Additional Professional Programs Research Articles

АКТУАЛЬНЫЕ НАПРАВЛЕНИЯ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ СОТРУДНИКОВ ЦЕНТРОВ «МОИ ДОКУМЕНТЫ»

The presented article is the result of a large-scale survey conducted among the employees of the "My Documents" centers. The purpose of the study was to identify professional gaps, deficient competencies, which, according to the MFC employees themselves, should be filled in the process of mastering additional professional programs. The result of the study was the development of relevant areas of professional development of MFC employees, that is, a range of measures that allow increasing the pace and efficiency of educational processes for specialists of the My Documents centers within the framework of obtaining additional professional education.

Didactic Support for the Development of Information and Communication Competence of Teachers

The proposed article is devoted to the problem of the development of information and communication competence of teachers of secondary vocational education in the system of advanced training. The author notes that the process of developing this competence will be effective if a set of conditions is implemented when training under additional professional training programs. In the course of the study, organizational and pedagogical conditions were identified that contribute to the development of information and communication competence of teaching staff. Special attention is paid to one of the conditions, the basis of which is the implementation of a didactic complex of support for the development of information and communication competence of teachers of secondary vocational education. According to the author it is necessary to apply competence-based, technological, as well as systemic approaches for the successful implementation of this process. In order to confirm the hypothesis of the study, a pedagogical experiment has been organized, in which pedagogical workers of secondary vocational education took part. Belgorod and Belgorod region. The main element of the information and communication competence development is the didactic complex, which includes: applied software pedagogical products, knowledge and data bases, information, didactic and methodological tools, audio-video materials; an additional professional training program “Information and communication competence of a teacher”. Control and experimental groups consisted of the pedagogical experiment participants. Special organizational and pedagogical conditions have been created for the participants of the experimental group, while in the control group training took place in the usual standard mode. The author cites the results of the conducted pedagogical experiment, which indicate that the experimental work carried out contributed to an increase in the level of development of this competence. Keywords: teaching staff, secondary vocational education, information and communication competence, didactic complex, professional development

Моделирование аэрокосмических производств: обзор технологий, методов и перспектив их использования в производствах будущего

The paper presents a review of modern technologies used today to various degrees in simulating the production activity. The emphasis is primarily made on production in aviation, space and rocket industries. The work objective is to develop approaches to introduction of technologies in practice today without waiting for the final formation of their implementation environment, which in most cases requires serious preparation, fundamental changes and long-term implementation. Without them, the use is becoming impossible in principle or inefficient. Based on these positions, the methodological foundation of technologies was studied, they were systemized, their potential in solving the current production problems was evaluated, and the prospects for their use in future were considered. Main sources of technology containment were shown. Attention was paid to the issues of standardization in the digital transformation. Possibilities and limitations of using the considered technologies in the education were studied in order to train the highly sought specialists familiar with technologies and possessing skills of their practical implementation. In this context, these technologies are conditionally divided into those that could be studied in higher educational aerospace institutions and those that reasonably could be studied within the framework of additional professional educational programs.

ДИСТАНЦИОННЫЕ ОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ В ПОСЛЕДИПЛОМНОМ ОБРАЗОВАНИИ КАК СРЕДСТВО ОБУЧЕНИЯ МЕДИЦИНСКИХ СЕСТЕР В УСЛОВИЯХ COVID-19

At the present stage of healthcare system development, due to the pandemic of the new coronavirus infection COVID-19, postgraduate education of specialists with secondary vocational medical education is undergoing significant changes. Nurses are faced with new realities of our time — training on additional professional training programs with the use of distance learning technologies. The use of distance learning in the implementation of the educational process is an effective mechanism of postgraduate education, which contributes to the formation of a high level of general and professional competencies, as well as a productive career model of a medical worker. A characteristics of nurses training in the conditions of COVID-19 was the intensification of the use of distance learning technologies, which ensures the availability of education, creating the opportunity to maintain and improve their professional level regardless of location and at a convenient time, in turn reducing the number of social contacts of students, expanding geographical boundaries, covering a large number of specialists. The specific features of medical education are that the main part of the competencies being improved and formed is inextricably linked with forms of training that requires personal presence, for example, practical manipulations and communication skills. Therefore, to implement the complex of basic characteristics of postgraduate education of secondary medical workers, elements of e-learning and distance learning technologies are introduced and used together with the development of practical skills, using the innovative approach “education–science–practice”, taking into account the modern development of advanced medical science technologies and the priority of patient safety. Distance learning technologies in postgraduate training of medical workers allow us to effectively solve current educational tasks, taking into account the needs of the healthcare system.

