Готові списки джерел за темами / Readiness for professional activities

Добірка наукової літератури з теми "Readiness for professional activities"

Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "Readiness for professional activities"

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Akimova, Olga, Evgenij Dorozhkin, Nikolay Chapaev, Anna Kiseleva, and Alina Stroganova. "Determination of the Elements of Architecture Students' Readiness to Conduct Professional Activities." International Journal of Engineering Pedagogy (iJEP) 11, no. 2 (March 23, 2021): 102. http://dx.doi.org/10.3991/ijep.v11i2.18431.

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Анотація:
The relevance of the study is due to higher requirements for the professional training of engineering specialists and the need to determine the most significant aspects of their readiness to conduct professional activities. Focus on certain training aspects will make it possible to increase both the quality and the speed of specialist training, as well as contribute to their personal motivation and help them reveal their talents. The purpose of the study is to identify the elements of archi-tecture student readiness to conduct professional activities. The study took place at the Ural State University of Architecture and Art (Russia, Yekaterinburg); it involved 120 four- and five-year-students of the Faculty of Architecture, as well as 12 faculty teachers and 154 graduates of different graduation years who have from 5 to 20 years of professional experience. Based on the analysis of available research on professionalism and professional readiness, as well as a preliminary participant survey, a number of elements of students' readiness for professional activities have been identified. The concept of students' readiness to conduct pro-fessional activities has been clarified; it is described as complex integrative struc-ture, which simultaneously reflects the level of development of professionally important qualities and abilities of specialists, especially their attitude to profes-sion. The elements of students' readiness to conduct professional activities have been identified: motivational-axiological, informational-cognitive, activity-oriented, personality-reflexive. The survey participants described the elements that they believed would most contribute to professional readiness: motivational-axiological (22% of participants), informational-cognitive (18.8% of participants), personality-reflexive (16.7% of participants) and activity-oriented (13.4%). The study can be useful for vocational education teachers to help them identify the in-fluence of students' personal characteristics on the successful development of their readiness for professional activities.
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Pavinskaya, Kristina Vladimirovna. "Dynamics of students-choreographers’ readiness for health care activities after their participation in the educational program «Health saving in choreography - the basis of professional longevity»." Samara Journal of Science 9, no. 1 (February 28, 2020): 268–73. http://dx.doi.org/10.17816/snv202091309.

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Анотація:
The paper presents the results of an empirical study of readiness indicators for health-saving activities of students-choreographers after participating in the educational program Health-saving in choreography - the basis of professional longevity as well as professionals (teachers and choreographers) who have been trained in the program of additional professional education and have 3-year experience in health-saving activities. The research work with students-choreographers was carried out from 2012 to 2017 on the basis of Institute of Contemporary Art. The analysis of the initial level of students-choreographers and professionals readiness for health-saving activities presented in the work showed that the group of professionals (teachers and choreographers) differs in the level of readiness for health-saving activities from students-choreographers. The paper presents diagnostic tools that made it possible to evaluate readiness indicators for health-saving activities of students-choreographers after their participation in the educational program Health-saving in choreography - the basis of professional longevity. The paper also contains the results of a statistical analysis of the research data.
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Koikov, Vitaliy. "The Role of Professional Standards in Regulating the Professional Activities of Healthcare Professionals." Journal of Health Development 2, no. 42 (2021): 4–19. http://dx.doi.org/10.32921/2225-9929-2021-2-42-4-19.

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Анотація:
This review is devoted to the analysis of the existing shortcomings in the sectoral qualifications system and the development of suggestions for improving the mechanisms for regulating the professional activities of healthcare professionals in the Republic of Kazakhstan. The main problems in the development of human resources for health care that require a systemic solution include the lack of compliance of training programs and the system of continuous professional development of workers in the industry, a system for assessing professional readiness and admission of health professionals for practical activities to the needs of practical health care, the lack of a clear delineation of the competencies of health professionals by levels qualifications. The above problems are based on the imperfection of the Sectoral Qualifications System due to the absence of the Sectoral Qualifications Framework (covering all professions and professional activities in the health sector) and professional standards (regulating in detail for each qualification level all those labor functions and professional tasks that are necessary for those working in the industry. specialists, as well as the skills, knowledge, and even personal competencies required for this). The implementation of professional standards in the development of educational programs at all levels of education, in the activities of organizations that assess the professional readinesss of healthcare professionals, in the personnel policy of the health system, regions and medical organizations, will ensure that the competencies of graduates of educational programs and specialists working in the health sector correspond to the real needs of practical healthcare. All this will make it possible to achieve greater labor productivity of healthcare professionals, improve the quality of medical and other services provided, reduce the costs of recruiting and enhance the competitiveness of both specialists working in healthcare organizations. Keywords: sectoral qualifications system, professional standards, healthcare professionals
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Radchuk, Halyna, Anatolii Afanasiev, Dmytro Sofiian, Zoriana Adamska, and Iryna Perig. "Internal Factors of Development of Psychological Readiness for Professional Activities in Cynologist Officers." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 1 (March 12, 2021): 107–12. http://dx.doi.org/10.6000/2292-2598.2021.09.01.13.

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Анотація:
The purpose of our research is to carry out empirical study and analysis of internal factors of the development of psychological readiness for professional activities in cynologist officers. The article gives empirical evidence of internal factors of psychological readiness for professional activities in cynologist officers. The motivational and purposive, active and operational, emotional and volitional, reflexive and controlling components of psychological readiness are outlined. Three internal factors of psychological readiness of cynologist officers for professional activities are identified and analysed with the help of factor analysis of empirical indicators: awareness of psychological readiness for professional activities, a responsible subjective position, the ability to act independently, and take decisions.
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Zhukovskiy, Vladimir P., Kadriya M. Zaynetdinova, and Nina A. Zhukovskaya. "Professional readiness of the head of an educational organisation for management activities." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2019): 11–14. http://dx.doi.org/10.34216/2073-1426-2019-25-2-11-14.

