Становление стадий субъектности магистрантов педагогического вуза в условиях применения активных методов обучения

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.

In modern Russian education there are a lot of reasons that cause the interest to educational processes consideration in terms of innovative activity. Among those there is a tendency to keep the balance between traditions and innovations in the field of education, paying attention to the concept of developmental education and implementation of system and activity approach principles. The aim of the article is to present the activity experience in implementation of innovative and developmental environment in professional training of Master’s Degree students studying in the program of professional training ‘Innovative primary school’ worked out and realised in Surgut State Pedagogical University. The authors have investigated the components of innovative and developmental environment and present the practical experience on their implementation in terms of organisation of practical training of Master’s Degree Students for innovative professional activity. Work experience of the professors engaged in Master’s Degree Program ‘Innovative primary school’ allows to state that special attention should be given to possibilities of active cooperation of Master’s Degree students with innovative and developmental environment, moreover, to be active participants of that environment on the ground of creative innovative activity.

Summary. Advanced research and assessment of the patient's health status plays a key role in the practice of a nurse. As autonomous, independent health care providers, nurses perform health assessments to evaluate patient needs and determine the best treatments. Advanced health assessment is a systematic process for evaluating the physical, mental and functional aspects of patient health. Mastering this diagnostic tool is vital to nurse`s practice because health assessment forms the basis of patient care The aim of the study – to describe and analyze the academic program of the course Advanced Physical Assessment, branch of knowledge – 22 HEALTH CARE, specialty “223 NURSING”, training program “NURSING”, degree of higher education – Second (Master) level of higher education in the international students’ faculty of I. Horbachevsky TNMU. Materials and Methods. It was described and analyzed both the training program and the academic program of the course of studies “Advanced Physical Assessment”, available for students of the second degree of higher education in the Institute of Nursing, I. Horbachevsky Ternopil National Medical University. Results. The course of studies “Advanced Physical Assessment”, which was developed according to the requirements of the training program is aimed at development of systemic knowledge and understanding of conceptual foundations by students utilizing systematic history taking and the knowledge of therapeutic communication to elicit subjective data; collecting objective data; validating, analyzing and documentation of those data. This course ensures the acquisition of the appropriate competences and program learning outcomes, consists of lectures, training sessions and student`s independent work. It presents an overview of the full and comprehensive health assessment of patients across the life span. It emphasizes multiple aspects of advanced health assessment, including physical, functional and mental health assessment along with transcultural variations. Conclusions. According to the requirements of the training program “Nursing” the course of studies “Advanced Physical Assessment” is available for students of the second (master) degree of higher education. The course of studies “Advanced Physical Assessment” consists of lectures (24 hours), training sessions (30 hours) and student’s independent work (126 hours). The course of studies “Advanced Physical Assessment” ensures the acquisition of the appropriate competences and program learning outcomes in accordance with the training program “Nursing”. The assessment of students` performance is evaluated using the criteria for assessment of students’ knowledge and skills.

The present state of the problem of special psychologists' professional training is researched. The practical aspects of its improvement are analyzed. The analytical review of the scientific basis for theoretical and practical components of the psychologists’ training in the field of special education by modern researchers is conducted. The concepts of reforming, bases of a perspective vision of domestic education development are characterized. Various methods of scientific studies within the framework of the identified research problem are considered. The key parameters and pedagogical conditions were determined and the basis for the design of the system for professional psychologists' training in the field of special education was described. The basic paradigms of the psychological and pedagogical process organization have been implemented, which allowed for revealing the basic positions of professional psychologists' training in the field of special education. The emphasis is placed on the importance and necessity of studying and implementing the best practices of foreign countries in the context of higher education. The ways to modernize professional psychologists' training in higher educational establishments are found. The attention is focused on the importance and necessity of studying and providing the best practices of foreign countries in the context of higher education. The key parameters for ensuring the competitiveness of a specialist in this sphere are determined: they are high overall level of the national education system development; assimilation of new and advanced experience acquired in the process of cooperation with foreign countries; ensuring the quality of services in the internal and external markets of educational services; availability of high-quality educational and research infrastructure; development of strategic partnership; development of mobility. The ways of modernization for special psychologists’ professional training in higher educational institutions are determined. On the basis of the analysis, the content of the professional psychologists' training in the field of special education has been clarified and the components of the preparedness structure for a future competitive specialist-psychologist (in the aspect of innovative activity) prepared for work in the current market conditions have been specified.

