealed and the ways of its further use in the training of economics specialists are substantiated. The requirements for professional dialogue mediated by computer means are presented. The system of conditions that promote the implementation of intersubject dialogue, taking into account the specifics of its organization in the computer environment, ie: providing internal and external dialogue of the student; psychological comfort of students in dialogic interaction; depth of dialogue; compliance of the purpose of the dialogue with the motive of the student’s entry into it; dialogic content of educational material; readiness of the learning situation and its participants for dialogue; the expediency of including in the educational process of computer-mediated dialogue; attitude to the computer as a quasi-subject of dialogue. It was found that it is advisable to combine modern information and communication technologies with traditional learning technologies in the learning process. It is proved that the electronic environment creates conditions for autonomous, individual-cooperative, joint activity of students, promoting the formation of a culture of professional dialogue, personal, communicative self-development, and the use of information and communication technologies opens new prospects for professional training of future economists.
30
PETRENKO, Maryna. "The question of distance learning process of future musical art specialists’ training." Humanities science current issues 2, no. 36 (2021): 308–12. http://dx.doi.org/10.24919/2308-4863/36-2-50.
Full text
31
BOHDANOV, I. T., Y. O. SUCHIKOVA, and I. O. BARDUS. "КОНЦЕПТУАЛЬНІ ЗАСАДИ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ У ГАЛУЗІ НАНОМАТЕРІАЛОЗНАВСТВА ДО ПРОДУКТИВНОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 4, 2021): 168–76. http://dx.doi.org/10.31494/2412-9208-2021-1-2-168-176.
Full textAbstract:
The article is devoted to the actual problem of improving the quality of professional training of future specialists in the field of nanomaterials to productive activities, namely the development of conceptual foundations for building an appropriate methodological system. The article proposes a conceptual idea of the study, which assumes that improving the quality of training of future specialists in nanotechnology will increase under the condition of systematic philosophical-natural-mathematical fundamentalization of learning content, as well as their involvement in productive synthesis of innovative nanomaterials based on dual education. The article highlights the conceptual principles of training future specialists in the field of nanotechnology for productive professional activity. In particular, methodological and theoretical bases of development of methodical system of fundamental professional training of future specialists for productive professional activity are given. General scientific methods of cognition, as well as systemic, competence-based, activity-based, integrative, prognostic, synergetic methodological approaches are determined by the methodological foundations. The theoretical foundations of the substantiation and development of the methodological system are determined by the philosophical provisions of the theory of knowledge, the general scientific provisions of the system approach, the psychological provisions of the theory of personality, the theory of creativity, models of knowledge representation, pedagogical laws, regularities, and principles of teaching. Based on the conceptual idea and theoretical and methodological principles defined organizational and pedagogical conditions, compliance with which in developing goals, content, methods, tools and forms of teaching methodological system of fundamental training of future professionals in nanomaterials will ensure the effectiveness of the formation of their professional competence to perform productive activities. Key words: nanotechnologies, professional training, fundamentalization, productive activity, system approach.
32
Barkova, Julia. "APPLICATION FEATURES OF ELECTRONIC TEACHING MATERIALS IN PROFESSIONAL TRAINING OF SPECIALISTS IN THE FIELD OF PHYSICAL EDUCATION AND SPORTS." Continuing Professional Education: Theory and Practice, no. 4 (2020): 66–74. http://dx.doi.org/10.28925/1609-8595.2020.4.8.