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Анотація:
This article is devoted to the consideration of the problem of professional readiness of the head of an educational organisation for management activities. The analysis of the works of Russian researchers devoted to the analysis of management features in the education system, the definition of the concept of "professional readiness" on the basis of which, the composition of requirements for manager's professional readiness is revealed, defines the semantic and substantive characteristics of the professional readiness of an educational organisation leader for management activities in terms ofdeontological and regulatory aspects. According to the results of the study, it was established that in the conditions of modern realities, professional readiness for managerial activity is the leading personal property of a manager, allowing him to respond to changes occurring both inside the educational system and outside its functional space, ensuring the quality of professional and educational actuals.
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Мусатова, О. А., and В. Н. Футин. "Professional Involvement as a Factor of Psychological Readiness for Professional Activities." Психолого-педагогический поиск, no. 2(58) (July 9, 2021): 122–30. http://dx.doi.org/10.37724/rsu.2021.58.2.011.

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Анотація:
В статье рассматривается проблема профессиональной направленности студентов вуза как ведущего фактора формирования их психологической готовности к вхождению в трудовую деятельность. Актуальность исследования обусловлена противоречием между наличием различных факторов риска, не способствующих успешной адаптации и профессионализации выпускников вузов, выделенных отечественными и зарубежными авторами, и фактическим отсутствием эмпирической проверки структуры профессиональной направленности студентов, в том числе в условиях введения новых форм обучения и вероятности возникновения самозанятости в современных условиях рынка труда. Цель исследования состояла в эмпирическом выявлении и анализе структуры профессиональной направленности студентов вузов в современных условиях дистанционного обучения. Профессиональная направленность студентов исследовалась с помощью ориентационной анкеты Басса — Смекала — Кучера, свойства их личности определялись с помощью 16-факторного личностного опросника Р. Кеттелла. В исследовании участвовали 348 студентов юридических специальностей российских вузов в возрасте от 17 до 22 лет. Было установлено, что компоненты структуры сформированности профессиональной направленности у студентов вуза различаются в зависимости от курса обучения. Профессиональная направленность меняется от направленности на процесс решения задачи и на взаимодействие на 1 курсе к направленности на себя на 3 курсе при снижении направленности на взаимодействие у четверокурсников и переходе дальней профессиональной перспективы в ближнюю у студентов 5 курса. Кроме того, в психологическом портрете студентов-юристов и их психологической готовности к вхождению в трудовую деятельность существуют инварианты, которые составляют смелость, энергичность, реалистичность, стремление к лидерству, общительность, наличие интеллектуального потенциала, высокий уровень моральной устойчивости и требовательности к себе. Полученные и представленные в статье результаты исследования обосновывают целесообразность его продолжения в направлении расширения спектра факторов психологической готовности выпускников вуза к вхождению в трудовую деятельность, в том числе за счет анализа их цифровой компетентности и толерантности к условиям неопределенности. The article treats the issue ofuniversity students’ career motivation and professional focus as major factors determining their readiness to perform professional tasks. The relevance of the research is accounted for by the fact that there is no consistent approach to the investigation of risk factors that hinder university students’ successful adaptation to professional activity. Neither Russian nor foreign researchers provide sufficient empirical evidence to assess the effectiveness of students’ professional training and their readiness for professional practice. The aim of the research is to empirically analyze university students’ career motivation and professional focus in distance learning environments. To investigate students’ professional focus, the authors use the Bass-Smekal-Kocher test. To assess students’ personal characteristics, the authors use R. Catell’s Sixteen Personality Factor Questionnaire. The study involves 348 17-22-year-old law students of Russian universities. The investigation shows that the components of university students’ professional focus are different in junior and senior students. First-year students are interested in communication with their peers and in studying, third-year students are less peer-centered and more self-centered, forth-year students are even less interested in communication with their peers, fifth-year students have high career motivation. Moreover, many law students demonstrate confidence, vigor, pragmatism, leadership qualities, sociability, intellectual potential, rectitude, perfectionism. The results of the research highlight the necessity to further investigate factors associated with university graduates’ psychological readiness for professional activity and professional practice, including such factors as university graduates’ digital competence and their ability to tolerate uncertainty.
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ЮРКОВ, Анатолій. "SUBSTANTIATION OF THE NEED TO ESTABLISH THE READINESS OF FUTURE PSYCHOLOGISTS TO TACKLE CONFLICT SITUATIONS IN THE PROFESSIONAL ACTIVITY." Збірник наукових праць Національної академії Державної прикордонної служби України. Серія: педагогічні науки 25, no. 2 (July 1, 2021): 225–35. http://dx.doi.org/10.32453/pedzbirnyk.v25i2.793.

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Анотація:
The article studies the theoretical review and substantiation of psychological and pedagogical aspects of the problem of establishment of the readiness of future military psychologists to tackle conflict situations in their professional activities. The conducted scientific research made it possible to reveal the main loads and specifics of the practical activities of future military psychologists during their service in military units, which, in turn, actualized the need to establish readiness among young officers even at the stages of training in higher military educational institutions.The paper analyzes the issue of “readiness for professional activity”, and shows that the space of scientific thoughts is heterogeneous and has many approaches to understanding this definition.It is identified that readiness for the future military psychologist to tackle conflict situations in professional activity is a complex characteristic of the individual, including a system of professional motives, psychological qualities, attitudes and states, subject and intellectual knowledge, skills and abilities, which together is the key to the effective performance of functional duties. The paper proposes to interpret the process “readiness of future military psychologists to resolve conflict situations in their professional activities” as a holistic training covering professional knowledge, skills, patriotic views and beliefs; professional orientation to military service; reflection of their achievements; professional self-improvement.It is found that the content of the readiness of future military psychologists to tackle conflict situations in professional activity is a set of relevant knowledge and skills, which is provided by mastering the relevant profession (professional training), acquiring professionally important personality qualities, entering professional activity after graduation from a higher military educational institution (professional adaptation) skill development in military service (professional self-improvement). Based on the best practices of the scientific community, five main components of readiness are outlined: motivational, value-oriented, communicative-informational, creative, operational-activity.
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Varhata, Oksana V., Olena V. Kuleshova, and Liudmyla V. Mikheieva. "THE THEORETICAL ANALYSIS OF THE PSYCHOLOGICAL READINESS OF THE SPECIALISTS OF SOCIONOMIC PROFILE TO THE INNOVATION PROFESSIONAL ACTIVITY." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 13 (June 24, 2021): 4–9. http://dx.doi.org/10.25264/2415-7384-2021-13-4-9.