Introduction. The necessity of master’s degree students’ creative activity enhancement during their future professional activity of a foreign language teacher in a higher school simulating and insufficient development of a technological aspect of the problem highlight the search for perspective pedagogical ways, among them on the basis of immersion technology. The aim of the research is to develop and implement master’s degree students’ creative activity enhancement experimental program which discovers methodological and technological support of the process studied and also identification and scientific justification for pedagogical conditions for its effective implementation. Materials and methods. 68 master’s degree students of the first and second courses of Voronezh state pedagogical university and Bunin Yelets State University (Russian Federation) participated in the pilot study. The level of master’s degree students’ creative activity was diagnosed on the basis of K. Zamfir’s method (A. Rean’s modification) of studying professional activity motivation; V. I. Andreev’s test “Self-development and self-education abilities assessment”, the authors’ questionnaire; the method of expert assessment; the method of self-evaluation and portfolio’s developments. The data processing was carried out on the basis of the χ2-Pearson statistical test. Research results. The first developed program of education master’s degree students’ creative activity enhancement on the basis of system, personal and activity oriented, professionally oriented approaches and identified pedagogical conditions for its implementation using the immersion technology potential allow to develop deliberately and gradually motivational, cognitive, activity oriented and reflexive component of creative activity. Effectiveness and appropriateness of the authors’ program and pedagogical conditions for education master’s degree students’ creative activity enhancement were proved (χ2 = 9.460 > χ20,05). Conclusion. The program predicts a tutorially methodological set development contributing to organization and technique support of education master’s degree students’ creative activity enhancement.

The article presents an educational program for the specialty 014 Secondary Education (subject specialization in Language (German / French / Spanish) and World Literature) for the professional training of Foreign Language and World Literature teachers at the second (master’s) level of higher education. The proposed educational program is developed in accordance with current state documents in the field of higher education and aims to enhance the quality of professional training for pre-service Foreign Language and World Literature teachers. The program outlines the integral, general, and professional competencies that these pre-service teachers are expected to develop. It also details the anticipated learning outcomes and the educational components designed to ensure their achievement. The program’s content is organized in a clear structure, with its components forming a logically interconnected system that supports the attainment of the stated goals and learning outcomes. Professional training within the program includes school teaching practices, which help pre-service Foreign Language and World Literature teachers develop constructive, organizational, communicative, and research skills, along with the ability for continuous personal and professional growth and lifelong learning. The logical sequence of the program’s components and their interdisciplinary connections are illustrated in a structural-logical scheme.

Graduate and Professional School Debt: How Much Students Borrow

The working curriculum of the elective course "Motivational Management and Leadership" is developed in accordance with the educational and scientific program "Theory of learning in institutions of general secondary and higher education". The level of higher education is the third (educational and scientific). Educational degree - doctor of philosophy. Field of knowledge - 01 Education/Pedagogy. Specialty 011 Educational, pedagogical sciences. Qualification - Doctor of Philosophy in the field of education, specialty 011 "Educational, pedagogical sciences" The developed program of the study discipline "Motivational Management and Leadership" consists of two modules. 30 hours / 1 ECTS credit are allocated to the study of the academic discipline (lectures - 4 hours, seminar classes - 6 hours, independent work - 20 hours. Control form - credit). The study of the academic discipline is provided for in the third year in the 5th semester. The purpose of the academic discipline is to expand and deepen knowledge in the field of the basics of the theory and practice of motivational management and leadership; formation of future doctors of philosophy competence in motivation and development of leadership qualities in management with different categories of education workers; the formation of methodological, scientific-methodical, teaching and managerial competences necessary for the implementation of effective professional and research activities in the field of education management, etc., which are disclosed in Module 1. Topic 1. Scientific principles of motivational management in the education management system. Module 2. Topic 2. Leadership: nature, styles, approaches, concepts. The program describes: topics of lectures and seminar classes and questions for consideration, topics of independent works - with the distribution of study hours, as well as subject competences that should be formed in graduate students (integral, general, professional), and programmatic learning outcomes, learning methods and controls, a scale of points, a list of basic and additional literature.