Full textAbstract:
The article considers the peculiarities of the use of electronic learning tools in the process of training future specialists in physical education and sports. An analysis of the scientific literature on the use of electronic tools in the educational process in higher education is conducted. The experience of using e-learning tools in the process of training specialists in physical education and sports at Zaporizhia National University is generalized. A classification has been formed and four groups of e-learning tools have been substantiated for the training of future specialists in physical education and sports. The first group includes an electronic textbook. It is established that its educational functionality is higher than that of paper. The second group included quasi-professional learning tools using Google Wave, Google Groups, Zoom, FreeConferenceCall, Google Meet, Kahoot and QUIZIZZ, as well as LearningApps tools, which gave students the opportunity to create their own interactive exercises and learning games. The third group included multimedia teaching tools for creating presentations using Prezi, online application for animated video presentations PowToon, video editors Windows Movie Maker and VSDC Free Video Editor, visualization tools using online graphics services Google Developers, Easel.ly, Piktochart, Infogr.am, graphic editors Adobe Photoshop, The GIMP, Paint.net, PhotoInstrument, as well as tools for reproducing educational virtual reality using mobile VR-helmets OCULUS GO, MIRAGE SOLO, GEAR VR. The fourth group of e-learning tools in the training of future specialists in physical culture and sports included e-learning tools and its components, in particular, software and hardware Moodle, which allows you to develop exercises and tests to consolidate theoretical material and generalize knowledge of specialists in physical culture and sports. Scientific and methodological substantiation and recommendations on the use of electronic learning tools in the process of training specialists in physical culture and sports are provided.
33
KAMENSKA, IRYNA. "THE ROLE OF A TUTOR IN THE PROFESSIONAL TRAINING OF THE FUTURE OCCUPATIONAL SAFETY SPECIALIST DURING THE PERIOD OF DISTANCE LEARNING." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 41–49. http://dx.doi.org/10.25128/2415-3605.21.1.5.
Full textAbstract:
The topical problem of using the tutoring system of education and upbringing of student youth during the introduction of distance learning has been considered. The purpose of the article is to investigate the role of a tutor in the formation of professional competence of students in the training of future health and safety specialists during the introduction of distance learning. The main types of distance learning technologies have been analyzed, which allows to carry out distance learning, not only without losing the quality of learning, but on the contrary improving it through individualization, active learning methods, bilateral interaction between a teacher and a student. The author substantiates the advantages of introducing distance learning to prevent the complication of the epidemiological situation and the creation of favorable learning conditions in the context of the spread of COVID-19. The peculiarities of the work of a tutor in the conditions of online learning have been described. It has been established that the introduction of distance learning via the Internet, with periodic counseling of students by teachers-consultants (coordinators, tutors) – is a resource to fully ensure the level of knowledge acquisition and skills necessary for future professional activity and further career growth labor protection specialists. The author reveals the essence of the concept of «tutor». The importance of a tutor in the application of distance learning in higher education institutions is theoretically substantiated. It has been established that a tutor is a key figure in the distance learning process. The responsibilities, roles, functions and tasks of a tutor in modern educational conditions, to ensure the quality of educational services in higher education institutions and to achieve the goal of education are highlighted. The pedagogical conditions of training, which are realized by a teacher (tutor), during the introduction of distance learning, during the professional training of future specialists of occupational safety in order to obtain a competent specialist, are presented. It has been estimated that the role of a teacher (tutor) is expanding and updating in the system of distance education. It has been established that a teacher (tutor) coordinates the cognitive process using various forms of interaction (seminars, webinars, video-lectures, video-conferences), improves digital educational content, provides meaningful advice, manages educational projects and other.
34
Gorbatuc, Roman, and Uliana Dudka. "Training of future specialists in economics with the help of online service LearningApps." Ukrainian Journal of Educational Studies and Information Technology 7, no. 3 (October 20, 2019): 42–56. http://dx.doi.org/10.32919/uesit.2019.03.05.
Full textAbstract:
Increasing the motivation of students, involving them in interaction within the educational process allows to improve the quality of learning, to form the necessary competences. It is proved that interactive learning technologies have a great potential of learning and development, provide maximum activity of participants of the educational process, optimal learning time and its effectiveness. The article introduces the use of interactive exercises developed through the online service LearningApps. LearningApps is a Web 2.0 application, to support learning and teaching processes with small interactive modules. Those modules can be used directly in learning materials, but also for self studying. LearningApps is a constructor for creating interactive tasks using a variety of templates that can be used in student learning. The LearningApps interactive environment has the ability to receive and embed HTML code to place interactive tasks on site pages, teachers 'and students' blogs. Using LearningApps allows a teacher to prepare a variety of didactic materials on the Internet that can be used on smartphones, multimedia boards, computers and other devices. The article presents interactive exercises in economic disciplines that encourage students to actively study, gain knowledge, skills and experience. A brief description of the use of LearningApps online tasks such as Find Words, First Million, Find Pairs, Puzzles, Fill in the Gaps, Crossword, and Race for Future Economics Professionals. The main benefits of using interactive exercises developed with LearningApps are outlined.
