Abstract
The article aims to study the formation of the software engineering students’ readiness for professional mobility in the educational and information environment of a technical university. The hypothesis of our research is the assumption that the formation of students’ readiness for professional mobility depends on the following organisational and pedagogical conditions: 1) the development of students’ positive intrinsic motivation for training and future professional activity using interactive methods and IT); 2) integration of the structure and content of foreign language with professional training by modelling professional activities through blended learning; 3) synergy of psychological and pedagogical process taking into account the components of the teacher’s professional competence (a tutor, a moderator, a scientist, a designer, and a director). The pedagogical experiment was conducted at the National Aviation University and included three stages: preparatory, formative and final. In total, 158 students of I-V years of study majoring in software engineering took part in various stages of the experiment. 26 students made up an experimental group (EG), 24 – a control group (CG). The criteria and indicators for assessing the students’ readiness for professional mobility and the methods of evaluation were determined. The results of the experiment have proven the proposed hypothesis. The indicators of the productive and creative levels of readiness by all the criteria considerably increased in the EG, while in the CG a slight positive dynamics can be seen. Promising directions for further research can be related to the development of an integrative ESP Moodle course for future software engineers.
Highlights
The creation of a single European labour market requires highly skilled professionals, obtaining theoretical knowledge but a high level of professional mobility
The results of the conducted experiment have proven a positive change in the indicators by all the criteria, for example, of the motivational component of forming readiness for professional mobility: the number of students in the experimental group (EG) having the reproductive level of this component decreased from 30.8% to 15.4%; while the number of students having demonstrated the productive level increased from 46.1% to 53.8%; the number of students having the creative level increased from 23.1% to 30.8%
The indicators of the productive and creative levels of readiness for professional mobility considerably increased in the EG, while in the control group (CG) a slight positive dynamics can be seen
Summary
The creation of a single European labour market requires highly skilled professionals, obtaining theoretical knowledge but a high level of professional mobility. The research on forming readiness for professional mobility is stipulated by the rapid development of the software industry that results in the need to optimise and improve software engineers’ professional training, which is currently not in line with the social and market needs. Based on the sites of leading software development companies and the researched papers, we can conclude that the notion implies continuous adaptation to evolving working environments and technological development (Morozova & Mendzebrovskyi, 2013) It requires perfect communication and teamwork skills for interaction with programmers, managers and customers having no technical background; a sound command of English to work in a multinational environment and learn new methods of developing software (Babii, 2013; Mignonac & Herrbach, 2003); forming positive motivation for self-improvement and career advancement The concept is primarily regarded as horizontal social and professional mobility correlating, to some extent, with integral personal characteristics
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