Design a personalized additional professional education of teachers: event-positional methodology

Introduction. The relevance of designing the event-positional methodology of personalized additional professional education of teachers in the conditions of a pedagogical university is determined by the following aspects of the modern educational situation: the practical need for the development of additional professional programs of a new type; the need to overcome the backlog of requirements for the modernization of the main professional educational programs for future teachers from the new requirements of professional standards to their professional activities in an educational organization; the growing importance of the idea of education as a national priority; the demand for new norms of positional and professional self-determination of the teacher.Aim. The purpose of the article is to identify the methodological vector of the deployment of special theoretical and design-scientific works on the creation of a model for the formation and implementation of a personalized strategy for the development of a teacher in the process of additional professional education and the cultivation of a special culture of new pedagogical professionalism, which is determined by the presence of abilities for self-education, and thereby for self-development.Materials and Methods. The basis of the scientific search was the synthesis of fundamental provisions on a personalized model of the development of a teacher's reflexive abilities for self-transformation; on new goal-setting, which provides an opportunity for a teacher to learn how to design an educational situation in the dynamics of its development, combining elements of theory and practice to obtain a holistic, new knowledge; on the development of resource anthropological potential and development management; about new andragogic formats and technologies for creating professional communities and managing the personal development of teachers.Results. A thesaurus of event-positional methodology and a methodological scheme for building a new practice of continuous advanced pedagogical education have been developed, acting as a normative-prognostic and practice-oriented basis and a value- meanings reference point for personalized additional professional education of teachers. The trial implementation of the developed methodological scheme within the framework of scientific and methodological support of the activities of project teams of educational organizations - co-executors of the network project of training mentors for the development of the federal innovation platform of the Ministry of Science and Higher Education allowed us to establish the fundamental laws of positional self-determination as an educational result of managing the personalized development of teachers in conditions of additional professional education.Discussion and Conclusions. The scientific novelty of the research results is characterized by its focus on creating a prospective model of personalized additional professional education, the principles, conditions and mechanisms of which are directly focused on the inclusion of teachers in the processes of self-education and self-development with the help of targeted design of productive action technology that determines the mechanisms of activity development and assignment of norms of self-realization and the construction of a new educational reality, in which the person himself is both the subject and the object of transformations and transformations. The event-positional methodology makes it possible to build a unified, continuous and variable system of targeted additional professional education in the conditions of a pedagogical university on the basis of personalized educational tracks designed taking into account the specific needs of a pedagogical worker in the continuous updating of their professional knowledge and the acquisition of new professional skills determined through diagnostic procedures, based on the priority of the practiceoriented (applied) component of the educational process and the use of the possibilities of the digital educational environment.

Supplementary education teachers’ professional improvisation culture development by reflective pedagogy means

The activity of supplementary education system employee is associated with the syncretic pedagogical and creative process organization with students, their parents and various social partners participation. The circumstances in which supplementary education teacher finds himself often turn out to be unforeseen and require spontaneous effective actions from him ‒ professional improvisation. It becomes more productive with the expected understanding of its prerequisites, conditions and results. In this regard, the purpose of this article was the theoretical and methodological substantiation of the potential of reflexive pedagogy use in supplementary education teachers professional improvisation culture development. Within the framework of the described study, conducted on Donetsk Republican Institute for the Education Development basis, the reflective pedagogy possibilities were studied as part of the supplementary education teachers professional improvisation culture formation in the postgraduate education system. The experiment involved the inclusion of the module Supplementary education teachers professional improvisation culture in the additional professional program for supplementary education teachers, which included a section using the reflective pedagogy potential. The practices offered to teachers involved improvised professional actions assessment with their subsequent discussion. As a result, the personal reflexive skills structure and content within the framework of the supplementary education teachers professional improvisation culture were described, and their development methodology for was proposed. The practical significance of the study is confirmed by the professional and personal results diagnostics data of additional professional program mastering, in connection with which the author considers promising further research in the field of reflective practices use in the supplementary education teachers postgraduate education system.

