Оценка потенциала саморазвития и самообразования как определяющих элементов профессионального становления студентов педагогических специальностей в российских и зарубежных высших учебных заведениях

The competitiveness of an artist-teacher in the professional sphere is determined not only by the qualifications, but also by the ability to solve professional and subject-specific tasks in non-standard, changing working conditions. In traditional training, students of art and pedagogical specialties are in the position of consumers of educational services; acquire fundamental knowledge and skills, without thinking about their role in professional development and their purpose as a specialist. In a professionally oriented approach to teaching, students can take responsibility as the organizers of the pedagogical process, test their professional knowledge and skills in practice, and assess their level of readiness for the profession. In the context of solving the problem of professional development of students of art and pedagogical specialties in the educational process of higher education, the author of the study developed and experimentally tested a functional model.

The article considers the problem of preservation and upgrading of historical and pedagogical legacy of teachers of the earliest professional training schools and courses for penitentiary personnel in Russia. The author considers the quality characteristics (the staffing level and competence of teachers, the participation of practitioners and scientists, etc.) of personalities of teachers of the earliest educational institutions (schools and courses) involved in professional training of penitentiary personnel. The author notes that the personalities of particular teachers are well-known in the scientific world, some are known only among domain experts (particularly those specialized in jurisprudence), some were known only to their contemporaries, while about others there’s no available scientifically important information at all. The author raises the question about the necessity to admit the role of personalities in professional training of penitentiary personnel in Russia. This research is one of the first attempts to introduce the personalities of the earliest professional training schools and courses for penitentiary personnel to the scientific world. The research is based on the archive materials. The scientific novelty of the research consists in the systematization of tendencies of recruiting teachers of the earliest professional training schools and courses for penitentiary personnel: firstly, the absence of permanent teachers even in schools opened upon the adoption of the Law of 1913; secondly, highly positioned civil servants and qualified practitioners were involved in teaching; thirdly, starting with temporary readings, highly competent and well-known specialists had been involved in the educational process, many of them current or would-be leading scientists and acknowledged scholars. The admission of the role of personalities makes it possible to conduct historical research using biographical methods and personalistics.   

The article analyzes the key regulatory documents of the Russian postgraduate school since its creation in 1925, characterizes the features of the organization of Russian and Soviet postgraduate studies, identifies historical parallels and patterns, causes and prerequisites for periodic reforms. Attention is drawn to the conditionality of postgraduate reforms by foreign policy and internal socio-economic factors. The present research aims to determine the specifics of the organization of the Russian postgraduate school, the strategy and tactics of training scientific and pedagogical personnel in Russia, to identify and characterize the main stages of postgraduate school reform. The main stages of the development and reform of Russian postgraduate studies in the Soviet and post–Soviet periods are highlighted. The normative features of these stages are identified as a result of the implementation of state policy in the current period – focusing on a scientific or educational component in the training of scientific-pedagogical staff within the framework of the general, historically defined, positioning of postgraduate studies as both a scientific and educational organization.The normative correlation of individual stages was revealed and the prerequisite for permanent reform of the training programs for scientific and scientific-pedagogical personnel was determined in the USSR / Russia. The author substantiates as such a prerequisite the initially established model of Russian postgraduate studies. The author defines it as a “two-circuit” one, which includes university postgraduate studies, focused mainly on a broad educational (competence-based) approach, and highly specialized postgraduate studies in scientific research organizations. The reasons for the implementation of the two-circuit model, which were set in the early Soviet period, are established. The two-circuit model’s positive and problematic features in the Russian postgraduate school are revealed. The results of the study can be used to develop a strategy for training highly qualified personnel both in Russia and abroad.

