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1
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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
4
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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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Bespalova, O., N. Zakalyak, А. Kolesnik, А. Sitovskyi, and I. Savchuk. "Model of the Formation of Deontological Readiness of Future Physical and Occupational Therapists for the Implementation of Professional Activities." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 5, no. 6 (December 12, 2020): 308–16. http://dx.doi.org/10.26693/jmbs05.06.308.
Повний текст джерелаАнотація:
In the course of terminological analysis, the content of the concepts "modeling" and "model" was substantiated, the author's model of formation of deontological readiness of future physical and occupational therapists for professional activity was theoretically substantiated and developed, aimed at improving the quality of professional training in the formation of deontological behavior. Material and methods: theoretical analysis and systematization of scientific data of modern domestic psychological-pedagogical, methodical and specially-profiled literature for studying the relevance and state of development of the outlined problem; structural analysis to determine the structure of deontological readiness with its constituent components; modeling method for the development of a model for the formation of deontological readiness of future bachelors in physical therapy, occupational therapy to carry out professional activities. Results and discussion. The model includes target (purpose and tasks), content-technological (methodological approaches, pedagogical conditions, principles, stages of formation, forms, methods and means of organizing students' learning activities), diagnostic (criteria, indicators and levels of formation) and effective (deontological readiness), which are aimed at optimizing the educational process of students. The purpose of the developed model is to form deontological readiness of future physical and occupational therapists for professional activity. The tasks included: increasing the motivation of physical and occupational therapists to educational activities in general and mastering the theoretical basis of deontological knowledge in particular, as well as the orientation of interests and needs to form a deontological position in relation to the subjects of professional activity; formation of a holistic system of deontological knowledge necessary for the implementation of appropriate professional conduct in professional activities; development of professionally significant individual qualities and formation of professional orientation of personality; development of skills and formation of experience in building deontological relations in the process of professional interaction. Theoretical and methodological basis were: systemic, axiological, personal, deontological and competency approaches; general didactic (clarity, systematicity and consistency, accessibility, feasibility, activity and consciousness, science-based, individualization, collectivity, problems, developmental learning) and specific (principle of social conditionality, principle of humanization, principle of strength of knowledge acquisition, principle of practical orientation of learning, and situation-based) principles. Criteria (motivational, theoretical, personal, praxiological) and indicators were determined in accordance with the structural components of deontological readiness. Conclusion. The practical implementation of the developed model for the formation of their deontological readiness will increase the level of professional competence of these specialists
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Horak, Holli, Robert Englander, Diana Barratt, Jeff Kraakevik, Madhu Soni, and Ezgi Tiryaki. "Entrustable professional activities." Neurology 90, no. 7 (January 17, 2018): 326–32. http://dx.doi.org/10.1212/wnl.0000000000004947.
Повний текст джерелаАнотація:
Medical education is currently undergoing a paradigm shift from process-based to competency-based education, focused on measuring the desired competence of a physician. In an attempt to improve the assessment framework used for medical education, the concept of entrustable professional activities (EPAs) has gained traction. EPAs are defined as professional activities that can be entrusted to an individual in a clinical context. The Association of American Medical Colleges (AAMC) defined a set of 13 such EPAs to define the core of what all students should be able to do on day 1 of residency, regardless of specialty choice. The AAMC is currently piloting these EPAs with 10 medical schools to determine if EPAs can be used as a way to observe, measure, and entrust medical students with core clinical activities by the end of the clinical immersion experiences of the third year. The specialty of pediatrics is piloting the use of specialty-specific EPAs at 5 medical schools to assess readiness for transitions from medical school into pediatric residency training and practice. To date, no neurology-specific EPAs have been published for use in neurology clerkships or neurology residencies. This article introduces the concept of EPAs in the context of competency-based medical education and describes how EPAs might be relevant and applicable in neurologic education across the continuum. The Undergraduate Education Subcommittee of the American Academy of Neurology advocates for a proactive approach to incorporating core EPAs in undergraduate medical education and to considering an EPA-based specialty-specific assessment framework for neurology.
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Tsiuniak, Oksana. "PERSONAL AND MOTIVATION CRITERIA DEVELOPMENT OF MASTERS IN PRIMARY EDUCATION TO INNOVATIVE ACTIVITIES." Continuing Professional Education: Theory and Practice, no. 1 (2020): 44–48. http://dx.doi.org/10.28925/1609-8595.2020.1.6.
Повний текст джерелаАнотація:
The article is devoted to the actual problem of professional preparation of future masters of elementary education for innovative activity. The author points out that the realities of the modern world, the transformation processes in the education system, the social procurement of the labor market encourage the revision of certain established views on the goals and objectives of higher education in general and the professional training of future masters of elementary education in particular. In this regard, there is a need to organize a system that would provide a purposeful process of forming the masters’ professional readiness for innovation activity. The study of this process allowed us to identify the main components of masters’ professional readiness for a specific activity, such as cognitive, motivational, reflexive, praxeological. In the context of the of the study, the motivational component determines the formation of motives for innovation as a pledge of self-realization and self-development of undergraduates; interest in innovation as an important source of professional needs, personal growth, a strong interest in creativity and more. In the article the level of the personality-motivational criterion is: conscious attitude of future masters of elementary education to innovative activity; formation of motives for professional self-improvement and self-development; stable orientation on humanistic values in pedagogical innovative activity; formation of professionally significant personality traits; the need for innovation; formation of creative potential; professional mobility. In the article the level of formation of personality-motivational criterion (motivational component) of professional readiness of future masters of elementary education for innovative activity at the indicative stage of the experiment is analyzed.
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Iqbal, Muhammad Zafar, and Mohamed M. Al-Eraky. "Common Myths About Entrustable Professional Activities." Education in Medicine Journal 13, no. 2 (June 30, 2021): 97–100. http://dx.doi.org/10.21315/eimj2021.13.2.9.
Повний текст джерелаАнотація:
Entrustable professional activities (EPAs) are continuously gaining worldwide popularity in competency-based clinical training programmes. EPAs are discrete units of professional practice that are used to determine the readiness of a trainee in a particular training context. Despite their evergrowing recognition in health professions education, some critical misconceptions exist on the original nuance of EPAs that can potentially compromise their utility and operationalisation. For instance, EPAs are often confused with other educational entities such as competencies, outcomes and abilities. In this study, we attempt to address some common myths associated with EPAs and provide further clarification through examples to help readers differentiate between a true and a pseudo EPAs.
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Kochetova, Natalia G., Yanina G. Stelmakh, and Tatiana N. Kochetova. "Criteria and indicators of graduates’ readiness for professional activity." Samara Journal of Science 9, no. 2 (May 29, 2020): 244–47. http://dx.doi.org/10.17816/snv202305.
Повний текст джерелаАнотація:
Based on the analysis of modern literature, the paper clarifies the concepts of readiness and readiness for professional activity. The considered concepts made it possible to identify criteria for technical university students readiness for future professional activity. The formulated criteria made it possible to determine students readiness indicators for future professional activities. A rating assessment of the students mathematical competence and the gross scientific product of the university were selected as indicators of readiness. The choice of these indicators is justified using statistical data of the Samara Region: gross regional product and the ratio of the selected industry wage to the average wage. The demand for technical university graduates labor is a function of the real wage rate. The results of the correlation analysis prove that the technical university graduates readiness for professional activity has a significant effect on the regional economic development degree, which affects the degree of social-economic development. The study was conducted on the basis of Samara State Technical University. The work presents pedagogical conditions for the organization of the educational process for the development of technical university students readiness for professional activity. The obtained materials can be used as the basis for further refinement of students readiness indicators for professional activities and in the content of the training.