Simulation Trainings Iin Improving Professional Competencies as a Part of Professional Retraining

The publication reflects the results of a study of self-assessment of the level of professional competencies in the field of emergency medical care among persons who have passed the primary specialized accreditation on the basis of Kursk State Medical University. Self-assessment was carried out, among other things, among specialists who completed a simulation course aimed at improving professional competencies in providing medical care in emergency and emergency forms as part of the implementation of additional professional retraining programs.

Teacher Training for the Formation and Evaluation of Functional Literacy of Students in the Process of Individualized Professional Development

Education today faces many challenges caused not only by the high rates of technology development, but also by the rapid changes in the political and socio-economic situation in the world. A graduate of a modern school should be able to use his constantly updated knowledge and skills to solve a wide range of life tasks, i. e. he should have a sufficiently high level of functional literacy. However, international comparative studies record an insufficient level of functional literacy among Russian schoolchildren. The formation of functional literacy of students is becoming one of the main tasks of a modern school. The problem of individualized teacher training for the formation and evaluation of functional literacy in the process of professional development has not been raised and has not been solved. The purpose of this article is to reveal a variant of individualized teacher training for the formation and evaluation of functional literacy of students through the description of the content of an additional professional program designed on the basis of the modular principle. The methodological basis of this study is the acmeological approach, since it allows us to study the patterns of professional development of teachers in the process of professional development, as well as the principles of andragogy formulated by domestic and foreign scientists. The article describes a variant of the implementation of a modular additional professional program, the content of invariant and variable modules aimed at the formation of psychological, theoretical and practical readiness of teachers for the formation and evaluation of functional literacy of students. The described variant of individualized teacher training for the formation and evaluation of functional literacy of students can be used to design additional professional programs in various areas of development of Russian education, and will also be useful to researchers engaged in the search for effective options for preparing teachers for any direction of professional activity in the process of professional development.

Дистанционные образовательные технологии в системе профессиональной подготовки сотрудников ОВД России

The purpose of the study is to find the best ways to improve the professional training of Russian police officers who study under additional professional training programs (advanced training) in educational institutions of the Russian Ministry of Internal Affairs in the context of distance learning. Scientific novelty lies in the fact that the use of distance learning in the professional training of police officers will allow the introduction of the latest information technologies into the teaching methodology, which will contribute to improving the effectiveness of professional training. As a result, it was revealed that the use and use of distance learning will reduce the cost of organizing it for both students and teaching staff; organize a significant number of trainees; improve the quality and effectiveness of the educational process through the use of digital educational resources; create a unified educational environment in the system.

ПРИНЦИП КЛИЕНТОЦЕНТРИЧНОСТИ В ПРОЦЕССЕ ПОДГОТОВКИ КАДРОВ НА ГОСУДАРСТВЕННОЙ СЛУЖБЕ

The hypothesis of the presented article is the idea that the formalism of additional vocational education in the process of training personnel in the public service can be eliminated by introducing the principle of client centrism. Clientocentricity implies a guideline on listeners and their needs and the satisfaction of individual and collective educational needs. The principle of client centrism in the process of mastering additional professional programs should be based on the opinion of all stakeholders in the educational process, that is, on the opinion of customers, performers and, most importantly, the listeners themselves. The principle of client centrism is formed through compliance with several factors, including: blended format, corporate approach, customization, personalization, expert support, innovative methodology, analysis and assessment.