This paper reviews the results of the optimization of the network of dissertation councils in the Russian Federation in the period between 2013 and 2015. The disciplinary structure of highly qualified scientific personnel in Russia, which is expected to evolve following the optimization, and the subject structure of global science, are compared. For this purpose, the share of publications in the specific subject areas of the Web of Science database is evaluated. The contribution of different domains to the development of scientific fronts based on the Essential Science Indicators data is assessed. The project was aimed at optimizing dissertation councils on the harmonized structure of highly qualified scientific personnel in Russia; the subject structure of global science was determined relying on factual and image data. It is highlighted that the unjustifiably low share of medical dissertation councils and the high share of dissertation councils for economic sciences, which is not in line with global research trends, will remain in Russia by late 2015.

The article deals with the problem of using information technologies in the process of specialized training of students of engineering and pedagogical specialties. The aim of the article is to reveal the essence and peculiarities of the use of information technology in the training of future vocational teachers; to identify the problems of classical teaching methods and to find ways to solve them through the use of information technology. A set of research methods was used, namely: content analysis, generalization and specification of the provisions of the Standards of Higher and Vocational Education of Ukraine, educational programs and curricula, designing the content and structure of an e-learning course, substantiation of the conditions for using e-learning courses in the process of specialized training of students. Results of the study. The Standard of Higher Education of Ukraine, specialty 015 Vocational Education (by specialization), first (bachelor) level, was analyzed. The existing curricula for the training of vocational teachers of transport profile were examined for their compliance with the requirements of educational standards. It has been determined that the normative part of the curriculum includes cycles of general and professional training which contain blocks of fundamental, psychological, pedagogical and methodological, scientific and subject, and practical training. It has been found out that the courses that form the special competencies of vocational teachers of transport profile belong to the block of scientific and subject training. The courses that form the special competencies of transport vocational teachers are highlighted, namely: vehicles and their maintenance, transport logistics, electrical and information-computer systems in transport, traffic rules, operation and repair of transport machine engines, interchangeability, standardization and technical measurements, and technical mechanics. Traditional approaches to the study of these courses are investigated in order to identify the main shortcomings. It has been stated that the traditional methodology of conducting classes involves significant time spent on note-taking of educational material, which can be mastered with greater efficiency using information and communication tools. Ways to eliminate the shortcomings of traditional approaches to the study of specialized courses are proposed, one of which is the development and implementation of e-courses on the Moodle platform, since this platform allows combining different formats of information, makes it possible to timely update the educational material in accordance with the pace of development of the transport industry, as well as it is easy to use and supported by most modern Smart devices. The structural and functional components of the e-learning course are defined including an information and organizational component; a training component; an information and reference component; and a practical component. The requirements for creating and implementing e-learning courses in the educational process are generalized. An e-learning course on the Moodle platform in the Transport Logistics course has been developed. It consists of information and methodological, training, control and evaluation, and reference blocks. A description of the content of these structural blocks is presented. Prospects for further research are identified; these are development of methods for using e-learning courses in specialized subjects in a mixed form of education under martial law.

The relevance of the problem of using gadgets, computers and technologies in an information society environment arises for modern education in the context of training a highly qualified professional with a well-formed information culture, an educated creative personality of a future specialist with a formed outlook and critical thinking. The search and use of modern technologies of education in accordance with the needs of students and the requirements for professional training of specialists becomes quite understandable and relevant for the organization and activation of study at the university, the formation of a stable cognitive interest in future professional activity. The introduction of learning technologies, their constant search and improvement in the educational process, encourages future pedagogical engineers to innovate and to constantly improve themselves. The goal of the research is to theoretically substantiate the problem of introduction of mixed learning models and to study the effectiveness of certain models in the process of organizing educational activities of students of engineering and pedagogical specialties. The methodology is based on the analysis of the concept of blended learning; it can be established that it should be understood as a combination of traditional forms of classroom training with the elements of e-learning, which use special information and communication technologies. The learning process for blended learning is seen as alternating between traditional (classroom) and distance learning. In national pedagogical science, blended learning is defined as a complex concept that should not be reduced to exclusively distance learning, where the student receives virtually no assistance from the teacher, and to standard training, using various information and communication technologies. In the process of research, the most congruent needs of the modern needs of the educational process and professional training of engineers-educators of the blended learning model were highlighted: Inverted class, Station rotation, Laboratory rotation, Flexible model. The results of the introduction of blended learning models in the psychological and pedagogical training of students of engineering and pedagogical specialties, are positive changes in the academic success of students, increase of educational and cognitive activity and development of different competencies have been established, as indicated by the corresponding dynamics of the use of certain blended learning models. Originality deals with the problem of using blended learning models in the professional development of students of engineering and pedagogical specialties, which contributes to the formation of activity and creativity both in cognitive activity and in future employment. The practical value of the introduction of blended learning models in the professional training of engineers-educators is to develop knowledge, skills and competencies of independence, develops teacher and engineer-performer, communicative, organizational skills, creative and critical thinking.