35
Vaseva, E. S., D. F. Teregulov, and N. V. Buzhinskaya. "APPLICATION OF SCRUM AND KANBAN APPROACHES IN DISTANCE LEARNING OF FUTURE IT-SPECIALISTS." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 2 (2021): 7–14. http://dx.doi.org/10.18323/2221-5662-2021-2-7-14.
Full textAbstract:
The online form of implementation of educational programs in a higher education institution should not affect the quality of competencies of a future graduate. For future successful employment and professional activity, an IT graduate should have skills and work styles associated with the application of modern software development technologies underlying the agile methodology. The goal of the study is to present an approach to introducing the ideas of the agile methodology into the educational process of a future IT specialist in the context of distance learning, comparing the possibilities of implementing two popular technologies of agile methodology – scrum and kanban, using the example of the Moodle distance learning system. To achieve this goal, the authors applied the following methods: the collection and analysis of scientific publications related to the study of features of agile technologies; the possibilities of their application in the educational process; monitoring the work of students according to agile methodology approaches when using the Moodle distance learning system. The analysis and observation of the students’ work allowed concluding on the possibility of introducing the methodology into the educational process carried out remotely using a distance learning system. The authors formulated recommendations on the application of distance learning tools for introducing the agile technologies in the learning process, in particular, the concept of distance course using the example of the Moodle online learning system, variants of the course objects settings, ways of evaluating the students’ work. The study shows that Moodle distance learning system acts as a virtual space where students interact as team members, implement project activities according to scrum and kanban approaches, using such course elements as a checklist, assignment, forum, and chat.
36
Grebneva, Dariya M., Elena S. Vaseva, and Nadezhda V. Buzhinskaya. "ФОРМИРОВАНИЕ КОМПЕТЕНЦИИ САМООРГАНИЗАЦИИ В ПРОЦЕССЕ ПОДГОТОВКИ БУДУЩЕГО СПЕЦИАЛИСТА ИТ-СФЕРЫ." Yaroslavl Pedagogical Bulletin 116, no. 5 (2020): 75–81. http://dx.doi.org/10.20323/1813-145x-2020-5-116-75-81.
Full textAbstract:
Currently, there is a tendency of increasing employers' interest in employing specialists capable of working remotely. The ability to organize the work of employees remotely has a number of advantages for the employer: saving costs associated with maintaining the workplace, providing staff to remote or hard-to-reach areas (branches). Russian legislation is also aimed at regulating labor relations in this area. These factors determine the relevance of the targeted training of a future IT specialist for remote work. The purpose of this study is to determine the content and organizational conditions for the process of preparing a future IT specialist for remote work. The article highlights the stages of remote work that can be implemented in the process of training a future IT specialist: choosing a set of interaction tools, agreeing on the goal of work and choosing forms for presenting intermediate results by stages of solving a problem, planning work, choosing a solution, solving a problem, present results, self-assessment. It is concluded that the willingness to work remotely is determined by the presence of personality skills in the field of self-organization. The components of the competence of self-organization are shown as applied to IT specialists in the aspect of the indicated stages of organizing remote work. Formation indicators are proposed for all components. The proposed structure of activities was applied in teaching the course «Web technologies» to students enrolled in the direction 09.03.03 «Applied Informatics». Simulation of the situation of future professional activity was implemented in the context of distance learning during the coronavirus pandemic, which made it possible to create the most realistic conditions for remote work. The obtained results showed that the presented system of organizing the educational process and assessing the ability to perform work remotely can be successfully used when students perform professionally oriented tasks.