Содержательно-методические аспекты реализации тьюторского и менторского сопровождения в системе непрерывного дополнительного профессионального образования

The aim of the study is to identify the content and methodological aspects of the implementation of tutor and mentor support in institutions of additional professional education. The article presents the content and methodological aspects of tutor and mentor support organization in additional professional education, taking into account the provisions of acmeological, activity and personal approaches. The scientific novelty of the study lies in the determination of the pedagogical conditions for organizing tutor and mentor support, necessary for the implementation of an individual educational route for students of additional professional programs for advanced training and professional retraining. As a result, the forms of tutor and mentor support implementation in the system of additional professional education for adults are determined.

Organizational and Pedagogical Problems of Additional Professional Education

The paper analyzes the basic requirements of professional and public accreditation to the organizational and pedagogical component of additional professional education. The research aims to analyze and characterize the main trends that determine the change in the requirements for the content evaluation and implementation of additional professional programs as one of the aspects of the professional education teacher. Based on the current trend analysis, the necessity of changes in additional professional programs is justified by (1) revision of the approach to the structure and content of additional professional programs, to teaching staff training ensuring their implementation; (2) solving the problem of the invariant and variable ratio of educational programs components; (3) considering the changes in qualification requirements, demands of the labor market, and employers to ensure the anticipatory character of specialists development.

Implementing a Network Project for Pedagogical Workers Within the Framework of Continuing Education: A Case Study From Russia

The article presents the experience of Kursk State University and the department of education pedagogy of the International Children Center “Artek” for the implementation of a network project aimed at programs of continuing professional education of employees of Artek, including pedagogical workers. The authors present the result of providing a network project to implement additional professional programs for a new generation. The research aims at identifying new opportunities for everyone while implementing a network project for training pedagogical workers at Artek. The paper presents the experience of implementing continuing professional education programs at Artek when implementing a network project covering various training areas. All implemented programs are characterized by newness and modern approaches in educational practice. The research is based on the system-activity and personality-oriented approaches, the theory and methodology of vocational education. As a result of the study, the quality of the training program improved, and highly qualified specialists worked on implementing this project. Moreover, the massive coverage of students allowed them to improve their qualification level of education.

Профессиональные стандарты: роль и значение в обеспечении качества и безопасности медицинской деятельности, основные задачи

The article deals into detail with the application of professional standards in the activities of medical organizations and in the training of medical personnel. The authors substantiate that the application of professional standards in the regulation of labor relations of medical workers, as well as in the development and implementation of both professional educational programs and additional professional programs is an essential tool for ensuring the quality and safety of medical activities. The main tasks facing today in the field of the application of professional standards, the implementation of which will contribute to improving the quality and safety of medical activities, are identified: the creation of legal mechanisms for the effective application of professional standards by educational organizations; ensuring continuity in the application of professional standards between the training of medical personnel and the regulation of labor relations in the process of medical activity; the need to constantly maintain professional standards up to date.

К вопросу о формировании цифровой культуры сотрудников ФСИН России

The article deals with topical issues of the formation of digital culture of employees of the Federal Penitentiary Service. The formation of the digital culture of employees of the Federal Penitentiary Service of Russia is connected with the need to address issues related to the development of digital competence in the field of digital transformation in the Federal Penitentiary Service for employees of institutions and bodies of the penal system. Digital culture today is an integrated, systemic, holistic personality quality based on an information worldview and information communication interaction, including knowledge, skills, skills, competencies within the framework of professional activity. The formation of digital culture should begin within the framework of training in an educational organization and continue throughout life, in the context of the methodology of continuing education, as part of the development of additional professional programs. The principles of digital culture formation are highlighted: systemic, activity-based, step-by-step formation, axiological, continuity, modeling and structuring of learning, integrity in learning. The formation of a digital culture of an employee of the penal enforcement system today is impossible without the assimilation of new digital competencies in the field of digital transformation tools that ensure the efficiency, timeliness and success of solving professional problems, a diverse analysis of emerging professional situations that require solutions and control. The complexity and multitasking of the official activities of employees of the Federal Penitentiary Service of Russia requires improving the quality of professional activity and professional training, taking into account the trends of social changes taking place today against the background of digitalization, informatization, globalization processes in society, which, in turn, cause and stimulate the development of digital transformation in society. It seems necessary to focus on highly professional training of employees of the penal system in the field of digital technologies and the formation of digital culture.