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Aksarina, Irina Yu. "PROFESSIONALLY TRAINED SPECIALIST IN PHYSICAL CULTURE AND SPORT." Yugra State University Bulletin 13, no. 1-1 (March 15, 2017): 99–101. http://dx.doi.org/10.17816/byusu2017131-199-101.
Повний текст джерелаАнотація:
This article discusses aspects of professional readiness of experts of physical training and sports. Trends in the development of modern sports and sports education presupposes that a sports teacher of the appropriate level of professional competence, professional skills, and the ability to self-regulation, selfactivation for relevant activities, the ability to mobilize the professional capacity to solve tasks in appropriate conditions. Their aggregate determines the professional readiness of experts of physical training and sports for sports and educational activities.
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Сорочан, Тамара Михайлівна, Олена Іванівна Бондарчук, and Лариса Миколаївна Оліфіра. "EXPERIENCE-TECHNOLOGIES IN THE DEVELOPMENT OF INFORMATION READINESS OF PEDAGOGICAL EMPLOYEES FOR THE PERFORMANCE OF THEIR PROFESSIONAL ACTIVITIES." Information Technologies and Learning Tools 76, no. 2 (April 22, 2020): 279–89. http://dx.doi.org/10.33407/itlt.v76i2.3627.
Повний текст джерелаАнотація:
The article features an innovative approach to the development of information readiness of pedagogical staff for the performance of their professional activities in full-time distance postgraduate learning. The essence and components (motivational, cognitive, operative and personal) of pedagogical staff's readiness for professional activity are characterized. Indicators of the distribution of teachers by levels of their information readiness (low, medium, high) for professional activity are given. The article also highlights methodology and results of the empirical study of the levels of pedagogical staff's information readiness for their professional activity, testifying to the insufficient level of development of such readiness with a considerable number of educators. It is shown that a high level of such readiness is peculiar to only one-tenth of the participated educators, who have deep and complete knowledge, skills and experience of work with information. They are characterized by developed personal qualities that provide active character and responsible attitude to the professional activity in the conditions of uncertainty. Other respondents have a partial (or nonexistence) awareness of possible negative consequences from the use of information, insufficient willingness to bear responsibility, as well as an inability to understand the regularities of information processes in the context of uncertainty, etc. The essence of experience technologies of the development of information readiness of pedagogical staff to professional activity in conditions of part-time distance teaching in postgraduate education is revealed. It also highlights the specific features of the implementation of experience technologies regarded as a tool for specialist training on the basis of practical experience and their application in the process of professional development. It emphasizes the effectiveness of experience technologies in non-linear forms of training, which create the conditions for learners to make a conscious choice of learning content and forms of their own professional development.
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DRYANNYKH, NATALIA V., and TAMARA V. LODKINA. "INTERPRETATION OF THE CONCEPT OF “PROFESSIONAL READINESS” IN THE CONTEXT OF TRAINING UNIVERSITY STUDENTSFOR FUTURE PROFESSIONAL ACTIVITIES." Cherepovets State University Bulletin 1, no. 100 (2021): 180–95. http://dx.doi.org/10.23859/1994-0637-2021-1-100-14.
Повний текст джерелаАнотація:
The authors consider the main approaches to the essence of the concept of “professional readiness” based on the analysis of scientific literature. In the context of new realities that require understanding, an attempt is made to come to a common understanding of terms, which will make it possible to correctly interpretand use them. The synthesis of the presented points of view allowed the authors to give their own interpretation of the definition of “professional readiness” which will become the basis for staff training in the future.
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Tanana, Svitlana. "Organizational–pedagogical conditions as factor of readiness of future specialists of service sector to dialogue communication: problems and perspectives." University Economic Bulletin, no. 52 (March 18, 2022): 22–28. http://dx.doi.org/10.31470/2306-546x-2022-52-22-28.
Повний текст джерелаАнотація:
The subject of the research is the organizational and pedagogical conditions of formation of the readiness of future specialists in the service sector in professional activities. The purpose of the research is the organizational and pedagogical conditions that contribute to the formation of the readiness of future service professional of dialogue communication in their professional activities are determined in it. Research methods. The complex of scientific methods and approaches are used: systemically, comparative, factorial, which made it possible to realize the conceptual unity of the research. The result of the work. The communication is an important of socio-psychological aspect of any activity, because as in process and only through communication, it is the true essence is revealed personality is proved in it. It was found that the readiness for dialogue communication is integrative quality of the personality of the professional (specialist of service sector), which consists in the active formation of the necessary theoretical knowledge, practical skills and abilities and provides the effectiveness of the formation of dialogue communication. In the structure of readiness of future specialists of service sector highlighted of motivational (positive attitude and interest to the professional communication), cognitive (theoretical knowledge about the essence and features of dialogue communication), communicative (possession of a specialist of communicative competence, which provides communicative, linguistic, professional skills) components that served as a basis for defining of criteria, indicators, levels formation of readiness of future specialists of service sector. Field of using result. The results obtained create a theoretical basis of activation of practical teaching of dialogue communication of future specialists of service sector. Conclusions. The highlighted of organizational and pedagogical conditions are sufficient and capable of ensuring the successful formation of their readiness of future specialists of service sector to dialogue communication in their professional activities. To improve of the level of language and professional culture, future specialists of service sector should constantly work on themselves; consciously and responsibly treat their professional and speech activities of social importance. The combination of different activities of future specialists of service sector is the integration such kinds of activities as educational-speech, communicative and tourist, its complement each other, mutually reinforce, interpenetrate each other and thus create conditions for the formation of readiness for dialogic communication.
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Godovnikova, Larisa V., Aleksandra S. Gerasimova, Yana V. Galchun, and Elena V. Shitikova. "The competency levels of disabled students who study in university." Cypriot Journal of Educational Sciences 14, no. 1 (March 28, 2019): 99–110. http://dx.doi.org/10.18844/cjes.v14i1.4043.
Повний текст джерелаАнотація:
The article is devoted to the problem of inclusive education of students with disabilities at the university. The article analyses the study of the readiness of students with disabilities to research activities. The success of studying at a university depends on the psychological readiness of disabled students to educational and professional activities. Research activities are the main type of educational and professional activities. We studied the readiness levels of students with disabilities from the Belgorod State National Research University for the research activities. We obtained interesting data on the levels of the disabled students’ readiness to research activities. Most disabled students are not ready for the research activities. Students with disabilities experience difficulties in self-regulation, their goals in research activities are related to internal well-being, the communicative orientation is the leading emotional focus in research activities; the motivation to research activities is reduced. Efforts should be made to improve disabled students' university activities.
Keywords: Disabled students, inclusive education, readiness for research activities, psychological and pedagogical support.
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Afanasiev, D. V., O. A. Denisova, O. L. Lekhanova, and V. N. Ponikarova. "Higher Education Teacher Readiness for Inclusive Education." Psychological-Educational Studies 11, no. 3 (2019): 128–42. http://dx.doi.org/10.17759/psyedu.2019110311.