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Анотація:
The article provides the theoretical analysis of the psychological readiness of socionomic specialists for innovative professional activities in the scientific psychological literature. The methodological approaches to determining the essence of psychological readiness are outlined. The structural components of the psychological readiness of socionomic specialists for innovative professional activity are determined. The structure of the psychological readiness to the innovation professional activity includes motivating value, cognitive, operational, personal, creative, communicative, reflective components. The article reveals the definitions “readiness”, “professional readiness”, “psychological readiness”, “innovation readiness”, “psychological readiness for innovation professional activity”. The definition of psychological readiness for innovative professional activity in the context of scientific comprehension is considered. Theoretical and methodological understanding of the scientific literature allowed to determine the essence of psychological readiness for innovative professional activity as a psychological phenomenon which is characterized by the demonstration of motivation for professional activity, mastery of innovative technologies to achieve goals, ability to creative activity and high level of reflection. In the article, the psychological readiness to the innovative professional activity is understood as the complex of the personal professional qualities, which assist in professional tasks solving in the innovative sphere. The concept of psychological readiness of socionomic specialists for innovative professional activity has been improved. The article provides the empirical analysis levels of the psychological readiness of socionomic specialists for innovative professional activities. The psychological factors and the psychological barriers of the psychological readiness of socionomic specialists for innovative professional activity are determined.
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Столярова and E. Stolyarova. "Students’ Psychological Readiness for Professional Activity." Socio-Humanitarian Research and Technology 3, no. 2 (June 16, 2014): 60–62. http://dx.doi.org/10.12737/4661.

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Анотація:
The paper examines the readiness of MSUTM branch graduates for professional activities. The results of the correspondent diagnostics, carried out among the university students, are presented and analyzed.
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UDOVYCHENKO, Olga. "CRITERIA AND INDICATORS OF LEVELS OF FUTURE COMPUTER SCIENCE TEACHERS’ READINESS FOR PROFESSIONAL ACTIVITY." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 142–47. http://dx.doi.org/10.31651/2524-2660-2020-2-142-147.

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Анотація:
Introduction. Criteria and their indicators of levels of future computer science teachers’ readiness for professional activities are identified to determine the effectiveness of the model of future computer science teachers’ training.The purpose of the article is to substantiate the choice of criteria and indicators to characterize the levels of future computer science teachers’ readiness for profe-?sional activities. Methods. To achieve this goal, such methods as analysis and systematization of the results of scientific and pedagogical research on the future computer science teachers’ preparation of for professional activities; generalization of different approaches to the choice and substantiation of criteria and indicators of future computer science teachers’ readiness for professional activity were used. Results. To establish the level of computer science teachers’ readiness for professional activity, the following criteria have been developed. Theoretical criterion determines the formation of a system of knowledge (professional, psychological, pedagogical, methodological) about the essence of computer science teacher, where indicators are the depth and scope of students' knowledge. Technological criterion determines the presence of future computer science teachers ability to perform professional tasks necessary for productive activities in the specialty, an indicator is the level of performance of procedural actions by students. Personal criterion assumes the presence of the formation of personal qualities of the student for future pedagogical activities, where the indicators are the motivation of future professional activity and the ability to self-analysis. The corresponding indicators of computer science teachers’ readiness for professional activity characterized each of the criteria. Indicators of the theoretical criterion are "volume of knowledge" (set of facts, concepts, rules, judgments, conclusions, phenomena and processes mastered by future computer science teachers) and "depth of knowledge» (the correct ratio of the structure and elements of knowledge, understanding of the system of educational material, its most important ideas and patterns, characterizes the ability of students to use EER in cognitive and practical activities). The indicator of the technological criterion is "procedural actions" (the presence of future computer science teachers’ ability to perform professional tasks necessary for productive activities in the specialty. The indicator of the personal criterion is "motivation" (motivation to use EER) and introspection" (ability to reflect on professional activities). The originality and novelty of the work are in the development of the author's diagnostic apparatus to determine the levels of future computer science teachers’ readiness for professional activities. Conclusions. Criteria and indicators of computer science teachers’ professional readiness allow to cha-racterize the levels of readiness for professional activity. Depending on the degree of computer science teachers’ readiness, there are four levels: factual, operational, analytical-synthetic, and creative.
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Більше джерел

Дисертації з теми "Readiness for professional activities"

1

Nayer, Marla Sharon. "Perceptions of physical therapy graduates' readiness for professional activities, by the graduates, their supervisors, and their faculty." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/NQ41255.pdf.

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Книш, Анастасія Євгенівна. "Формування особистісної готовності майбутніх психологів-тренерів до професійної діяльності". Thesis, Харківський національний педагогічний університет ім. Г. С. Сковороди, 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/35873.