37
Melnychuk, І. М. "PECULIARITIES OF CREATING INTERACTIVE EDUCATIONAL ENVIRONMENT IN VOCATIONAL TRAINING OF FUTURE MEDICAL SPECIALISTS." Медична освіта, no. 2 (June 3, 2020): 87–91. http://dx.doi.org/10.11603/me.2414-5998.2020.2.11155.
Full textAbstract:
The article deals with the actuality of creating interactive educational environment in vocational training of future specialists of medical field. The interactive study is considered in a context of pedagogical dialogue and cooperation. It has been generalized that interactive learning dialogue gives an opportunity for lecturers to establish the level of understanding theoretical material by future specialists, to identify the formation of students’ abilities and skills. Students can explain the essence, specific, direction and purpose of performing certain professional actions that is of particular importance in the vocational training of future medical specialists.
The use of interactions in medical institutions of higher education contributes to the creation of interactive learning environment and is directed to stimulation of mental, emotional, social activity and independence in the practical activities of students. The main features of interactive learning environment have been specified: high level of communication intensity of its participants; dynamic and variety of types, forms and methods of communicative interaction; purposeful reflection of lecturers and students of their actions and organized interaction. It has been generalized that interactive technologies are technologies of cooperation of the subjects of pedagogical interaction. Therefore, interactive learning is considered a pedagogical process, which is a set of regular, consistent active interactions between a lecturer and students in order to develop them. Such as development is internal, personal process, which is, first of all, regulated by the student (self-development), the main function of the lecturer, in the process of interactive learning, is creating optimal conditions for student’s self-development, development of his/her individuality, subjectivity and adjustment of this process.
The basis of interactive learning is dialogue interrelations. Dialogue in the interactive learning is considered as communicative process of real or imaginary partners, during which information is exchanged, identifying points of view, meaningful positions, value orientations and personal meanings of the participants of interactive cooperation are revealed.
38
Yelahina, N. I., and N. O. Fedchyshyn. "METHODS OF LEARNING PROFESSIONAL ENGLISH VOCABULARY BY MEDICAL STUDENTS." Медична освіта, no. 3 (December 16, 2021): 106–12. http://dx.doi.org/10.11603/m.2414-5998.2021.3.12609.
Full textAbstract:
The given article deals with the issue of acquisition of professional lexical skills and foreign language communicative competence according to new methods in training specialists by students of higher educational institutions studying in medical specialties. The article reveals the essence of methods of studying English-language vocabulary and a number of aspects of optimal and effective application of these methods in teaching English-language vocabulary to medical students. The components of methods of teaching vocabulary in a foreign professional language, in particular in the context of teaching English to medical students, are considered, and mnemonic techniques and the possibility of their application in English classes are analyzed. The advantages of using these methods are described, as well as the conditions that will make the learning process effective. It is proved that by mastering the English-language vocabulary, specialists’ professional abilities increase, it is one of the means of personal growth of specialists in the future, as well as an important condition for successful career growth of future doctors, because they will be able to establish professional connections with foreign colleagues.
39
Kostikova, L. "Developing Professional Identity of Future Specialists in the Digital Educational Space of the University." Scientific Research and Development. Modern Communication Studies 10, no. 6 (December 27, 2021): 62–66. http://dx.doi.org/10.12737/2587-9103-2021-10-6-62-66.
Full textAbstract:
Developing professional identity of future specialists remains an important task of modern universities under different circumstances, either in traditional form of education or in digital educational space. Professional and learning communication acquire new forms under the influence of the rapid development of information and communication technologies. Online survey organized among teachers and students of Ryazan State University named after S.A. Yesenin (57 respondents) showed, that most of the respondents support blended learning, combining traditional and online learning. In the process of developing professional identity of future specialists, online learning theory is possible, but practical training needs traditional format. That is why medical, technical, military and some other universities avoid online learning. Nevertheless, some forms of online communication remain very popular, among them organizing online conferences and round table discussions, using resources of electronic library systems, organizing independent work of students in distance courses on the platform of LMS Moodle, in-service training, etc.