Повний текст джерелаАнотація:
Higher education of persons with disabilities and persons with disabilities is among the priorities of the state and society. The solution of the task of vocational education and employment of people with disabilities is determined by a complex of interrelated factors, including the readiness of university staff to implement the practice of inclusive higher education. Teachers engaged in the inclusive education of students with disabilities must have certain professional characteristics. According to the professional standard, the list of professional competencies of a higher education teacher weakly reveals the specifics of the activities of a specialist in the area of inclusive higher education. Available studies confirm the need for a deeper study of the issue of diagnostics and the formation of readiness of university teachers for professional activities in an inclusive education. The long-term studies described in the article were based on the hypothesis that training university teachers for professional activities in an inclusive education environment should include a full cycle of activities including screening diagnostics, the implementation of an additional education program, group support and advisory support, and dynamic tracking of the level of readiness. The study was implemented from 2013 to 2019. The total sample of the study was 562 people, teachers and employees of 25 universities of the North-West Federal District. A representative sample of the study was 327 people, teachers and staff who went through all stages of the study. The results of the study make it possible to assess the readiness of higher school teachers for professional activities in an inclusive education from pre-readiness to inclusive readiness inclusive. The results of the formative part of the study showed that the general and specific personality characteristics that determine the success of activities in the field of inclusive higher education arise in the process of special education, professional activity in the context of inclusion and with mandatory support of teachers from the staff of inclusive education resource centers. This leads to an increase in the proportion of university teachers who have a positive attitude towards inclusive education, demonstrating productive coping strategies, an optimal, advanced and acceptable level of readiness for inclusive higher education.
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Lyakusheva, Anna, and Tetyana Potapchuk. "Actual problems of readiness of future employees to professional activities." Pedagogìčnij časopis Volinì 1(12) (2019): 46–52. http://dx.doi.org/10.29038/2415-8143-2019-01-46-52.
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LAVINA, TATYANA A., and LARISA A. ILINA. "ICT COMPETENCE OF FUTURE INFORMATION SECURITY SPECIALISTS." Cherepovets State University Bulletin 6, no. 105 (2021): 112–28. http://dx.doi.org/10.23859/1994-0637-2021-6-105-10.
Повний текст джерелаАнотація:
The article focuses on the definition of the ICT competence concept for future information security specialists, as well as its role in the formation of professional competencies. The analysis of professional standards in the field of information security defines the ICT competence of future information security specialists as an integrative personality characteristic that provides flexibility and readiness to adapt to changes in professional activities, the need to learn new software for applied and systemic purposes, including national software products, the use of ICT hardware for solving professional problems according to the current stage of ICT development and the level of the economy digitalization; allows demonstrating ICT skills and abilities for collecting and processing professionally relevant information, skills and abilities of information interaction, automation in the field of professional activity. Based on a survey of 3-4 year students, it is concluded that ICT competence significantly affects the readiness of future information security specialists to carry out their professional activities.
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Berezhna, Tamila. "Some aspects of teachers'readinness for health activitles in educational institution." Problems of Education, no. 1(94) (July 9, 2021): 20–35. http://dx.doi.org/10.52256/2710-3986.1-94.2021.02.
Повний текст джерелаАнотація:
In the article revealed different approaches to the definition of teachers’ professional readiness to educational activities based on the theoretical analysis of scientific and educational literature. And also described different views of researchers about the readiness of the future teacher to realization of healthy environment activities. In particular, disclosed the essence of the concept of readiness of teachers to formation of to realization of healthy environment activities. Described structural components of the teachers’ readiness of readiness to carry out health activities are identified and described.
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Necheporuk, Yana. "FOREIGN LANGUAGE TRAINING AS A COMPALSORY COMPONENT OF FUTURE AVIATION SPECIALISTS PROFESSIONAL ACTIVITY." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 116–19. http://dx.doi.org/10.36550/2415-7988-2021-1-192-116-119.
Повний текст джерелаАнотація:
Modern training of future aviation specialists in higher educational institutions has to ensure the acquisition of systemic knowledge, development of professional skills and abilities that will form the basis competent training and formation of readiness to perform professional duties. Basic professional functions of aviation specialists – ensuring safe, regular and orderly movement of aircraft. This type of professional activity, in which the specialist must follow all safety rules and ensure clarity in compliance with the rules and instructions not only in the native language, but, above all, in the international language of aviation - English. Therefore, the article pays special attention to the outline of the peculiarities of foreign language education of aviation specialists, specification of difficulties. This article summarizes and classifies the theoretical ideas of some scientists about the nature and components of the concept of foreign language readiness of future aviation professionals for professional activities. The importance of readiness as a necessary component of training cadets of flight schools for future professional activity is noted. The difference between similar concepts «readiness» аnd «preparedness» is defined. It is noted that the basis of preparation of cadets for flights should be case-study and quasi-professional activity, which is problematic and activates the search and mental activity of future aviation specialists, reflects the modern features of flights in international airspace and interaction with foreign partners, air traffic controllers. Having considered different approaches to defining the essence of the concept of "readiness", we concluded that foreign language readiness for professional aviation professionals should be defined as a state of guaranteed ability to successfully conduct English-language industrial radio exchange in non-standard and standardized circumstances based on international aviation standards. availability of a dynamic combination of knowledge, practical skills, ways of thinking, adequate perception, interpretation and accurate transfer of information in the conditions of individual interaction of aviation specialists.
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Zhiryakova, Evgeniya Anatolievna. "The readiness of FPS of Russia departmental institute cadets for work with the convicted (theoretical aspect)." Samara Journal of Science 6, no. 1 (March 1, 2017): 188–93. http://dx.doi.org/10.17816/snv201761309.
Повний текст джерелаАнотація:
The necessity of professionals who are able to take effective measures immediately and adequately for the purposes of achieving goals has conditioned the requirements increase to the system of the departmental higher professional education that trains personnel for the penal bodies (the Penal System). The effectiveness of the penal correctional facilities depends on the level of graduates readiness for work with the convicted. The concept readiness was introduced into scientific use in 1950-1960 by B.G. Ananiev, but a unified position on its understanding has not been worked out in pedagogy. Scientists define it in different ways; it depends on the researcher approach to understanding the essence of readiness for professional activity. In this paper functional, psychological, personal, integrative approaches are characterized. The readiness for professional activity is determined by the requirements imposed to the specialist. The performance of the penal staff has some specific set of features; the main ones are focused on the convicted, as well as on its legal, peremptory, strictly subordinated character. The readiness for work with the convicted is thought of as an integrative synthesis of cognitive, personal components necessary for successful carrying out of professional activities and providing the greatest efficiency.
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Potapchuk, Tetiana, Dmutro Prima, Levchuk Yana, Zahorodnii Serhii, Ruslana Roslavets, and Raisa Prima. "Aspects of readiness of higher education teachers for continuing professional development." Revista Tempos e Espaços em Educação 15, no. 34 (March 24, 2022): e17204. http://dx.doi.org/10.20952/revtee.v15i34.17204.