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Анотація:
Дисертація на здобуття наукового ступеня кандидата психологічних наук за спеціальністю 19.00.07 – педагогічна та вікова психологія. – Харківський національний педагогічний університет ім. Г. С. Сковороди, Харків, 2014. Дисертацію присвячено дослідженню особливостей формування особистісної готовності до професійної діяльності майбутніх психологів, що обирають спеціалізацію тренера. У роботі представлено теоретичний аналіз основних підходів до визначення готовності до професійної діяльності зарубіжних та вітчизняних вчених. Уточнено поняття особистісної готовності до діяльності майбутнього психолога-тренера. Подано та обґрунтовано теоретичну модель особистісної готовності до діяльності (операційно-професійний, емоційний, соціально-психологічний, ідентифікаційний компоненти). Шляхом факторного аналізу визначено структуру особистісної готовності до діяльності тренера. В ході емпіричного дослідження встановлено недостатній рівень розвитку особистісної готовності до діяльності майбутніх психологів-тренерів. Визначено основні психологічні умови (творче моделювання, експериментування, вільний обмін думками, експертна оцінка), напрямки (формування теоретичної бази, відпрацювання на практиці методичних засобів створення та проведення тренінгу, отримання досвіду групової роботи, зворотній зв`язок) та етапи (підготовчий, організаційний, маркетинговий, логістичний, програмний, груповий, презентаційний, експертний, дебрифінговий) формування особистісної готовності до професійної діяльності на базі яких розроблено та впроваджено в навчальний процес навчальну програму.
The dissertation for receiving the scientific degree of candidate in Psychology according to the speciality 19.00.07 – the Pedagogical and Developmental Psychology. – H. S. Skovoroda Kharkiv National Pedagogical University. – Kharkiv, 2014. Dissertation is devoted to the features of formation of personal readiness for future professional activities of psychologists who choose the specialization of the trainer. The paper presents a theoretical analysis of the main approaches to determine readiness for professional activity of foreign and domestic scientists. The concept of personal readiness for activity of future psychologist-trainer is presented. Reasonable structure of personal readiness for activity (operational and professional, personal, emotional and identification component) are posted. During the empirical research found insufficient level of personal readiness of future psychologists-trainers. Basic psychological conditions (creative modeling, experimentation, open exchange of ideas, expert evaluating), ways (forming of theoretical basics, working in practice teaching tools for creating and conducting training, getting the experience of group work, feedback) and stages (preparatory, organizational, marketing, logistics, program, group, presentation, expert, debriefing) of forming personal readiness for professional activities were defined. They created the basis for practical training program, which was implemented in the educational process. With control testing and statistical data effectiveness of the author's educational program of forming personal readiness for future professional activities of psychologists-trainers was found.
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3

Хіміч, В. Л., та V. L. Khimich. "Підготовка майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності". Дисертація, Хмельницький національний університет, 2021. http://elar.khnu.km.ua/jspui/handle/123456789/10230.