The problem of professional training of skilled human personnel in the industry of information communication technology, the urgency of which is recognized at the state level of Ukraine and the world, has been considered. It has been traced that constantly growing requirements of the labour market, swift scientific progress require the use of innovative approaches to the training of future ІТ specialists with the aim to increase their professional level. The content of standards of professional training and development of information technologies specialists in foreign countries, particularly in Japan, has been analyzed and generalized. On the basis of analysis of educational and professional standards of Japan, basic requirements to the engineer in industry of information communication technology in the conditions of competitive environment at the labour market have been comprehensively characterized. The competencies that graduate students of educational qualification level of bachelor in the conditions of new state policy concerning upgrading the quality of higher education have been considered. The constituents of professional competence in the structure of an engineer-programmer’s personality, necessary on different levels of professional improvement of a specialist for the development of community of highly skilled ІТ specialists, have been summarized. Positive features of foreign experience and the possibility of their implementation into the native educational space have been distinguished. Directions for modernization and upgrading of the quality of higher education in Ukraine and the prospects for further scientific research concerning the practice of specialists in information technologies training have been suggested

The article gives a methodological analysis of MGIMO-University own education standards and programmes. The relevance of the article is explained by the necessity to define the goals and contents of professional language training of IR economics students at MGIMO-University after a transfer to own education standards. The researcher used competence-based and cultural studies approaches with reference to the didactic principles of accessibility, systematic, consistency, necessity and sufficiency. The author used a set of methods including the method of theoretical analysis, the method of synthesis and systematization, summative method. The article addresses the difference in the training of IR economists and economists in other spheres of economics, underlines the importance of professional language training of IR economics students, analyses the specifics of professional language training of IR economists from the standpoint of competence-based approach by comparing the competences presented in the Federal State Education Standards of Higher Education and MGIMO own education standards. The author gives a definition of goal and contents of professional language training of IR economics students as well as didactic principles of contents choice that define the effectiveness of training. In conclusion the author points out that the contents of professional language training of IR economics students based on MGIMO own education standards are approached as the system of professional knowledge, skills and competence leading to successful intercultural communication.

The specificity of students’ technological training in Finland and Great Britain has been considered. It has been found that the state policy of foreign countries is aimed at providing students with professional knowledge, work skills and combining comprehensive and professional training. Specific attention has been paid to the subjects and courses in foreign countries, which are equivalent to the course on technological training. It has been indicated that establishing connections between school, industry and production is one of the important conditions for improving technological training. The specificity of students’ technological training in Finnish schools at different levels of education has been characterized. Indeed, the level of education defines the character of technological operations differentiation based on the materials of manufactured products; gradual introduction of professional and polytechnical optional and specialized courses, whose volume corresponds to regional conditions; organization of visits to production, agricultural and forestry enterprises; active participation of students in professional production, which contributes to acquiring practical experience in the chosen production area. It has been revealed that Finnish schools pay particular attention to the importance of proper facilities and resources and fully equipped workshops, namely joiner’s shops, locksmith shops, tailor’s shops, fully equipped teaching kitchens and canteens. It has been revealed that technological training of students in Great Britain is characterized by their active involvement into field experience; establishment of mini-enterprises based on comprehensive schools; centralization in solving the main objectives in the field of students’ technological training. It has been stated that the mini-enterprises in schools contribute to strengthening the relations between school and the labour market. The common form of students’ technological training is industrial placement and the main method is project-based learning.