40
Pawlak, Mirosław, and Rebecca L. Oxford. "Conclusion: The future of research into language learning strategies." Studies in Second Language Learning and Teaching 8, no. 2 (July 24, 2018): 525–35. http://dx.doi.org/10.14746/ssllt.2018.8.2.15.
Full textAbstract:
In this concluding paper to the special issue (SI) we seek to achieve three main goals. First, based on the papers it included in the SI, other recent publications as well as our own ideas, we point to the future directions of research into language learning strategies. Second, we comment upon the methodological issues that such research inevitably has to face, stressing in particular the need to combine a macro-and micro-perspective. Third, we emphasize the pedagogical orientation of such empirical investigations and make a plea for intensive efforts on the part of specialists to find ways in which the findings of LLS research can in fact inform classroom pedagogy.
41
Barbinov, Vitalii. "Vocational Training of Future Agricultural Specialists: European Experience." Comparative Professional Pedagogy 8, no. 2 (June 1, 2018): 160–65. http://dx.doi.org/10.2478/rpp-2018-0034.
Full textAbstract:
AbstractThe article focuses on vocational training of future agricultural specialists in the context of European experience. Thus, theoretical framework of the research has been thoroughly justified. It includes the prominent documents of European authorities such as the Charter of European Agricultural Education, CAP context indicators for 2014–2020, European Parliament’s publications, Eurostat statistics such glossary of farmers training level terms, as well as respected researches of many European scholars (A. Miceli, A. Moore, M. Mulder et al.). It has been found that European approach to organizing vocational training of future agricultural specialists is rather multiaspect and strives to fulfill educational needs of majority of learners, namely, through practical agricultural training, basic agricultural training and full-time agricultural trainings. It has been clarified that more and more young people realize the importance of the agricultural sector to the overall prosperity of the European Union; therefore they seek quality vocational training based on relevant vocational schools. It has been stated that European Union constantly develops various strategies for developing the agricultural sector, in particular through enhancing quality of future agricultural specialists’ vocational training. It has been defined that despite the fact that low incomes, certain risks, uncertainties in an economic environment due to globalization processes may somehow discourage younger generations to pursue career in agriculture, the CA implements different mechanisms for sustaining stable development of agricultural education. It has been specified that such countries as France and Germany regularly update the content of agricultural education so that it takes into account the trends in vocational training of future agricultural specialists opportunity and allows applying the most advanced teaching technologies, promoting knowledge significance, widening access to all levels of education, implementing a system of lifelong learning, individualizing agricultural education. It has been outlined that the prospects for further studies are seen in studying the most important aspects in the legal framework of the agricultural education system in innovative experience of European countries, the USA, Canada, Australia, etc.
42
TKACHENKO, IRYNA, ELENA YENSKAYA, and ANATOLY MAKSIMENKO. "APPLICATION OF INNOVATIVE TECHNOLOGIES IN PRACTICAL WORK WITH FUTURE CHOREOGRAPHY SPECIALISTS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 94–102. http://dx.doi.org/10.25128/2415-3605.20.2.13.
Full textAbstract:
The expediency of innovative technologies application in practical work with future choreography specialists in higher education institutions has been substantiated. It has been established that the value of innovative technologies implies the unleashing of the future choreographers’ creative potential, formation of a stable motivation to learn, ensuring a high creative result in the educational process. On the basis of general scientific (analysis, systematization, generalization) and specific scientific (comparative analysis) methods of scientific research, the differences of the innovative technologies has been found out. As a result, pedagogical, organizational and managerial innovations are used in the practical work with future choreography specialists.
It has been proved that the creation and realization of various types of programs (author’s, block, integrated), additional developing disciplines (gymnastics, bases of acting skill), game technologies, technologies of “project training” (report concert, master class, academic show), information technologies (digital, video and audio technologies, computer multimedia technologies, artificial intelligence technologies, Internet and communication technologies, virtual reality modeling technologies), non-traditional methods of pedagogical process organization (binary approach, trainings) are fundamental in pedagogical innovations.