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Анотація:
У дослідженні здійснено теоретичне узагальнення та вирішено наукове завдання щодо підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. З’ясовано, що актуальність розглянутої проблеми підтверджується змінами вимог суспільства до особистості вчителя фізичної культури, який має бути активним, творчим, прагнути до самовдосконалення. Обґрунтовано основні принципи, закономірності й методологічні підходи підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Уточнено сутність поняття «підготовка майбутніх учителів фізичної культури» як процесу, що передбачає формування професійної спрямованості особистості, засвоєння нею сукупності теоретичних знань, формування практичних умінь і навичок, накопичення досвіду, результатом якого є готовність майбутніх учителів фізичної культури до професійної діяльності. Встановлено, що готовність майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності – це інтегральне особистісне утворення, що містить знання сутності народної хореографічної діяльності, характеризується зацікавленістю студентів та їх активною участю у творчій діяльності, застосуванням необхідних професійно-педагогічних умінь та навичок. Обґрунтовано структуру готовності майбутніх вчителів фізичної культури до використання засобів народного хореографічного мистецтва в єдності її компонентів: мотиваційно–ціннісного, когнітивного і діяльнісного. Ураховуючи напрацювання науковців і компонентний склад готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва, визначено критерії її сформованості, зокрема: особистісний, змістовий і творчий. Диференційовано рівні (високий, середній, низький) готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Проведено діагностику аналізованого процесу визначено й науково обґрунтовано педагогічні умови, спроектовано модель підготовки майбутніх учителів до використання засобів народного хореографічного мистецтва (лексика народного танцю, хореографічні композиції, рухи народних танців, музика). Ураховуючи результати аналізу наукової літератури, досвіду роботи закладів вищої освіти, результатів констатувального етапу експерименту щодо підготовки майбутніх учителів до використання засобів народного хореографічного мистецтва, визначено педагогічні умови: формування позитивної мотивації майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності; удосконалення змісту підготовки майбутніх учителів фізичної культури на основі впровадження міждисциплінарного спецкурсу «Танцювальний хортинг»; використання інноваційних методів навчання у підготовці майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Теоретично обґрунтовано авторську модель підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у єдності її складових: цільової, теоретико-методологічної, організаційно-змістової та діагностично-результативної. У цільовому блоці моделі відображено соціальне замовлення суспільства на підготовку конкурентоздатних і висококваліфікованих учителів фізичної культури, мета і завдання освітньої діяльності. Теоретико-методологічний блок містить методологічні підходи (культурологічний; компетентнісний; системний; особистісний; діяльнісний; аксіологічний (ціннісний); міждисциплінарний, етнопедагогічний) і принципи організації підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. В організаційно-змістовому блоці моделі конкретизовано зміст, форми, методи і організацію підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Діагностично-результативний блок моделі репрезентує очікувані результати впровадження педагогічних умов шляхом виявлення рівнів (високий, середній, низький) готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності; а також результат цього процесу – позитивну динаміку готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. За результатами формувального етапу експерименту підтверджено дієвість запропонованих педагогічних умов підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності. Його методика охоплювала сукупність комплексних і системних педагогічних заходів впливу на майбутніх учителів фізичної культури з метою поетапного формування в них усіх компонентів готовності до використання засобів народного хореографічного мистецтва у професійній діяльності. Статистичну значущість виявлених у результаті аналізу змін у рівнях готовності майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності експериментальної і контрольної груп підтверджено відповідною математичною обробкою одержаних даних за допомогою критерію кутового перетворення Фішера φ*. Доведено, що впровадження педагогічних умов підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності сприяло статистично значущим змінам. Удосконалено навчально-методичне забезпечення підготовки майбутніх учителів фізичної культури до використання засобів народного хореографічного мистецтва у професійній діяльності, зокрема розроблено: авторський спецкурс «Танцювальний хортинг»; методичні рекомендації «Ритміка і хореографія: методичні вказівки до вивчення дисципліни та самостійної роботи для студентів спеціальностей 014.11 «Середня освіта (Фізична культура)» і 017 «Фізична культура і спорт»». Для підвищення кваліфікації вчителів фізичної культури та забезпечення урізноманітнення практики викладання у закладах середньої освіти укладено методичний посібник «Методика вивчення варіативного модуля «Танцювальний хортинг» для закладів загальної середньої освіти, розроблений авторським колективом і схвалений Міністерством освіти і науки України (Протокол № 2 від 01. 07. 2019р.), варіативний модуль «Танцювальний хортинг» для загальноосвітніх навчальних закладів 10 –11 класів (рівень стандарту); навчальну програму для гуртків фізкультурно-спортивного та оздоровчо-прикладного спрямування загальної середньої освіти «Народний танець», схвалену для використання Міністерством освіти і науки України; методичний посібник для закладів загальної середньої освіти для вивчення варіативного модуля «Танцювальний хортинг», розроблений у співавторстві.
The research makes theoretical generalization and accomplishes the scientific task in training future Physical Training teachers for using means of folk choreographic art on professional activities. It is elucidated that applicability of the examined problem is justified by changes of demands of the society to the personality of a Physical Training teacher who is supposed to be active, creative, striving forself-improvement. The research substantiates the main principles, consistent patterns and methodological approaches of training future Physical Training teachers for using means of folk choreographic art in professional activities. Itclarifies the essence of the concept “training of future Physical Training teachers” as the process that provides professional orientation of a personality, their acquiring of accumulated theoretical knowledge, formation of practical skills, gaining experience resulting in readiness of future Physical Training teachers for professional activities. It is determined that readiness of future Physical Training teachers for using means of folk choreographic art in professional activities is an integral personal entity comprising knowledge of the essence of folk choreographic activity and is characterized with application of necessary professional and pedagogical skillsand means of their usage. The research substantiates the structure of readiness of future Physical Training teachers for using means of folk choreographic art in integrity of its components:motivational and axiological, cognitive and activity-oriented. Taking into consideration best practices of scientists and composition of the readiness of future Physical Training teachers for using means of folk choreographic art, there were determined criteria of its formedness including incentive, content-related and creative.There were differentiated the levels (high, medium, low) of readiness of future Physical Training teachers for using means of folk choreographic art in professional activities. There was made the diagnosis of the analyzed process,were identified and scientifically grounded pedagogical conditions and was designed the model of training future Physical Training teachers for using means of folk choreographic art (lexis of a folk dance, choreographic compositions, movements of folk dances, music). Taking into consideration the results of the analysis of scientific literature, work experience of higher educational institutions, results of the ascertaining stage of the experiment concerning training of future Physical Training teachers for using means of folk choreographic art, there were determined the following pedagogical conditions: formation of positive motivation of future Physical Training teachers for using means of folk choreographic art in their professional activities; updating of the contents of educational and instructional materials of the educational process of future Physical Training teachers and implementation of an interdisciplinary special course “Dancing khorting”; usage of innovative methods of training future Physical Training teachers for using means of choreographic art in their professional activities. There was theoretically grounded an authoring model of training futurePhysical Training teachers for using means of folk choreographic art in unity of its components: target, theoretical and methodological, organizational and content, diagnostically resultative. The target block of the model reflects social demand of the society for training competitive and highly qualified Physical Training teachers, aims and tasks of educational activities. Theoretical and methodological block comprises methodological approaches (cultural; competency-based; system; personality-oriented; activity-oriented; axiological; interdisciplinary; ethno-pedagogical) and principles of organizing the process of training future Physical Training teachers for using means of folk choreographic art in their professional activities. Organizational and content block specifies content, forms, methods and organization of training future Physical training teachers for using means of choreographic art in professional activities. Diagnostically-resultative block of the model represents the anticipated results of implementation of pedagogical conditions by identifying the levels (low, medium, high) of formednessof future Physical Training Teachers for using means of folk choreographic art in their professional activities as well as the result of this process which is positive dynamics of readiness of future Physical Training Teachers for using means of folk choreographic art in their professional activities. According to the results of the forming stage of the experiment, there was confirmed the efficacy of the suggested pedagogical conditions of training of future Physical Training teachers for using means of folk choreographic art in their professional activities. Its methodology encompasses combination of complex and system pedagogical measures of influence on future Physical Training teachers aiming at their gradual formedness of all the components of readiness for using means of folk choreographic art in their professional activities. Statistical importance of the discovered changes in the levels of formedness of readiness of future Physical Training teachers for using means of folk choreographic art in their professional activities of the experimental and reference groups was validated by corresponding mathematical processing of the received data via linear discriminant Fisher’s criterion φ*. It was proved that implementation of pedagogical conditions of training future Physical Training teachers for using means of choreographic art in their professional activities contributed to statistically significant changes. There were elaborated educational and instructional materials for training future Physical Training teachers for using means of folk choreographic art in their professional activities including the special course “Dancing khorting”; methodological recommendations “Eurhythmics and Choreography”: methodological recommendations for teaching the discipline and independent study of students of the specialty 014.11 “Secondary Education (Physical Training)” and 017 “Physical Training and Sport”. In order to improve the skills of physical education teachers and to diversify teaching practices in secondary education, a manual "Methods of studying the variable module" Dance Khorting" for institutions of secondary education was developed by the authoring team and approved by the Ministry of Education and Science of Ukraine (Minutes № 2 from 01. 07. 2019), there was worked out the variable module "Dance Khorting" for secondary schools of 10-11 grades (standard level); the curriculum for clubs of physical education and sports with health and applied orientation of general secondary education "Folk Dance" was approved for use by the Ministry of Education and Science of Ukraine; the handbook for general secondary education institutions for studying the variable module "Dance Khorting" was developed in co-authorship.
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4

McCaffrey, C. Nadeane. "An exploration of mental readiness strategies utilized by top professional golfers." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5992.