The article discusses the psychological aspects of the formation of professional motivation of students of pedagogical specialties, and also presents the results of an experimental study of the structure of motivation of university students. Modern requirements for the training of future specialists pose challenges to the university of the formation of professional commitment and motivation of students. A modern graduate who has mastered a particular pedagogical specialty should have such characteristics as high motivation in future pedagogical activity, mobility, purposefulness and competitiveness in the educational sphere. Therefore, it is necessary to create psychological and pedagogical conditions for the organization of the formation and development of professional motivation, contributing to the desire of students for self-realization in professional activities. The formed professional motivation of students of pedagogical specialties contributes to the formation of a competent, mobile, responsible future school teacher with a stable system of spiritual and moral values. The formation of professional motivation of students of pedagogical specialties is a psychological and pedagogical process that requires special, scientifically based methods of diagnosis, analysis and development. Therefore, one of the most urgent today is the problem of the formation of professional motivation of students. By professional motivation we mean a set of factors and processes that encourage and guide an individual to study future professional activity. Effective development of professional education of a person is possible only with a high level of formation of professional motivation, which is an internal determinant of the development of professional competence. Key words: university students, pedagogical specialty, professional motivation, self-organization, psychological and pedagogical conditions, model, motivation structure. &nbsp

The analysis of published data on the average annual effective doses to personnel of Russia, Germany, Switzerland, France and Canada in dynamics for 2013-2017 was performed. It was established that in the countries under consideration there are significant differences in the processing of primary measurement information, the calculation on its basis of individual effective doses, as well as ways of averaging the data obtained and their presentation. Factors that may lead to different interpretations of the results are considered: – taking into account background doses due to natural radiation; – use in processing the results of various (in different countries) values of the minimum level of registration; – dose averaging in the absence of activity periods (loss of a dosimeter / vacation), and when registering unexpectedly high doses. These differences exist between the data of foreign countries, but the data presented by the Russian Joint state system of control and accounting of the individual doses of the citizens are especially different. It is shown that the data on average annual effective doses to personnel presented in the Federal Data Base of personnel exposure doses within the framework of the Russian Joint state system of control and accounting of the individual doses is 3-4 times higher than in foreign countries. It is shown that such a difference is caused not by actually high doses, but by the method of processing primary information and averaging data during generalization. It should be noted that such differences occur only for extremely small doses of technogenic exposure to personnel, and do not lead to a significant impact on the overall assessment of the state of radiation safety in the country, but when comparing with other countries, it is necessary to understand the reasons for such differences. The purpose of this work was to identify the causes of these discrepancies and to develop a method for processing primary measurement information and averaging the data when summarizing the results, which allows them to be significantly reduced. Such a method should ensure that the effective doses of personnel closest to the conditionally true values are obtained in the entire range of values, and can be used to summarize the data contained in the Federal Data Base of personnel exposure doses. Since the conversion of the data contained in the Federal Data Base of personnel exposure doses was not the task of the authors of this article, in order to achieve this goal, an attempt was made to process and summarize the measurement results (total 23 204) of the quarterly values of the individual dose equivalent Hp (10) obtained in the Laboratory of Radiation Control of Saint-Petersburg Research Institute of the Radiation Hygiene after Professor P.V. Ramzaev. Such processing has been performed. The subsequent comparison showed that the average annual effective doses to the personnel of medical organizations of St.-Petersburg, in which individual dosimetric control was carried out in the Laboratory of Radiation Control, transformed according to the developed algorithm, are much better consistent with similar data from foreign countries.