In the context of the development of a digital society, digital competencies are becoming increasingly important. The educational trajectories that help to form these competencies are investigated in the article. The purpose of the study is to substantiate the theoretical and methodological foundations for the development of digital competencies in higher education students through the implementation of an individual educational trajectory. Key documents in the field of education in Europe and Ukraine that contain provisions on digital competencies are analyzed in the article. In addition, the relevance and topicality of the available documents to the challenges of today is stated. Based on the generalization of approaches to interpretation was substantiated that the concept of «digital competencies» mainly reflects the ability of a person to use digital technologies to achieve goals in professional activities and to meet their own needs. Legislative and regulatory acts of Ukraine are studied for the presence of provisions that ensure the development of digital competencies of students. It was found that each level of education provides for the acquisition of these competencies. The authors note that the development of digital competencies should be ensured in stages at each level of education, as well as throughout life. The analysis of higher education standards for specialties in two fields of higher education (05; 07) revealed that at the second level of higher education, not all specialties provide for the acquisition of digital competencies by higher education students, which may lead to a decrease in their competitiveness in the labor market. At the same time, the main motives that motivate a person to master digital competencies (personal desire to improve their level of education for professional growth; rapid «aging» of digital competencies) are identified in the article. The influence and importance of digital competencies, as well as opportunities for acquiring soft skills and hard skills, are argued. Finally, the features of the development of digital competencies are substantiated (dependence on support, no binding to a specific physical location, dynamism, fundamentality, high degree of inclusiveness).

ПСИХОЛОГО-ПЕДАГОГІЧНІ УМОВИ ВДОСКОНАЛЕННЯ ПРОЦЕСУ ПРОФЕСІОНАЛІЗАЦІЇ СЛУХАЧІВ МАГІСТРАТУРИ НАЦІОНАЛЬНОЇ АКАДЕМІЇ НАЦІОНАЛЬНОЇ ГВАРДІЇ УКРАЇНИНаведено результати теоретичних та емпіричних досліджень особливостей процесу професіоналізації слухачів магістратури НАНГУ за спеціалізацією "Морально-психологічне забезпечення діяльності військових частин та з'єднань Національної гвардії Україниˮ другого (магістерського) рівня вищої освіти, що спрямовані на оцінку умов і виявлення основних проблем

Maternal education and racial/ethnic disparities in nulliparous, term, singleton, vertex cesarean deliveries in the United States

Importance. For the first time, a functional abilities set of digital educational ecosystem for promotion master’s degree students’ research and innovative activities is identified, namely: access to the information systems and scientific information databases use; automation of research management, electronic surveys creation and administration; access to tools for processing and analyzing large amounts of data; access to tools for data visualization; access to systems collaboration on research projects; planning automation, research or educational projects’ tracking and organization; access to electronic systems for submitting applications for scientific grants and scholarships; access to specialized anti-plagiarism systems; electronic portfolio; access to publication management systems; automation of scientific articles and presentations creation and formatting; publications formatting automation; access to virtual laboratories and modeling environments. The purpose of the research is to identify the digital educational ecosystem’s functional abilities for promotion of master’s degree students’ research and innovative activities. Research Methods. To achieve the research goals, various methods were used, including information sources analyzing method. Results and Discussion. The “digital educational ecosystem” concept is clarified. The pedagogical potential and digital educational ecosystem’s functional abilities for promotion of master’s degree students’ research and innovative activities are revealed. Examples of the digital educational ecosystem individual components implementation by universities around the world are given. Conclusion. The digital educational ecosystem is a complex network of digital technologies, tools, resources and services integrated and interconnected to realize the educational and research goals. The pedagogical potential of the digital ecosystem for master’s degree students’ main research and project activities is identified, namely: provision of scientific research with information resources; data collection and analysis improvement; optimization of collaborative and network interaction; project management automation; research process’ digital support; digital technologies for stimulating creativity; digital support for publications’ preparation; expanding the research boundaries; self-development; support for distance learning; support for virtual laboratories and modeling environments; providing data visualization; instrumental support for research quality analysis. The functional digital educational ecosystem’s functional abilities for promotion of master’s degree students’ research and innovative activities are revealed: access to the use of information systems and scientific information databases; research management automation, electronic surveys’ creation and administration; access to tools for processing and analyzing large amounts of data; access to tools for data visualization; access to systems for collaboration on research projects; planning automation, tracking and organizing research or educational projects; access to electronic systems for applying for research grants and scholarships; access to specialized anti-plagiarism systems; electronic portfolio; access to publication management systems; scientific articles and presentations creation and formatting automation; publications formatting automation; access to virtual laboratories and modeling environments.