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5

White, Natalie. "School Counselors' Professional Development Needs for Preparing Diverse Learners for College." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7521.

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Prevalent literature about school counselors' professional development (PD) needs to prepare diverse learners for college is in short supply. Simultaneously, school counselors oftentimes encounter role confusion due to misperceptions of their job responsibilities by educational leaders. This discrepancy has led to the completion of noncounseling assignments, thus prohibiting counselors in this study from appropriate training and adhering to college readiness mandates for all students. This study explored high school counselors' attitudes about their PD needs to prepare diverse students for college in an urban populated school district located in southern Texas. The conceptual framework that guided this study defines school counselors' motivation to improve college access for diverse students when counselors learn information that is practical to their job activities. A qualitative case study was used to answer the question of how counselors perceive their PD needs to prepare diverse learners for college. Data were collected from 8 high school counselors through semistructured interviews and documents of counselors' PD profiles that were analyzed and coded to develop themes. Results established that participants had not received PD about college readiness, and they had not taken the initiative to advocate this need for themselves. Notably, counselors in the study indicated that developing a professional learning community with local colleges would be an effective approach to their professional growth. Although this study immediately benefits counselors in the participating school district, this study also provides information that may expand college enrollment for diverse students. Findings from this study not only will help close the gap between diverse students and their counterparts, but findings from this study may also help enhance PD for school counselors in surrounding school districts.
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6

Escobar, Marta Elena. "English learner professional development strategies: Administrators' perceived perception in readiness for implementation." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/107.

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The purpose of this study was to analyze the perceptions of public elementary school principals in Kern County who have participated in the SB 472 ELPD Institute and their preparedness as instructional leaders for teachers teaching English learner students. And to identify what resources, support, and/or professional development opportunities elementary school principals feel that they need as instructional leaders to support teachers teaching English learner students the skills to gain academic English language proficiency and content knowledge. Through the use of a survey instrument and interviews key findings were identified and discussions of the findings in relation to current research literature are noted. Suggestions for future research and recommendations for educators working with the English learner student population are included in this dissertation.
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7

Tyler, Susan P. "Academic Physicians' Readiness to Change in their Professional Practices: A Qualitative Study." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592170965675572.

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8

Bosley, Michael. "PROFESSIONAL DEVELOPMENT ACTIVITIES AND JOB SATISFACTION AMONG COMMUNI." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4249.

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This study was designed to examine the relationship between participation in specific professional development activities and the adjuncts' level of job satisfaction. Data was gathered from previous and current professional development activities at Valencia Community College in Orlando, Florida. Research in the area of professional development activities for adjunct faculty is emerging; however, there is a scarcity of research in the area of professional development activities as a means to increase job satisfaction. The data produced by this study were reviewed to determine, the level of job satisfaction of those adjuncts who attended professional development activities; the degree to which adjunct faculty members attended professional development activities; the reasons why adjuncts attended professional development activities; and how attendance at professional development activities has enhanced adjuncts' teaching performance. Findings showed that adjuncts who attended professional development activities at Valencia Community College were generally satisfied with their jobs. Adjuncts were also satisfied with the professional development activities they attended and many attended more than one activity.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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9

Munch, Karen S. "An investigation of the increase in phonemic awareness in kindergarten students who were exposed to word sort activities /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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10

Wilder, Christopher. "An Examination of Parents' Preferred School Counselor Professional Activities." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33211/.

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The purpose of this study was to examine parent preferences for school counselor professional activities. The primary focus of research was to determine if any relationship exists between (1) parents' demographic factors - gender, age, socioeconomic status, ethnicity - and their preferences for school counselors' professional activities; (2) educational factors - parents' level of education and grade level of their student (9-12) - and parents' preferences for professional activities; and (3) parents' experience parenting high school students and their preferences for school counselors' professional activities. I utilized a 7-item demographic questionnaire and an adapted version of the School Counselor Activity Rating Scale (SCARS; Scarborough, 2005). The SCARS is a 48-item standardized instrument that measures how school counselors actually spend their time engaged in professional activities compared to how they would prefer to spend that time. The format was adapted from a verbal frequency scale to a 5-point Likert-type scale. In the current study, parents indicated their preference for school counselors to enact certain tasks, with higher scores indicating greater endorsement of the task. Cronbach's alpha for each of the SCARS subscales indicated good internal consistency: Counseling .879; Consultation .831; Curriculum .933; Coordination .867; and "other" .828. The sample was composed of 250 parents from a school district in the southwestern United States. The study population consisted of 198 female and 52 male participants ranging in age from 31 to 66 years old and included 6.4% African American, 1.6% Asian/Pacific Islander, 8.0% Hispanic, 4% Native American, and 83.6% White. Results indicated that parents overall preferred counselors to engage, from most to least, in Coordination, Counseling, "other," Curriculum, and Consultation activities and that they most strongly endorsed counselors providing students with academic advising and counseling for school related behavior. Regarding the primary focus of this study, the Pearson product moment correlation coefficient was utilized to ascertain potential relationship between variables. Results indicated a small statistically significant correlation between gender and the Counseling subscale score, r = .178, p < .01. Compared to male parents, female parents' scored higher on the Counseling subscale. Results also indicated a small statistically significant negative correlation between parents' eligibility for their children to receive free or reduced-price lunch and Coordination subscale scores, r = -.126, p < .05. Parents eligible to participate in the government's free or reduced-price meals under the National School Lunch and Child Nutrition Program were more likely than non-eligible parents to indicate a preference for counselors to coordinate student referral to school-related programs and services. Respondents' reports of their age, ethnicity, parents' educational attainment, student grade level, and parents' experience parenting high school students did not correlate significantly with their SCARS scores. Parents' preferences based on responses to the SCARS are discussed, as are implications for school counselors, directors of guidance, and counselor education faculties.
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Книги з теми "Readiness for professional activities"

1

Duran, Gerri A. Multi-play: Sensory activities for school readiness. Tucson, Ariz: Therapy Skill Builders, 1994.

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2

Nimatulaev, Magomedhan. Information technology in professional activities. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1031122.