Повний текст джерелаАнотація:
The article highlights the necessity to increase attention to the formation of the readiness of teachers of higher education institutions for continuing professional self-improvement. The readiness of teachers for professional self-improvement is considered a multifaceted personal-professional formation, structurally represented by the unity of functionally interconnected components: motivational-value, organizational-activity; emotional and volitional; information-cognitive, reflexive-evaluative. The criteria for diagnosing this phenomenon are differentiated: awareness of the necessity for purposeful continuing professional self-improvement; theoretical training, the level of professionally oriented knowledge, practical and operational training, the formation of practical skills and abilities of professional self-improvement. A set of individual psychological qualities important for continuing professional self-improvement and future professional activity in general; focus on self-analysis, self-assessment of professional improvement are analyzed. The levels of teachers’ readiness for continuing professional self-improvement are determined and characterized: critical, passive, basic, optimal, creative. We also defined several aspects of analysis and self-analysis of professional activity, training through the organization of personality-oriented interactive activities, updating teachers’ professional experience, ensuring a selective attitude to problems, educational material, focusing on the formation and implementation of the program of personal and professional self-development.
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Gorshkova, Galyna. "Basic definitions of forming the readiness of future speech therapists to apply adapted physical exercises." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 62–66. http://dx.doi.org/10.28925/1609-8595.2018.3-4.6266.
Повний текст джерелаАнотація:
The article provides a definitive analysis of the base concepts of the study of forming the readiness of future speech therapists to apply adapted physical exercises in future professional activities. Clarified the concepts of «speech therapist», «specialist», «professional speech therapist». Examined the concepts of «professional education», «professional training», «professional self-determination» as the components of the base concept «professional activity». The base concept of «adapted physical exercises» is explained through the key terms of «physical education», «adaptation», «exercise», «movement», «tone», «muscles»; clarified the concepts of «professional readiness» and «formation of readiness». The ultimate base concept of the study is formulated that «the readability of future speech therapists to apply adapted physical exercises in future professional activities» is interpreted as an integrated education that allows organizing corrective work with children of all ages with different speech disorders aimed at effectively overcoming speech disorders (or improvement I will become), consolidate and stabilize the results of corrective work in the future life of the child through the use of adapted physical exercises. The final base concept of the research is formulated that, «the readiness of future speech therapists to apply adapted physical exercises in future professional activities» is interpreted as an integrated formation/education that allows organizing corrective work with children of all ages with different speech disorders, aimed at effectively overcoming speech disorders (or improvement of well being), consolidation and stabilization formation of the results of corrective work in the future life of a child through the use of adapted physical exercises. One of the promising directions of our further research on this problem is the formation of the content of disciplines focused on the formation of readiness of future speech therapists to apply adapted physical exercises in future professional activities.
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Tkachuk, E., A. Dymutsky, and M. Zosina. "Formation of readiness of future physical education specialists for professional activities in educational institutions." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 2(122) (February 21, 2020): 167–70. http://dx.doi.org/10.31392/npu-nc.series15.2020.2(122).35.
Повний текст джерелаАнотація:
The article deals with the degree of readiness of future specialists of the field of physical culture and sports for professional activity. The aim is to investigate the nature and structure of the future fitness of a physical education and sports specialist to pursue professional activities in educational institutions. Based on this goal, the following tasks were set: the scientific literature was analyzed on the problem of the future of the future specialist of physical culture and sports for professional activity in educational establishments; the concept of readiness of the future specialist of physical culture and sports for professional activity in educational establishments is characterized; the dynamics of the future of the specialist of physical culture and sports to professional activity in educational establishments is determined. The technique of forming of future specialists of the field of physical culture and sports to professional activity in educational establishments is revealed.
In order to determine the formation of the readiness of future specialists in the field of physical culture and sports, 37 students of the second year of the Ivan Poddubny Olympic College were interviewed before and after completing the teaching practice.
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Mantulenko, S. V. "FORMING THE READYNESS OF FUTURE TEACHERS TO THE PROFESSIONAL EDUCATION OF SENIOR STUDENTS." Educational Dimension 11 (May 24, 2022): 44–51. http://dx.doi.org/10.31812/educdim.5512.
Повний текст джерелаАнотація:
The article deals with the conception of readiness for different kinds of activities and professional oriented training. The conditions which will have a positive influence on forming of prospective teacher readiness for professional oriented training of senior pupils are submitted for consideration.
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Zablockyi. "PROFESSIONAL READYNESS OF FUTURE SOCIAL EMPLOYEE FOR WORK IN ALTERNATIVE FORMS OFSTATE CARE FOR CHILDREN." Scientific bulletin of KRHPA, no. 12 (2020): 122–33. http://dx.doi.org/10.37835/2410-2075-2020-12-13.
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The article substantiates the urgency of the problem of forming the professional readiness of the future social worker to work in alternative forms of state custody of children. Different approaches of scientists to determine the nature and structure of professional readiness are analyzed. It is noted that the professional readiness of the future social worker to work in alternative forms of child custody is an important integrative quality and stable personal characteristics of the future specialist, which is manifested in his ability to carry out effective professional activities in alternative forms of child custody and is the result of his training. The specified type of activity in the institution of higher education. The types are determined, the structure is clarified and the components, criteria and indicators of professional readiness of the future social worker to work in alternative forms of state custody of children are characterized. Key words: social sphere, future specialist, professional activity, readiness, readiness structure, components, criteria, indicators.
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Shekhavtsov, Mykhailo. "Formation of Professional Competence of the Future Teacher of Physical Education." Bulletin of Luhansk Taras Shevchenko National University 2, no. 6 (344) (2021): 134–40. http://dx.doi.org/10.12958/2227-2844-2021-6(344)-2-134-140.
Повний текст джерелаАнотація:
The article analyzes various approaches of scientists to the definition of the essence of the concept of professional competence of a teacher and its components. It has been clarified that the professional competence of a physical education teacher is a complex concept that includes professional knowledge, skills, readiness for activity, as well as a great number of professionally essential personal qualities such as: creativity, mobility, sociability, tolerance, poise, responsiveness, benevolence, striving for self-knowledge, self-improvement, self-development, self-realization, self-reflection, etc. The specifics of activities and requirements for a modern teacher of physical education are analyzed. The relevance of the teacher's professional competence as an indicator of readiness for the profession of a physical education teacher in a modern educational institution has been substantiated.
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Honchar, Liudmyla, Olga Derkachova, Valentyna Shakhrai, Volodymyr Saienko, Olexandr Hladoshchuk, and Tatiana Voropayeva. "Formation of Psychological Readiness of the Teacher to Implement Information and Communication Technologies in Professional Activities." International Journal of Education and Information Technologies 15 (October 22, 2021): 364–71. http://dx.doi.org/10.46300/9109.2021.15.38.