Background. The need for preschool education specialists in the labor market remains very relevant. New technologies for working with children in educational organizations are actively developed and applied in practice. Thus, in the field of preschool education, a demand has been formed for the introduction of promising qualifications and strengthening of the staff. In this regard, the study of the phenomenon of professional and personal development of students in the context of expanding the potential for self-realization, the formation of readiness for education and self-development in the process of studying at a university is of particular relevance. Purpose – identification of organizational and pedagogical conditions that influence the quality of education and self-development of students in the Master's program in Preschool Education. Materials and methods. Pedagogical design (development and testing of a project for the step-by-step interaction of teachers and students), theoretical analysis, survey, quantitative, qualitative and comparative data analysis. The study involved 59 master's students majoring in «Preschool Education» at the State Autonomous Educational Institution of Higher Education of the City of Moscow «Moscow City Pedagogical University» of the Institute of Pedagogy and Psychology of Education. Results. The main factors for the successful expansion of the pedagogical potential and self-development of students are: establishing partnership relations with university teachers and fellow students; understanding the possibilities of applying the learning outcomes (career growth, mastering modern technologies for working with children and parents, studying the management aspects of an educational organization, enriching ideas in the field of additional education and scientific activity); conscious choice of the program of study at the university and a stable interest in the profession, the desire to work in the field of education. The implementation of the project of stage-by-stage interaction with students using methods of stimulating scientific activity and dialogue is aimed at forming the subjective activity of the master's student, creating opportunities for self-expression, expanding professional experience and active involvement in research activities.

The study examines the problem of the content and structure of the students’ information culture in engineering and pedagogical areas of expertise, as well as directions, methods and technologies of its formation during their professional training. The purpose of the article is to highlight the content and structure of the information culture in students of engineering and pedagogical specialities and to study the leading ways of managing its formation within the vocational training process. It has been established that information culture is complex, integrated, and value-based personal formation, a structural component of the future specialist’s professional culture. It includes a set of knowledge, skills, values and attitudes that aid in effectively perceiving, processing, understanding, evaluating, storing, producing, sharing and application of information in the modern information society, in professional activity and in teaching in educational institutions. It has been found out that information culture in its development goes through several qualitative levels, namely: cognitive (the level of awareness and functional knowledge); emotional value-based (instructions, evaluations, and attitudes); and behavioural (actual and potential cultural behaviour in working with information) ones. Following the analysis of primary sources, within the space of an individual’s information culture, the culture of educational-cognitive activity, communicative and computer cultures have been distinguished. It has been claimed that each component has independent significance and, in unity, ensures the implementation of cognitive, value-orientating, creative-developmental functions, as well as the functions of optimization, intensification, and professionalization in the students’ professional training in engineering and pedagogical area of expertise. It has been generalized that information culture assists future professionals to become active participants in the contemporary information space, effective agents of society’s digital transformation, and representatives of high professional culture and professional and pedagogical mastery. It has been emphasized that the process of shaping the information culture in students of engineering and pedagogical specialities is an integral part of their professional training, conducted based on comprehensive and interdisciplinary approaches. The main directions of such activity include: deepening the content of curriculum disciplines, expanding the content of educational and production practices, introducing special courses and electives, refining the content of students’ independent educational activities in engineering and pedagogical specialities, developing project-based and public activities of students, and in addition – networking. Practical experience in implementing programs for the formation of information culture in educational institutions of various levels has shown that such programs can be successful if they are adapted to the needs and capabilities of a specific educational organisation. Further refinement of comprehensive interdisciplinary programs for the formation of the students’ information culture is seen in its adaptation to changes in the information environment, development of interactive resources, strengthening digital security, collaboration with other organizations, and spreading awareness regarding the importance of information culture and digital literacy among all participants of the educational process. It has been concluded that managing the process of forming the information culture of students in engineering and pedagogical areas of expertise is a complex and multi-faceted task. In its implementation, it is necessary to ensure the unity, interconnection, and complementarity of all the mentioned directions, as well as to carry out direct operation (via consulting, lectures, and seminar classes) and indirect (through pedagogical conditions, established procedures, instructions, and modern SMART systems) competent pedagogical management.