Non-traditional forms of the educational process organization, technology of “collaborative learning”, innovative methods of space and time organization, technology of health-saving learning, information technologies are components of organizational innovations that provide future choreographers with a sense of tolerance, collectivism and also have a psychological influence on emotional state, behavior, attitude to classes, the level of mastering general and professional competences. The professional activity of future choreography specialists, in particular leadership of the choreographic team, requires mastering managerial innovations (marketing and advertising, basics of entrepreneurship, management principles, information provision of management, cultural and artistic projects, basics of business planning, fundraising techniques) that form image and reputation of the latter. The study does not include all the aspects of the issue of using innovative technologies in practical work with future choreographers and shows the need for its further development in such promising areas as optimizing the content of higher choreographic education by means of information technology, especially teaching choreographic disciplines in conditions of distance learning.
43
Köpsén, Susanne, and Sofia Nyström. "The practice of supervision for professional learning: the example of future forensic specialists." Studies in Continuing Education 37, no. 1 (October 13, 2014): 30–46. http://dx.doi.org/10.1080/0158037x.2014.967343.
Full text
44
Mykhailenko, O. "FORMING OF LINGUISTIC COMPETENCE OF FUTURE SPECIALISTS IN PRESCHOOL EDUCATION WHILE LEARNING ENGLISH." Research Notes PP, no. 3 (November 10, 2021): 93–100. http://dx.doi.org/10.31654/2663-4902-2021-pp-3-93-100.
Full text
45
Glazunova, Olena G., Tetiana V. Voloshyna, and Yevhenii M. Starychenko. "FORMATION OF SELF-EDUCATIONAL COMPETENCE OF FUTURE IT SPECIALISTS." Information Technologies and Learning Tools 66, no. 4 (September 30, 2018): 122. http://dx.doi.org/10.33407/itlt.v66i4.2124.
Full textAbstract:
The article deals with theoretical and practical aspects of self-educational competence formation of IT students. It determines the concept and structure of self-educational competence, analyzes the information resources and services that are used to develop it. The article offers the system of ICT-tools for the formation of self-educational competence of future IT specialists: the resources of the University educational portal, the online academy, massive open professionally-oriented online courses, computer-aided code verification systems, practical programming courses, cloud platforms for the development of software systems, the environment for implementing collective projects. It defines the system of indicators of self-educational competence according to such components, as: motivational-value-based, organizational-technological, practice-activity, reflexive-analytic, and determines the following levels of formation of self-educational competence of future IT specialists, which will reflect the qualitative and quantitative characteristics of the concept under study: high, middle, and low. The article presents the results of experimental research on formation of self-educational competence of future IT specialists using the developed system of ICT tools, in particular, positive effect of using the ICT tools in the learning process on the level of self-educational competence of future IT specialists. Theoretical and methodological aspects of the future IT specialists’ self-educational competence formation by means of using resources and services of the information and educational environment of the higher educational institution are substantiated.
46
Shchuka, Halyna, and Yuriy Bezruchenkov. "TRAINING OF TOURISM SPECIALISTS: CHALLENGES OF TODAY." GEOGRAPHY AND TOURISM, no. 63 (2021): 31–36. http://dx.doi.org/10.17721/2308-135x.2021.63.31-36.