Повний текст джерелаАнотація:
The relevance of discussing the components of the psychological strategy for teachers’ use of Information and Communications Technology (ICT) at General High School Educational Institution (GHSEI) involves the categories of cooperation, reflexive, motivational and informational parts of the strategy have been developed and characterized as components of teacher readiness for professional activity in a multidisciplinary environment. The aim of the research is to develop a pedagogical strategy for psychological readiness of teachers to use ICT to eliminate internal and external barriers that interfere with the intensive exchange of information among and behind the educational team. Methodology. Sociological survey (number of participants 1200) on the platform “Online Test Pad” among teachers of GHSEI (Ukraine). Results. The list of components in the structure of psychological readiness of students to implementation of educational innovations, including emotional-motivational, cognitive-motivational, orientational, activity-operational, moral, communicative, volitional, mobilizing, evaluative-resulting. The article outlines the stages of solving the main psychological barriers to innovation in the use of information and communication technologies. Presented is the assessment of the components of psychological readiness to the implementation of ICT through the respondents’ free responses. The article revealed the criteria of psychological actualization of personal achievements in the use of ICT in professional activity. The conditions of psychological readiness for the use of ICTs in pedagogical activity as well as the professional tasks of ICT use were determined. The practical value of the study was the presentation of the recommended strategy for implementation of ICT-warehouses in professional activities with the use of information on the psychological readiness of the teacher.
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Kechil, Dmitriy I., and Andrey M. Andreyev. "Psychological readiness of psychologists to service activities (in terms of psychologists of service activities of the penitentiary service of the Russian Federation)." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2019): 84–87. http://dx.doi.org/10.34216/2073-1426-2019-25-2-84-87.
Повний текст джерелаАнотація:
The article presents the results of studies of psychological readiness of psychologists of official activity of the Federal Penitentiary Service of Russia (hereinafter – the FSIN). The content of psychological readiness at the level of general and special is analysed. The main attention is paid to the results of empirical studies, the main methods of which included questioning, interviewing and compassionate observation. Psychological readiness of the FSIN psychologists of service activities is predetermined by the effect of a number of important factors: a high level of instrumental readiness, high level of development of personal and professional qualities, the ability to mobilise their resource, attitude to success. Methods for forming mental attitude are analysed. Development of psychological readiness of the FSIN psychologists of service activities should be carried out mainly with the help of development experience, psychological training, self-development, etc.
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Pashkin, Sergey B., Natalia B. Lisovskaya, Elena P. Korablina, Alexander N. Sivak, and Anatoly S. Turchin. "Factors of psychological readiness of pedagogical university graduates for professional activities." Perspectives of Science and Education 48, no. 6 (December 31, 2020): 358–73. http://dx.doi.org/10.32744/pse.2020.6.28.
Повний текст джерелаАнотація:
The relevance of the research topic is determined by the current state of higher education, which leads to the need to take a fresh look at the problems of training specialists, the formation of the intellectual and creative potential of the individual, as well as the problem of the formation of psychological readiness for professional activity. The study was carried out at The Herzen State Pedagogical University of Russia (N = 113), using the following methods: “Self-assessment of readiness for professional activity”, R. Cattell's 16-factor personality questionnaire (Sixteen Personaflity Factor Questionnaire, 16PF); Methodology for diagnosing value orientations in a career "Anchors of a Career" (E. Shein, translation and adaptation by V.A. Chiker, V.E. Vinokurov); Methodology for the diagnosis of socio-psychological attitudes of the individual in the motivational-need-sphere O.F. Potemkina. The study used the methods of mathematical statistics: comparative (t - Student's test) and factor analysis (principal component method). The processing of the research results was carried out using the statistical package SPSS 12.0. It was revealed that in the group of students working in the specialty, the actual level of development of psychological readiness for professional activity was 30%, potential – 65%, elementary – 5%. In the group of students not working in the specialty, the current level of readiness development was 20%, potential – 50% and elementary level – 30%. Reliably significant differences were revealed in terms of the following indicators: "C – emotional stability" (t = 3.649; p <0.001), "E – dominance" (t = 3.827; p <0.001) and "O – anxiety" (t = -7.672; p <0.001); “Professional competence” (t = 4.009; p <0.001), “Management” (t = 3.019; p <0.01), “Autonomy” (t = 3.889; p <0.001), “Service” (t = 3.674; p <0.01); “Result orientation” (t = 5.740; p <0.001), “Altruism orientation” (t = 3.220; p <0.01), “Work orientation” (t = 4.216; p <0.001). The following factors of psychological readiness for professional activity are highlighted: "A high level of development of the emotional-volitional sphere" (17%) is determined by the adequacy of self-esteem, emotional stability, self-confidence, optimal emotional tone and stress resistance; "Independence in building a career" (15%) – reflects the desire for maximum liberation from organizational rules, the desire for an independent career on their own, the desire to achieve results in their activities despite the fuss, hindrances, failures; "Implementation of socially significant goals" (14%) – reflects the presence of such values as: "helping people", "the desire to make the world a better place", "serving humanity", the desire to be a master of his craft, work and make decisions together with others; "Position in interpersonal communication" (13%) – characterizes the system of behaviors that facilitate social interaction and based on adaptation, integration of social and personal experience. In connection with the results obtained, it is proposed to create and implement a practice-oriented program for the formation of the psychological readiness of graduates of a pedagogical university for professional activity.
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Ryzhova, N. I., and D. A. Sokolov. "Formation of Professional Readiness for Information and Legal Activities of a Specialist in the Field of Advertising and Public Relations: Goals, Objectives, Criteria." Prepodavatel XXI vek, no. 1, 2020 (2020): 78–92. http://dx.doi.org/10.31862/2073-9613-2020-1-78-92.
Повний текст джерелаАнотація:
Taking into account the main trends of the modern society and reform of areas of human activity, subject to ongoing processes of integration, globalization and increasing role of information and information processes in modern society, he authors consider the issue of professional training of future specialists in the university. In particular, issues of forming professional readiness of the expert in the field of advertising and public relations to implement legal information activities in the context of solving tasks of professional sphere. Based on the analysis of the structure of professional activity and professional competence of the specialist in the field of advertising and public relations, the article shows the place of the information and legal component in their structure and describes its content for the specialist of the specified profile. Considering the professional training of this specialist in the field of information and legal activity at the university, the authors propose a graphical presentation of the concept of formation of professional readiness and competence for this type of activity in the context of the development of professional culture and skills. In this case, the authors show schematically and list not only the specific components of theoretical and practical units, including those defined in the State Educational Standards, but also formulate the main types of professional tasks of the key, basic and special level for the specified profile. Summarizing the above, the authors also formulate criteria for testing the development of profession-al readiness for information and legal activities among future professionals in the field of advertising and public relations through the description of levels and indicators. The issues discussed in this article and implemented in the University, provide performance training of the University students — future experts in the field of advertising and public relations in the direction of information and legal activities, and the graduate himself with qualifications and competitiveness.
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Baffa, Jeanne M., Shubhika Srivastava, Lowell Frank, Alan Schwartz, Carol Carraccio, Bruce E. Herman, and Richard Mink. "USING ENTRUSTABLE PROFESSIONAL ACTIVITIES TO ASSESS GRADUATION READINESS IN PEDIATRIC CARDIOLOGY." Journal of the American College of Cardiology 71, no. 11 (March 2018): A2624. http://dx.doi.org/10.1016/s0735-1097(18)33165-6.
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Mikov, Veniamin Yurievich. "METHOD OF FORMING THE LANGUAGE READINESS FOR IMPLEMENTATION OF PROFESSIONAL ACTIVITIES." Pedagogical Education in Russia, no. 6 (2016): 121–25. http://dx.doi.org/10.26170/po16-06-20.