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The textbook is intended for studying of discipline "Information technologies in professional activity". Discusses key issues of forming of information society, basic notions and definitions of Informatization of various types and levels of professional activity, the analysis of information systems and technologies to solve economic and management problems. Meets the requirements of Federal state educational standards of higher education of the last generation. It is recommended that students enrolled in the bachelor in the direction of training "Management", as well as postgraduate and graduate students to update knowledge and skills in the application of information systems and technologies in the context of big data Analytics and managerial decision-making.
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3

Mayer, Mercer. Little Critter's reading readiness: Preschool. Columbus, Ohio: McGraw-Hill Children's Pub., 2004.

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4

1969-, Reynolds Laureen, ed. Number facts & jumping jacks: Matching learning activities to learning readiness. Peterborough, NH: Crystal Springs Books, 2011.

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5

Williamson, Sarah. Fun with my 5 senses: Activities to build learning readiness. Charlotte, Vt: Williamson Pub. Co., 1998.

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6

College, Homerton. Directory of research and other professional activities. Cambridge: Homerton College, 1991.

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7

Z, Pruitt Eunice, ed. Schools as professional learning communities: Collaborative activities and strategies for professional development. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2009.

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8

Fenske, Ruth Elizabeth. Professional socialization of beginning librarians as measured by involvement in professional activities. Ann Arbor, Mich: University Microfilms International, 1987.

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9

B, Johnson Ann, ed. Serving older adults: Policy, programs, and professional activities. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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10

Rea, Elsbeth. Readiness to practise: (Northern Ireland) : a study of professional social work training. [Belfast]: [DHSS], 1996.

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Частини книг з теми "Readiness for professional activities"

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Sales, Bruce D., Michael Owen Miller, and Susan R. Hall. "Liabilities for Professional Activities." In Laws affecting clinical practice., 53–67. Washington: American Psychological Association, 2005. http://dx.doi.org/10.1037/11218-004.

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Troxclair, Debra A., Elizabeth Shaunessy-Dedrick, and Chrystyna V. Mursky. "Designing Professional Development Activities." In Using the National Gifted Education Standards for Pre-K—Grade 12 Professional Development, 109–26. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239420-7.

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Sarama, Julie, and Douglas H. Clements. "Promoting Positive Transitions Through Coherent Instruction, Assessment, and Professional Development: The TRIAD Scale-Up Model." In Kindergarten Transition and Readiness, 327–48. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90200-5_15.

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Baker, Donna L., and Hugh T. Tom Carson. "Using Advanced Acrobat Activities." In Adobe Acrobat 6: The Professional User’s Guide, 359–80. Berkeley, CA: Apress, 2004. http://dx.doi.org/10.1007/978-1-4302-0786-3_14.

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Baker, Donna L. "Using Advanced Acrobat Activities." In Adobe Acrobat 5: The Professional User’s Guide, 339–61. Berkeley, CA: Apress, 2002. http://dx.doi.org/10.1007/978-1-4302-1100-6_12.

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Tobin, Stephen. "Entrustable Professional Activities in Surgical Education." In Advancing Surgical Education, 229–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3128-2_21.

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Donagan, Alan, Anthony N. Perovich, and Michael V. Wedin. "The Professional Activities of Marjorie Grene." In Human Nature and Natural Knowledge, 369–70. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-5349-9_20.

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Wu, Te, and Estee Wu. "Understanding Program Activities." In The Sensible Guide to Program Management Professional (PgMP)® Success, 133–46. Boca Raton: Auerbach Publications, 2021. http://dx.doi.org/10.1201/9781003145165-8.

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Benmahamed, Djilali, Jean-Louis Ermine, and Pierre Tchounikine. "From MASK Knowledge Management Methodology to Learning Activities Described with IMS – LD." In Professional Knowledge Management, 165–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11590019_20.

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Myers, Colin, Tracy Hall, and Dave Pitt. "Professional Activities of the British Computer Society." In The Responsible Software Engineer, 43–47. London: Springer London, 1997. http://dx.doi.org/10.1007/978-1-4471-0923-5_5.

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Тези доповідей конференцій з теми "Readiness for professional activities"

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Parfenova, Nadezhda. "Cognitive-Operational Readiness Of Future Psychologists For Professional Activities." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.168.

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Kutsba, Marina Leonidovna, and Natalia Andreevna Kalugina. "Teachers' professional readiness for project activities realization in professional educational institutions in education environment." In 5th International Scientific and Practical Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114791.

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Bogachev, Alexey. "Early Childhood Educators’ Readiness To Organise Parent/Professional Partnership-Based Leisure Activities." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.46.

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Fedorova, Alena, Olga Koropets, Ilona Polents, and Daniil Morozov. "VUCA COMPETENCIES AS A FACTOR OF STUDENTS' PSYCHOSOCIAL READINESS FOR FUTURE PROFESSIONAL ACTIVITIES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2578.

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Savchenkov, Alexey Viktorovich. "Readiness Of Future Lecturers For Educational Activities: Motivational And Value Component." In Joint Conferences: 20th Professional Culture of the Specialist of the Future & 12th Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.03.48.

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Emelyanenkova, A. V., and S. B. Gnedova. "Diagnostics of perceptive and emotional components of psychological readiness for selfregulation of professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.476.486.