Full textAbstract:
Goal of research: determination of key guidelines in the educational, methodological, scientific and organizational work of a university teacher. Research methods. Taking into consideration that the training of tourism specialists is a complex dynamic deterministic regulated system, the research was performed on the basis of a system principle within a structural-functional approach using methods of analysis and synthesis, forecasting, analogy, deduction, systematization and generalization. The results of the research: it is determined that the requirements for the training of specialists in the field of tourism are determined by the situation on the world tourist market, the state of the domestic system of vocational education and the principles of functioning of the professional space. The current situation in tourism, education and in the tourism professional space requires a radical restructuring of the education system. In accordance with the basic principles of didactics, the main questions that need to be answered in the formation of updated educational programs: "Why teach?" (learning purpose, expected result), "Why teach?" (learning content), "How to teach?" (methods, tools, rules and organizational forms of learning), "Where to teach?" (venue), "When to teach?" (determination of time regime and duration), "Who to teach?" and "Who teaches" (system of requirements for students and teachers). It is proved that upon completion of the automation of tourism activities will change the requirements for professional competence of the future specialist in the direction of strengthening emotional intelligence, it involves changing the content of education, the transition from information-rich learning to reflective and transformative. As a result of informatization, the role of the teacher in the educational process changes, which requires the use of other techniques and methods. A pandemic dictates new requirements for the location of classes, etc. A detailed analysis of the situation allowed to establish a list of key elements of the tourism education system that are subject to reform, to determine the essence of these transformations.. Scientific novelty: for the first time the current situation with the training of tourism specialists has been studied on the basis of a systematic approach, and recommendations for its reorganization are developed in accordance with today's challenges. Practical significance: key elements of the tourism education system to be reformed have been identified; the list of questions which need to be answered at the organization of future specialist preparation is offered; guidelines have been set according to which tourism education will develop further. The submitted proposals can be taken into account in the development of educational programs for the training of specialists in other sectors of the economy.
47
Світлана Балашова and Наталія Головко. "PROJECT TECHNOLOGY AS A MEANS OF TRAINING FUTURE SPECIALISTS." Social work and social education, no. 5 (December 23, 2020): 126–33. http://dx.doi.org/10.31499/2618-0715.5.2020.220793.
Full textAbstract:
The pedagogical activity of the teacher in its essence is a scientific search, creative activity, has a pronounced research character. Today the project method is considered as one of the promising teaching methods because it creates conditions for creative self-realization of the participants of the educational process, increases motivation for acquiring knowledge, promotes the development of their intellectual abilities. The project activity is aimed at developing students' creative abilities and abilities, their independence, striving for an ideal perspective transformation of the world through creative actions and operations in the process of creating a specific product - the project of the ideal and the real. The method of projects is the technology of organization of educational situations aimed at solving problems, the technology of support of students' independent activity for solving problems, which involve presentation of results in the form of a specific product of activity. Given the benefits of the project method, we can assume that its use in the learning process will have a positive impact on the formation of professional culture in future professionals. The work on the project has an innovative character, requires students to apply new knowledge, based on previously digested material; develops the ability to act and make decisions and resolve the conflicts; forms the desire and ability to learn independently.
48
Kyslenko, Dmytro. "Using Information Technologies in Professional Training of Future Security Specialists in the USA, Great Britain, Poland and Israel." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 58–66. http://dx.doi.org/10.1515/rpp-2017-0051.
Full textAbstract:
AbstractThe paper discusses the use of information technologies in professional training of future security specialists in the United States, Great Britain, Poland and Israel. The probable use of computer-based techniques being available within the integrated Web-sites have been systematized. It has been suggested that the presented scheme may be of great significance for organization of security specialists’ professional training in Ukrainian higher education institutions as it promotes searching for an individual paradigm in processing various data and adjusting to modern challenges of an information soceity. The process of expanding learning techniques through information technologies has been emphasized; four directions of US Education Reform have been outlined; the distinctive features of theory and methodology of using information technologies in the United States have been highlighted. The learning models in Israel have been described; the aim of future specialists’ training in Poland has been formulated. The methodological and practical components offuture security specialists’ training of have been analyzed. It has been indicated that nowadays Great Britain has the most detailed education standards in Europe. It has been pointed out that studying experience of other countries contributes to determining a strategy for using information technologies in education. It has been concluded that methodical and practical training of future security specialists for using information technologies should be related to practical skills. It has been found out that motivation play an important role in developing future security specialists’ practical skills. It has been proved that pedagogical professionalism promotes achievements of science and technology. Prospects for further researches are seen in studying the peculiarities of professional training of future security specialists in leading European countries.