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Донина, И. А., С. Н. Воднева, and Е. А. Смирнова. "Novice Foreign Language Teachers’ Readiness to Professional Activities: a Sociocultural Aspect." Психолого-педагогический поиск, no. 4(60) (February 8, 2022): 58–69. http://dx.doi.org/10.37724/rsu.2021.60.4.005.
Повний текст джерелаАнотація:
Ковид-ограничения, влияние связанных с ними факторов внешней среды на внутренние процессы всех стран, на структуру традиционно сложившихся систем, на специфику выстраивания технологических процессов затруднили коммуникацию в ее традиционном формате, в то же время возникла острая необходимость расширения социокультурных контактов, а процессы осуществления межкультурной коммуникации переместились в пространство безграничного сетевого взаимодействия.Происходящие изменения больше всего на себе ощущают специалисты профессиональной сферы «Человек — Человек», которые вынуждены искать новые пути и механизмы решения актуальных задач взаимодействия. Особая роль в этом принадлежит учителю иностранного языка, который в новых условиях вынужден решать образовательные задачи по двум векторам: саморазвиваться в закрытой среде (с ограничениями в связи с пандемией) и приобщать обучающихся к культурным ценностям страны изучаемого языка часто при отсутствии возможности «живого» общения, что делает вопрос развития социокультурной компетенции в закрытом мире острым и актуальным.В статье рассмотрено понятие «социокультурная компетенция», среди важнейших составляющих которого авторы выделяют культурную идентичность. Также представлены компоненты и критерии сформированности социокультурной компетенции.Авторы представляют результаты анкетирования 112 студентов — будущих учителей иностранного языка, целью которого являлось определение степени сформированности социокультурной компетенции как одного из аспектов готовности к профессиональной деятельности.Одной из задач анкетирования было выявление наиболее эффективных технологий формирования социокультурной компетенции. Среди таковых будущие учителя особо выделили интерактивные технологии, в основе которых лежит решение кейсов, метод проектов, дебаты, форсайт-технологии и технологии развития критического мышления, которые не только повышают интерес к изучению иностранного языка, но и расширяют его предметное содержание, способствуя формированию у обучающихся социокультурной компетенции в новых условиях. Traditional communication has been hindered because of limitations imposed by the COVID-19 pandemic as well as because of external factors which influence internal processes within all countries. At the same time, there is an acute necessity to expand sociocultural contacts and to engage in online intercultural communication.Specialists working in the sphere of communication acutely sense the change and are forced to search for new ways and mechanisms of solving communication tasks. Foreign language teachers play an important role in solving contemporary educational tasks: they engage in self-development despite limitations imposed by the COVID-pandemic, they motivate their students to learn and appreciate native speakers’ values when “live” communication is often impossible. Therefore, the issue of developing students’ sociocultural competence gains a new urgency and relevance.The article focuses on the notion of sociocultural competence, whose crucial element is cultural identity. The article also focuses on the components and criteria of sociocultural competence formation.The authors present the results of a survey which encompassed 112 students (novice foreign teachers) whose aim was to assess novice teachers’ sociocultural competence as a factor pertaining to one’s readiness to perform professional activities.The survey was aimed at identifying effective strategies of sociocultural competence formation. Novice teachers underlined the importance of interactive technologies, case solving, project method, debates, foresight technologies, critical thinking, which enhance involvement in foreign language learning and secure effective sociocultural competence formation in contemporary conditions.
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Батурина, Ольга Юрьевна. "ANALYSIS OF THE READINESS OF STUDENTS TO IMPLEMENT ENVIRONMENTAL EDUCATION IN THEIR PROFESSIONAL ACTIVITIES." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 1(58) (March 28, 2022): 192–203. http://dx.doi.org/10.26456/vtpsyped/2022.1.192.
Повний текст джерелаАнотація:
Показана значимость экологического образования, необходимость его осуществления с дошкольного возраста. Раскрыты особенности готовности специалистов к профессиональной деятельности в дошкольных организациях. Выявлена специфика готовности педагогов к осуществлению экологического образования при работе с детьми дошкольного возраста. Рассмотрены вопросы экологической компетентности как условия готовности воспитателей к осуществлению экологического образования. Представлены результаты анализа готовности студентов к осуществлению экологического образования: выявлено наличие мотивационных установок и предметно-методических компетенций, отмечен недостаток естественнонаучных и экологических знаний. The article shows the importance of environmental education, the need for its implementation from preschool age. The peculiarities of specialists' readiness for professional activity in preschool organizations are revealed. The specificity of teachers' readiness to implement environmental education when working with preschool children is revealed. The issues of environmental competence as a condition for the readiness of educators to implement environmental education are considered. The results of the analysis of students' readiness to implement environmental education are presented: the presence of motivational attitudes and subject-methodological competencies is revealed, the lack of natural science and environmental knowledge is noted.
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Haraha, Alona. "The model of training future specialists in the sphere of service." University Economic Bulletin, no. 44 (February 12, 2020): 50–56. http://dx.doi.org/10.31470/2306-546x-2020-44-50-56.
Повний текст джерелаАнотація:
The subject of the study is professional training of future specialists in the sphere of service. The purpose of this article is to analysis training and methodological support of the tourism industry and development of recommendations on formation of the variable part in the context of preparation of future specialists in the sphere of services in the investment activities. Objectives of the study – to analyze the professional training of specialists of the services sector to expand training and methodological support the training of specialist tourism, to highlight the essence and the main differences between the training of tourism professionals in various Ukrainian institution of higher education determine the main directions of investment activity, to propose a model of training specialists of the services sector to investment activities. Research methods. In the process of research were used the following General and specific scientific research methods: systematic approach, methods of logical generalization and comparison, scientific abstraction, synthesis techniques, logic synthesis and analogies. Methodological base of the research made the scientific works of domestic and foreign scientists and leading experts, analytical materials on the research problem. The results of the work. The analysis of professional training services, expanded training and methodological support of training of specialists of tourism covers the nature and the main differences between the training of tourism professionals in various institution of higher education of Ukraine, determined main directions of investment activities, the model of training of specialists of the service sector to investment activities. The scope of the results. The obtained results can be used by educational departments of institution of higher education of Ukraine to expand educational and professional programs, training systems, curricula and working programs. Conclusions. based on the analysis of the process of professional training of future specialists in the sphere of tourism investment activities and approaches of researchers to definition of preparation in General, the nature of the concept of readiness and its structure has been established: – the training of the future bachelor of tourism investment activities are an integral part of the General system of training of future specialists in the sphere of tourism and is regarded as the process of formation of readiness to implement the specified activities; – the readiness of the future specialist in the field of tourism investment should be considered as the result of special training that is an integral formation of positive motivation generated at the required level of professional knowledge, skills and experience of their use in practice, which meet the requirements of professional tourist activity. In the structure of readiness was allocated to the following components: motivational and personal, cognitive and activity and practice; – methodological analysis of the solution of the problem of professional training of tourism professionals in investing activities was carried out in a philosophical, General scientific (the use of basic principles of activity-based, practice-oriented, technological, systemic, and integrative approaches) and concrete scientific levels; – developed a theoretical model of preparation of future specialists of tourism investment should be considered as the integrity of the interacting structural components (target, motivation, theoretical and practical training, productive). The model becomes a reference point the build process, appropriate training in practice.