The article is devoted to the peculiarities of teaching physics at a specialized educational institution. Fundamental training and specialization as directions for restructuring higher agrarian and technical education are due to the fact that most of the engineering education program is quite general in nature and does not provide a sufficiently deep basis for the acquisition of competence; therefore, a need arose to strengthen the fundamental and professional orientation of training, taking into account specialization. The purpose of the article is to describe methodological techniques in order to highlight the importance of studying specific issues of physics for further mastery of specialized and applied disciplines by the engineer-teachers, as well as in their future professional activities. To achieve the goals of the research, the following research methods were used: the theoretical (comparative analysis of scientific, methodological and pedagogical literature) and the empirical (observation, analysis, survey of respondents, generalization and modelling of the research results, generalization of the pedagogical learning experience). To select and understand the results of the experiment, a survey was conducted among applicants for higher education in order to clarify understanding of the importance of studying physics for the future professional activities. It has been demonstrated that the professional orientation of teaching physics is the leading factor in the fundamental and professional training of the future specialists in engineering and pedagogical specialties. There is described a proven methodology for the implementation of professional training in physics. It has been proved that the efficiency of studying physics in an educational institution is directly related to compliance with the principle of continuity in the study of physics with the future professional activity.

The article examines the issues of STEM education development in the context of the strategy for the development of higher education in Ukraine for 2022-2032. In particular, the emphasis is on the importance of reorienting the educational process to the training of specialists in engineering and pedagogical specialties with practical skills and up-to-date knowledge. It is necessary to strategically rethink educational approaches, giving priority to the training of specialists in engineering and pedagogical specialties who possess not only theoretical knowledge, but also specific practical skills that meet the requirements of the labor market. Special attention is paid to STEM education, which is defined as a key tool in the formation of competencies for future specialists in the field of engineering and pedagogy. This approach involves not only the transfer of theoretical knowledge, but also emphasizes practical aspects, contributing to the development of specific skills and abilities that are necessary in practice. Dedication to STEM education in the context of engineering and pedagogical fields allows future specialists to be ready for the challenges and tasks presented to them by modern labor markets, and to meet the current requirements and standards in these fields. The technical orientation of STEM projects contributes to the implementation of practical tasks and the formation of skills in demand on the labor market. The purpose of the article is to present the algorithm for building a lighting control system prototype using the example of the STEM project “Lighting control system in the library”. For building a logical model, to justify the structure of the system, the NCC is used. The development of the STEM project “Lighting control system in the library” is presented, which involves the creation of a fuzzy cognitive map in the Mental Modeler environment. An algorithm for building a logical model for a STEM project under conditions of uncertainty has been developed and described. The basis of the built model is a cognitive map. A cognitive map is a symbolic directed graph, at the vertices of which the key factors of the object of modeling (concepts) connected by cause-and-effect relationships are placed. A cognitive map is a type of mathematical modeling used to formalize a complex system in the form of a set of concepts that reflect system factors and causal relationships between them, taking into account the nature of their interaction. Based on the analysis of the logical model of the system, it was determined that for each concept it is necessary to set the level of communication on the visual form of the Mental Modeler map, which allows you to set the level of assessment of its dependence. The paper presents a logical model on the example of a prototype of a computer lighting control system in a library using fuzzy logical derivation. Fuzzy cognitive maps were used to justify the structure of the management system. The sequence of building a prototype of the lighting control system in the library and the analysis of the parameters of such a system can be used by students of engineering and pedagogical specialties for the educational purpose of building various STEM projects. Cognitive modeling methodology is used for analysis and decision-making in conditions of uncertainty. It is developing in the direction of improving the situation analysis and modeling apparatus. Therefore, to implement a STEM project in ill-defined situations, it is advisable to build a logical model. It defines the structure of the modeled system. The basis for building this model is a fuzzy cognitive map.