The role of non-core disciplines in the professional education of students of technical universities

Abstract

Introduction. Rapidly developing technological progress and changing economic conditions increase the responsibility of universities for the preparation of highly competitive technical specialists who are ready to work in new economic realities. This determines the importance of motivation for gaining knowledge and skills, acquiring a positive professional identity, which is part of the tasks of professional education. In professional education, the role of specialized disciplines is indisputable, but the possibilities of the variable part of non-core disciplines are practically not used. The purpose of the article is to determine and substantiate the pedagogical conditions necessary for qualitative changes in the process of professional education in a technical university in the study of non-core disciplines. Research methods. The achievement of the goal was facilitated by the use of methods: theoretical (content analysis of psychological and pedagogical sources, generalization, comparison, forecasting, modeling); empirical (testing, interviewing, conversation, questioning, experimental method, analysis of personal experience, pedagogical consultation); methods of information registration and processing. The study involved 72 students and 12 teachers from Novosibirsk State Technical University (Russia) and Karaganda Technical University (Kazakhstan). Research results. The concept of "professional education", used in the context of training technical specialists, has been clarified. The necessity of using the variable component of non-core disciplines for the purpose of professional education of students in the conditions of a technical university is substantiated. The pedagogical conditions for qualitative changes in the process of professional education of students of technical universities in the study of non-core disciplines have been identified and empirically tested: orientation of the content of the variable part of non-core disciplines to the profile of students' training; the use of pedagogical technologies, involving close cooperation and active interaction of all participants in the educational process; introduction of pedagogical means of professional education into the educational process. Conclusion. The introduction of specially organized conditions into the educational process of non-core disciplines contributes to the formation of positive thinking in relation to the professional field, the acceptance of the social mission of the technical profession, the perception of the level of responsibility for decisions made in the vocational subculture. Dynamics of indicators: positive attitude towards the profession increased by 40%, understanding of the importance of non-core disciplines increased by 45%.