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Grynova, Maryna, and Natalia Sayko. "PSYCHOLOGICAL READINESS OF FUTURE PEDAGOGUES TO SOCIAL-PEDAGOGICAL ACTIVITY." Aesthetics and Ethics of Pedagogical Action, no. 17 (March 9, 2018): 160–71. http://dx.doi.org/10.33989/2226-4051.2018.17.176296.
Повний текст джерелаАнотація:
The article analyzes the concept of "psychological readiness", highlights the scientific position of the authors regarding its explanation, reveals the main components of the psychological readiness of future pedagogues for socio-pedagogical activities, namely professional consciousness, professional competence, professional activity, professional autonomy. Thus, professional consciousness is considered in the article as an awareness of the importance of own profession at the individual level, and then on the public one. The authors note that a future specialist should clearly understand the value of professional activity personally for him/her, to correlate it with his/her life dreams, needs (material and spiritual). Professional consciousness builds the foundation of professional competence, which is understood as the ability of a person, determined by the requirements of a particular labor activity in two criteria: successful mastery of the profession and the degree of personal enjoyment from the work. Also, the authors prove the necessity to develop an individual professional style for future pedagogues, which involves the uniqueness of the combination of individual features, opportunities, attitudes, insights of professional activities, their own professional preferences. Special attention in the article is given to create the conditions in which the student would show a professional activity, get new knowledge and transform into his own professional experience. The authors call such conditions the provision of opportunities to participate in volunteer activities in various organizations that solve socio-pedagogical problems, participation in international and domestic projects, organizations, student associations, etc. The authors also indicate the professional autonomy as an obligatory component of psychological readiness, which is based on knowledge of their duties, rights, principles of activity, legislative acts regulating professional activity and the ability to realize their own rights.The importance of future pedagogues' preparation not only for pedagogical, but for social-pedagogical activity and the priority direction of such preparation is the formation of their psychological readiness for the realization of the professional activity is emphasized. It is noted that social and pedagogical activity is an integrated term, which includes different aspects of many branches of science and spheres of life, then the process of formation of psychological readiness for this type of activity should be considered on the basis of the principle of integrity and activity of the individual using the entire potential of the environment.
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Perebyynis, Yuliya. "STRUCTURE OF READINESS OF FUTURE BACHELORS OF LAW FOR PROFESSIONALLY ORIENTED FOREIGN LANGUAGE COMMUNICATION." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 259–62. http://dx.doi.org/10.36550/2415-7988-2020-1-191-259-262.
Повний текст джерелаАнотація:
The study provides a detailed analysis of recent research and publications on the notion of readiness for professionally oriented foreign language communication and its components, which allowed to establish links with the concept of readiness of future bachelors of law for professionally oriented foreign language communication. At the moment the problem of forming this quality at law schools in Ukraine is rather urgent as their students lack a good command in English which is proved by the results of the single entrance exam in foreign languages for applicant intending to do a master's course, as they are quite disappointing. Thus, it requires a review of approaches to forming the readiness of future bachelors of law for professionally oriented foreign language communication. Through the prism of the peculiarities of the legal profession, the author distinguished the immanent features of this concept such as multilevel, i.e. the presence of a certain structure, built due to the influence of mental processes, personality traits, and showing of foreign language competence, which can be transformed due to proper training and manifested in the future activities of legal professional due to presence of a set of knowledge, skills and abilities to use legal language in the process of professional communication. This allowed to determine the structure of the analyzed category, which contains motivational, cognitive, activity and reflection components. The motivational component includes a combination of such legal students’ qualities as interest in learning a foreign language for professional purposes, as well as relevant needs, motives, values, indicating the desire to constantly develop foreign language competence and ability to communicate in it. The cognitive element of the studied readiness presupposes the presence of linguistic and professional knowledge, an idea of the essence of foreign language communication in the legal sphere, the ability to project the results of one’s studies for future activities. The activity component is interpreted as a set of practical skills and abilities application of which acts as a prerequisite of successful communication on professional topics. The presence of a reflective component presupposes students’ ability to reflection, adequate self-esteem, control of their own foreign language communicative activities and objective assessment of interlocutors’ communicative behaviour.
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Arabuli, Svitlana. "DIAGNOSIS WITH THE HACKATHON ECOSYSTEM OF THE UNIVERSITY OF THE READINESS OF STUDENTS FOR RESEARCH ACTIVITIES." Management 34, no. 2 (January 10, 2022): 77–89. http://dx.doi.org/10.30857/2415-3206.2021.2.7.
Повний текст джерелаАнотація:
BACKGROUND AND OBJECTIVES. The changes in society associated with the country's transition to an innovative way of development radically change the nature and goals of labor activity. Profession under such conditions is considered by a person as a source of material well-being and gaining the desired social status. Professional self-determination occurs too late or is realized as forced, so the lack of opportunity to realize one's professional preferences has a negative impact on the individual and on society as a whole. As a result, in recent decades there has been a significant increase in the requirements of modern employers to the professional training of graduates of educational institutions. A young specialist must improve in the profession, be ready to change professional activity, i.e. be socially and professionally mobile, scientifically established, which can be realized with the help of Hackathon-ecosystem.METHODS. Collection of information, survey of students and teachers were carried out using a systematic approach on the basis of the Hackathon ecosystem. Processing of the obtained information, definition of scientific statements, generation of conclusions and practical recommendations were carried out with the help of the software product "Methodology of studying students' adaptation to dual education in higher education".FINDINGS. It is proved that the research activity of students is a necessary condition for their professional self-determination, acts as part of a holistic, long-term, dynamic process of entry into the profession and as a result of the choice and design of their future professional activity. Students' involvement in research activity largely determines the effectiveness of their social and professional development.CONCLUSION. Research activity of university students is an effective means of forming knowledge, abilities and skills necessary for personal and professional self-determination. It not only stimulates and motivates personal and intellectual development, contributes to the continuation of education, proves the degree of its readiness and acts as one of the guarantors of the success of the process of professional self-determination in general.
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Kucher, Svitlana. "Experimental Research of Components of Professional Readiness for Design-Technological Activity of Future Teachers." Ukrainian Journal of Educational Studies and Information Technology 5, no. 4 (December 29, 2017): 112–20. http://dx.doi.org/10.32919/uesit.2017.04.10.
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The problems of forming the readiness for design and technological activities of future technology teachers are determined. To achieve this goal, the method of pedagogical modeling is used. The main tasks of the experiment were determined as: definition of the structure of professional readiness for design-technological activities and levels of its formation; verification of the effectiveness of certain pedagogical conditions; verification of the effectiveness of the system of continuous training for the design and technological activities of future technology teachers; correction of theoretical and practical recommendations about the formation of professional competence of future technology teachers in the field of design for educational institutions. Taking into account the essence of professional activity of technology teachers, the components of readiness for design and technological activity are determined: motivationally-evaluative, cognitive, activity-creative and reflective. On the basis of the obtained results, the positive dynamics of all components of readiness for design-technological activity of future technology teachers was noted, especially in the indicators of motivational and activity-creative component. Justification and coverage of individual indicators allowed to generalize the result obtained, the basis of which is the technology of teacher's readiness to design-technological activity, projected on the basis of previously acquired psycho-pedagogical, artistic-creative, design competencies.