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Анотація:
Psychological readiness is a complex phenomenon that includes a variety of motivational and regulatory components, a system of cognitive patterns of future activities and working conditions, predictive assessments, as well as managing your own emotional reactions. In the professional field of «Man-Technique», the subject of labor, managing a complex technical system, must have a high level of stress tolerance and self-regulation, which gives particular importance to the problem of professional diagnosis and selection. Subjective criteria can catch the «subtle» emotional experiences, the nuances of cognitive-affective processes that simultaneously occur in the psyche of the individual. Objective criteria — often require a rather expensive research procedure. In this regard, diagnostic techniques that combine efficiency and short duration with validity criteria are most in demand. To test the assumptions of their effectiveness, a study was conducted of psychological readiness for professional activity among novice drivers, as well as among cadets-pilots of civil aviation who begin training flight training. Samples «Falling words», «Manifest words» study the perceptual mechanisms underlying the subject’s interpretation of the situation as potentially stressful, diagnosing perceptive alertness / protection. A professional who has a high willingness to interpret the received signals as stressful will recognize these words faster, which will be reflected in the objective criterion — a short signal recognition time. A comparison of the data with the results of the coping tests revealed that for novice drivers, perceptual vigilance prevails over perceptual protection. More experienced drivers often discharge suppressed emotions (usually hostility, anger), directing them to objects that are less dangerous or more accessible than those that caused negative emotions and feelings. The psychological readiness for training flights among cadets needs an additional study of perceptual and emotional components that will be used in self-regulation of resistance to emotional and psychological stress associated with upcoming professional activities.
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Šūmane, Ilze, and Līga Āboltiņa. "Students’ Readiness to Implement Inclusive Education in Preschools." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.10.

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Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusion. In an analysis of research studies on inclusive teachers’ professional profiles, it is important to assess the core values and competencies that teachers need to acquire in order to prepare all teachers for work in inclusive education. The aim of the research is to evaluate the future pre-school teachers’ attitudes and readiness to implement the principles of inclusion in their teaching. We used the survey and statistical data processing methods in a descriptive empirical study. The study concludes that future pre-school teachers’ attitudes are generally positive about the implementation of inclusion into pre-schools; however, a greater understanding of the essence of an inclusive approach is needed in the study process, as most students consider their knowledge and skills to be insufficient.
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Nosova, N., M. Zaturyan, and T. Akhmetov. "The study of personal determinants of readiness of modern students to carry out professional activities in the technical area." In Proceedings of the International Scientific-Practical Conference “Business Cooperation as a Resource of Sustainable Economic Development and Investment Attraction” (ISPCBC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ispcbc-19.2019.56.

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Balina, T. N. "Directions of adaptation of military personnel to military service." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.368.379.

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The paper considers psychological adaptation in the conditions of military service. The author argues that adaptation to a new social role, a new professional environment, and military relations requires a person to mobilize all his adaptive resources and developed self-regulation skills. As the main indicators of readiness for psychological adaptation, the adaptation experience of a serviceman in the pre-conscription period and psychological resistance to adaptation processes are considered. An indicator of psychological adaptation in the narrow sense of the word is the quality of the military personnel’s development of a military accounting specialty. As a result of psychological diagnostics and analysis of adaptive indicators of the subjects, all participants of the study were divided into three groups. The first group of military personnel needs additional time to fully master the military accounting specialty, because they have problems with psychological readiness to learn new types of activities, and they perceive the service situation as stressful and impossible for them. The second group includes military personnel who have shown a high level of development of military accounting specialty, but have insufficient psychological ability to adapt and have not had extensive experience of social adaptation in civilian life. The third group includes military personnel who demonstrate a high level of development of military accounting specialty in the initial period of military service. Recommendations on adaptation have been developed for each group, which are presented as a threelevel model of psychological adaptation of military personnel to the conditions of military service. The model is a complex of organizational, psychological, educational and professional activities aimed at the development of personal qualities of military personnel that contribute to improving the level of adaptive development. The implementation of the proposed model allows you to build working relationships in the military team; to form a belief in the need to improve the quality of knowledge for successful military professional activities; to successfully perform their professional military duties; to implement personal adaptation resources.
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Semenkova, Elena A. "Training of personnel in the field of inclusive education through the organization of a resource center." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-285-293.

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This article examines the problem of training personnel in the field of inclusive education for children with developmental disabilities, ensuring the readiness of teachers to work in conditions of inclusion. The practical experience of the formation of professional competencies of teachers through the organization of the activities of the resource center on inclusive education is presented. The qualitative and quantitative characteristics of the preparedness of the teaching staff to work with children with specific features of psychophysical development are presented.
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Звіти організацій з теми "Readiness for professional activities"

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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.
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Henes, Connie. Political activities of professional social workers residing in Portland, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2741.

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S., Wertz-Kanounnikoff, and Kongphan-apirak M. Emerging REDD+: a preliminary survey of demonstration and readiness activities. Center for International Forestry Research (CIFOR), 2009. http://dx.doi.org/10.17528/cifor/002869.

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MITRE CORP BEDFORD MA. Summary of Professional Activities, Center for Intelligence and Special Programs. 1990. Fort Belvoir, VA: Defense Technical Information Center, June 1991. http://dx.doi.org/10.21236/ada243508.

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Helsel, Frederick M. Readiness Verification for Low/Standard Industrial Hazard (SIH) Facilities/Operations/Activities. Office of Scientific and Technical Information (OSTI), November 2019. http://dx.doi.org/10.2172/1592973.

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Popova, Marina, Victoria Chistova, and Alexandra Sherbakova. FACTORS AFFECTING HEALTH AND PROFESSIONAL ACTIVITIES OF TEACHERS IN SPHERE OF HIGHER EDUCATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/2658-6649-2019-11-3-2-58-64.

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The article is devoted to the health problem of teachers in the sphere of higher education. Professional factors which adversely affect the health of the teachers are discussed. It is concluded that it is necessary, from the position of an integrated approach, to study the health state of teachers in higher educational institutions and to develop measures to optimize it under current conditions.
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Sergienko, I. V., E. B. Sergienko, R. R. Tangatarov, and M. A. Kryimova. Electronic course of the additional professional advanced training program "Implementation of digital and Internet technologies in the professional activities of a rural teacher". OFERNIO, June 2021. http://dx.doi.org/10.12731/ofernio.2021.24873.

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Hubbard, Kevin Mark, Cynthia Wathen Sandoval, Denisse Ortiz-Acosta, and Tanya Moore. Improved Hydrogen Getter Materials: FY17 Activities for the Enhanced Surveillance and Readiness Campaigns. Office of Scientific and Technical Information (OSTI), April 2018. http://dx.doi.org/10.2172/1434427.

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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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