49
KOPOCHYNSKA, Yuliia. "CONCEPTUAL FOUNDATIONS FOR FORMATION OF PROFESSIONAL IDENTITY OF FUTURE SPECIALISTS IN PHYSICAL THERAPY, ERGOTHERAPY." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 43–49. http://dx.doi.org/10.31651/2524-2660-2020-2-43-49.
Full textAbstract:
ntroduction. In the process of professional training, there are qualitative changes in the professional development of the individual, because it is during this period that the basic identification characteristics that determine her propensity for the future profession are formed. Purpose. The purpose of the study is to determine the conceptual foundations of pro-fessional training of future specialists in physical therapy, ergotherapy. Methods. Analysis of scientific methodological literature. Results. In the course of the research the three main stages of forming the professional identity of specialists in physical therapy, ergotherapy are distinguished and characterized. Important in shaping the professional identity of future speci-?lists in physical therapy, ergotherapy is involved in specialized trainings, during which the future specialist compares professional value orientations with their own capabilities, realities of professional activity and interpersonal relationships. Due to the factors of cooperation, dialogue, activity–creative approach, individuality and freedom of de-velopment, choice of content and forms of training, approaches have some common features: psychological basis of educational activity of future specialists; focus on the formation of professional qualities; combination, integrated use of components, principles, criteria, learning tools, methods and different technologies. Originality. The basic provisions of the conception of formation of professional identity of future specialists in physical therapy, ergotherapy in higher education institutions are developed. Conclusion. On the basis of the conducted research it is established that at the present stage of development of psychological and pedagogical science methodological and textological material is accumulated, contains various complementary theoretical and practical approaches to the study of professional identity, but differentiates the object of study various aspects of scientific phenomenon and "identity". The organization of vocational training, taking into account the provisions developed, will contribute to the formation of professional identity of future physical therapists and ergotherapists.
50
Usatova, Iryna, Vadym Tkachenko, and Artem Vedmediuk. "THE LATEST TECHNOLOGIES OF PREPARING FUTURE SPECIALISTS FOR THE IMPLEMENTATION OF HEALTHCARE SAVING TECHNOLOGIES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 84–88. http://dx.doi.org/10.17721/2415-3699.2018.7.21.
Full textAbstract:
In the article on the basis of scientific and pedagogical sources the ways of perfection of the system of professional education with the purpose of preparing the future specialist for the practical realization of the idea of health saving of the nation at all stages of educational activity are analyzed and solved. New approaches to the development of the content, forms and methods of professional training of specialists of the new formation, as well as introduction of the modern technologies in the educational process of higher educational institutions are studied. It is noted that the educational process should be transformed in the direction of individualization of educational interaction, learning, formation of creative thinking and increase of independent work of students. It is characterized that a specialist-innovator is the bearer of specific innovations, their creator, modifier, it has wide possibilities and has an unlimited field of activity, since in practice it is convinced of the efficiency of existing technologies and teaching methods and can correct them, carry out research work, develop new methods and technology. The focus of this activity is the innovative potential of a future specialist. The directions of introduction into the educational process of modern technologies are revealed, where the teacher becomes more and more the functions of a consultant, counselor, mentor, since in professional activity not only special subject knowledge is realized, but also modern knowledge in the field of pedagogy and psychology, acmeology, technology of education and upbringing. In the course of scientific research, the preconditions for creating a concept for forming the readiness of future specialists for the implementation of innovation as the basis for improving the educational process, the essence of which is the introduction of modern tools and methods into the traditional system of education, is outlined. the pedagogical conditions of effective use of health-saving technologies are formulated, essential characteristics and stages of training of future specialists in educational institutions are highlighted; substantiated the basic provisions, the observance of which provides the training of specialists of the new formation to the implementation of healthcare-saving technologies. It is emphasized that in the educational space of a higher educational institution it is necessary to create conditions that will promote the formation of the right attitude of health professionals to the health of the future as the main value of the person that will significantly stimulate their reflective activity and awareness of personal responsibility for the health of their pupils.