The aim of the article is to identify the structure and the content of professional and pedagogical competence of educational and methodological centers teachers in the sphere of civil defense based on the analysis of the higher educational standards in the specialty 011 «Education, pedagogical science» for the second (master’s) level of higher education and in the specialty 263 «Civil Security» for the second (master’s) level of higher education and expert survey. In order to realize the purpose of the research the author used the following methods of investigation: structural analysis – to identify the structure of professional and pedagogical competence of educational and methodological centers teachers in the sphere of Civil defense; statistical analysis of databases: National repository of academic texts (NRАТ), searching systems and databases of scientific citations which come from all publications using such services as Cited-by by Crossref and support Initiative for Open Citations (Open Ukrainian Citation Index – OUCI), repository of scientific periodicals of National Library named after V.I. Vernadskyi; expert assessment of the content of professional and pedagogical competence components; critical analysis of source base on the research problem; and infographics for visualization of the obtained results. Based on the results of studying scientific sources and expert assessment of the content of professional and pedagogical competence components of the educational and methodological centers teachers in the sphere of Civil defense it is identified that some of them are close in their meaning but some structural components differ only in their name. Besides, it was found out that the most widespread professional and pedagogical competence components of the teachers are as follows: social, cognitive and technological (cognitive) and motivational. The structure of professional and pedagogical competence of the educational and methodological centers teachers in the sphere of Civil defense being a complex of interconnected components such as motivational and valuable, cognitive, active and personal and professional ones was designed based on the expert survey results. Moreover, content of professional and pedagogical competence of the educational and methodological centers teachers in the sphere of Civil defense was justified. It reflects binary character of their activity – both civil defense professionals and teaching professionals, which prompts them to continuous professional development. It should be mentioned that the orientation of the individual in their activities on values which ensures their activity, initiative, deep faith in their own strength and concern for others was defined as the main content of the motivational and valuable component. The content of the cognitive component is a multilevel system of providing the opportunity to carry out a wide range of cognitive processes such as thinking, understanding, remembering, attention and perception. The development of the activity component provides the ability of practical use of practical and theoretical knowledge and technologies for improving trainees’ qualifications in different categories in the sphere of civil defense. The content of the personal and professional component is defined as a complex of personal qualities which ensures their self-organization at a high level of professional development based on reflection, and it is the basis for improving pedagogical skills. The structure and the content of professional and pedagogical competence of the educational and methodological centers teachers in the sphere of Civil defense are advisable to use to design the professional development program in the postgraduate system as well as in the process of methodical work.

The article presents the results of the study of the structure of adaptation readiness of students at various levels of higher education – Bachelor’s and Master’s programs. It provides a rationale for studying adaptation readiness through the unity of psychophysiological, psychological, and socio-psychological components. It has been found that the most pronounced component both at bachelor’s and master’s level is a socio-psychological one. The statistics has shown that master’s degree students have more pronounced psychophysiological and socio-psychological components compared to bachelor’s degree students, while a psychological component of adaptation readiness is at the same level at all stages of education. Within the framework of forming components of adaptation readiness of students the recommendations for university lecturers and psychologists have been provided.

The decline in the effectiveness of post-graduate programs is one of the problematic issues of Post-Graduate Programme in any university. In many respects, the enrollments that are weak in terms of the quality of students are due to the poor awareness of graduates of the Specialist’s Degree and Master’s Degree Programmes about what learning at the third level of higher pro-fessional education is, what advantages and to whom does obtaining an academic degree of candidate of sciences give. In this regard, career guidance work in Post-Graduate Programme is one of the important factors of its effectiveness. At the same time, an analysis of researches on the organization of career guidance work with students indicates that in most universities, the main goal of career guidance work is to attract high school graduates to enroll in a university and the choice of a specific direction of training and a profile of education. The absence of a multi-level career guidance system “school student–student–graduate” does not allow Bachelor’s Degree and Specialist’s Degree students to comprehensively develop an individual trajectory of development in the research field and methodically prepare students to continue their learning in Post-Graduate Programme. In this research a) the relevance and the necessity of organizing career guidance work among Bachelor’s/Specialist’s Degree and Master’s Degree students for admission to Post-Graduate Programme is indicated; b) the pedagogical potential of the institute of mentoring in organizing career guidance events to attract talented youth to Post-Graduate Programme is considered; c) a description of the experience of the Derzhavin Tambov State University on the implementation of the scientific and educational project “I want to be a Post-Graduate Student” within the framework of the mentoring institute is given. Subject and thematic content of the project includes three blocks: 1) Post-Graduate Programme: what it is; 2) admission and learning in Post-Graduate Programme; 3) scientific journals and publication ethics. The work describes in detail the content of the project.