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A. Vedenina, Olga, Valentina A. Chupina, Svetlana P. Mironova, Alena D. Kuznetsova, and Tatyana S. Valyakina. "ABOUT SELF-STUDY OF PHYSICAL CULTURE DURING THE EXAMINATIONS AS A CRITERION OF STUDENTS’ READINESS TO PROFESSIONAL ACTIVITIES." Humanities & Social Sciences Reviews 7, no. 4 (October 8, 2019): 1093–99. http://dx.doi.org/10.18510/hssr.2019.74149.
Повний текст джерелаАнотація:
Purpose of the study: The relevance of the research is conditioned by the contradiction between the social and state need to form the positive attitude to healthy lifestyle (including extracurricular time) in student youth and the underestimation of the potential of students' self-study activities aimed at increasing of physical activity and development of readiness for physical culture in specified group of youth. The article is aimed at the study of the student’s readiness for independent physical education during the examinations as a manifestation of independence in general, as well as at the study of the significance of independent physical education of students during the examinations in the process of future specialist formation.
Methodology: The leading approach to the study of this problem was the theory of the activity approach in the development of personality and independent activities of students which allowed to substantiate the place of readiness of university students for independent physical training during the examinations in the process of future specialist training.
Results: Of all the types of special readiness, the readiness of university students for independent physical training during examinations is of particular importance, the specificity of which is that this type of readiness contains features of types of readiness for professional activity, as well as readiness to act in problem situations, in which connection the readiness for independent physical training during the examinations is an indicator of the future specialist's readiness to problem professional situation.
Applications of this study: The results of the study allow specialists who study the quality of university graduates to use the assessment of the development of student’s readiness for independent physical training during the examinations as an indicator of the future specialist’s readiness to act in a problem situation.
Novelty/Originality of this study: The authors note that this problem cannot be solved by simply increasing the hours envisaged by the curriculum for independent work in the framework of the subject “Physical Education”, i.e. increase in quantity. A qualitative change in the approach to independent work of students, an appropriate system of actions in her organization and planning are necessary to achieve the desired effect.
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Lymarev, V. N. "THEORETICAL ASPECTS OF FORMATION OF MOTIVATIVE READINESS FOR PROFESSIONAL ACTIVITIES OF COURSES OF MILITARY UNIVERSITIES OF THE ROSGVARDIA." Современная высшая школа инновационный аспект, no. 3 (2021): 26–34. http://dx.doi.org/10.7442/2071-9620-2021-13-3-26-34.
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The problem of training a modern graduate of a specialist in a military educational institution from the point of view of the motivational component is discussed. The main theoretical aspects of the formation of motivational readiness for professional activity of cadets of military universities of the Russian Guard are described. The psychological readiness of cadets is presented as a socio-psychological phenomenon. The elements that make up the structure of motivational readiness of students of military universities are revealed, external and internal motives for the formation of readiness are proposed. The main reasons for the relevance of the study are revealed, possible options for increasing the effectiveness of cadets’ motivational readiness are proposed.
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Senkivska, L. "Formation of preparedness for professional activity by ICT means." Journal of Education, Health and Sport 11, no. 11 (November 30, 2021): 358–62. http://dx.doi.org/10.12775/jehs.2021.11.11.034.
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The article considers the current state of the problem of forming the readiness of future professionals for professional activities by ICT. The author proved that the training of future specialists in pedagogical specialties in the application of ICT requires a slightly different view of this complex creative process, which requires constant dynamic updating and application of the most effective and diverse methods of higher education.
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Baikina, N. V. "ИССЛЕДОВАНИЕ ЭФФЕКТИВНОСТИ ИСПОЛЬЗОВАНИЯ КОМПЕТЕНТНОСТНОМОДУЛЬНОЙ ТЕХНОЛОГИИ ФОРМИРОВАНИЯ ПРОФЕССИОНАЛЬНЫХ ИНФОРМАЦИОННО-АНАЛИТИЧЕСКИХ КОМПЕТЕНЦИЙ У СТУДЕНТОВ". Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 22, № 75 (2020): 9–14. http://dx.doi.org/10.37313/2413-9645-2020-22-75-9-14.
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The results of a scientific experimental study to identify the effectiveness of using the competency-modular technology for the formation of professional information and analytical competencies among students - future customs experts at the university are presented. The stages of conducting an experimental study of competency-modular technology are considered. The developed criteria and indicators of the formation of professional information and analytical activities and their structural components are considered: cognitive, operational and activity. The cognitive component of students' readiness for information and analytical activity reflects knowledge of the theoretical base: principles, laws, regulatory documents in the field of customs and financial and economic relations of participants in foreign economic activity. The operational component of students' readiness for information and analytical activities is the ability to select the necessary actions in the implementation of design and operational activities, indicate their correct sequence, evaluate the object according to certain parameters. The active component of students' readiness for information and analytical activities reflects the ability to carry out a set of operations, solve specific problems in the field of customs, and produce their own intellectual product. The methodology of conducting a stating and formative experiment using the competency-modular technology of forming a set of professional information and analytical competencies to identify four levels (below the basic, basic, advanced, high) formation of students - future customs experts is described. The data of the conducted pedagogical experiment confirm the high efficiency and feasibility of the developed and implemented in the educational process competency-modular technology of forming students - future customs specialists, of readiness for professional information-analytical activities and confirms the correctness of the hypothesis of the study
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Qing, Li. "PRINCIPLES OF FORMATION OF READYNESS FOR PROFESSIONAL-CREATIVE SELF-REALIZATION OF FUTURE TEACHERS OF FINE ARTS." Problems of Modern Teacher Training, no. 2(24) (October 29, 2021): 23–28. http://dx.doi.org/10.31499/2307-4914.2(24).2021.244172.
Повний текст джерелаАнотація:
The article examines the problem of forming readiness for professional and creative self-realization of future teachers of fine arts. In this context, the author highlights the basic principles that underlie this process: professional orientation, scientificity, optimization, emotional pedagogical process. The principle of professional orientation includes both the professional orientation of the individual to work and a specific profession and the professional orientation of general education and vocational training. The author provides not only professionally relevant material that is introduced into the content of education but also activities, which are aimed at mastering such mental operations, the analogues of which will be performed by students in teaching. According to the principle of scientificity, the content of higher education should correspond to scientific achievements in a particular field. Thus, future teachers of artists should receive only scientifically sound and reliable information, including facts, patterns, processes and phenomena, features of the formation and development of scientific discoveries. The principle of optimization presupposes high-quality implementation of the technology of formation of readiness for professional and creative self-realization of future teachers of fine arts, which leads to the achievement of the set goal. The main pedagogical actions to optimize the process of formation of the studied readiness of future teachers-artists are to specify the tasks; generalization; interdisciplinary coordination; selection of options based on their comparative assessment; differentiation and individualization of the educational process; humanization. The principle of emotionality of the pedagogical process will help to intensify the activities of both students and teachers, remove psychological barriers, stimulate cognitive processes, etc., which will significantly increase the efficiency of the process of formation of the studied education and will help future teachers of art to communicate effectively with students.
Keywords: principles; readiness, professional and creative self-realization; artistic and pedagogical activity; professional training; future teachers of fine arts; fine arts; institution of higher education.