Перспективы и возможные варианты развития непрерывного медицинского образования в России

The article analyzes the prospects and possible options for the development of continuous medical education (CME) in Russia. Currently, the most realistic and preferable option is the development of CME based on improving the quality and increasing the volume of implementation of additional professional medical education programs. It is noted that one of the most important factors of national security is the constant maintenance of a high professional level of medical workers, which can be ensured within the framework of the CME, first of all, by implementing additional professional programs of appropriate quality and the necessary volumes.

Modeling of Additional Professional Educational Programs to Overcome Subject Deficits of Mathematics Teachers

Modern challenges of the system of mathematical training of schoolchildren cause the growth of subject professional deficits of a mathematics teacher. However, the question of how to identify and level these deficits remains open. This makes it possible to state the problem of research, which consists in finding effective methods for overcoming the subject deficits of a mathematics teacher. The purpose of the article is to determine a modern approach to modeling additional professional educational programs for overcoming subject deficits of mathematics teachers and to develop a structural-meaningful model of an additional professional educational program “Subject deficits of a mathematics teacher”. Methodology. The methodological basis of the study was a competency approach as the basis for structuring the professional competencies of a mathematics teacher; a variable-modular approach as a constructive basis for structuring the model of an additional professional educational program; a systematic approach as the basis for diagnosing the professional deficits of a mathematics teacher; professional standard of a teacher (Module “Subject training. Mathematics”), the requirements of the federal state educational standard for the mathematical training of students in a comprehensive school. Methods of analysis of special literature and regulatory documents, pedagogical modeling and design were used. Study results. The conceptual foundations of modeling an additional professional educational program to overcome the subject deficits of a mathematics teacher have been identified. A structural model of the additional educational program “Subject deficits of a mathematics teacher” is presented. Conclusion. A distinctive feature of the additional educational program presented in the article “Subject deficits of a mathematics teacher” is that it consists of modules that design the continuous process of professional growth of a mathematics teacher in the context of targeted, personalized assistance to practicing teachers, through the selection of variable program modules.

Developing the value orientations of young educators as a predictor of professional activity

Introduction. According to world statistics, some of the young teachers leave educational organizations. The reason is in the “axiological conflict”: the contradiction between the value orientations of the teacher himself and the values of the education system. The desire to resolve this contradiction determines the purpose of the study: to determine the content and methods of forming the value orientations of young teachers as a predictor of their professional detail. Materials and methods. The theoretical part of the study is based on the analysis and generalization of primary sources on the problem under study. Empirical methods are presented by a formative experiment conducted on the basis of the author's program of additional professional education, aimed at resolving the axiological conflict of young teachers. Value orientations were studied using the methodology of N. A. Samoilik "Diagnostics of the professional and value orientations of the individual". The results were processed using the methods of mathematical statistics (Student's t-test). The study involved teachers of the Kirov region with work experience from 1 to 5 years (N = 161 people). Research results. It has been empirically proven that the program of additional professional education causes positive dynamics in the development of value orientations of novice teachers: in the emotional (the difference between the results of the input and final diagnostics was 2.75 walls), cognitive (2.6), and behavioral (2.3) components. The empirical value for each criterion is tCR = 1.99 at p ≤ 0.05, tCR = 2.64 at p ≤ 0.01. The greatest changes have occurred in such structural components of value orientations as: "values - goals" (3.5), "values - relationships" (2.8) and "values - skills" (2.7). Less changed were "values - qualities" (1.9), "values - result" (2.0) and "values - knowledge" (2.4). Discussion and conclusions. The reasons for the axiological conflict, caused by the contradictions between: the values of the education system and the requirements imposed on it by society, the state and the market, have been determined; "Values-expectations" to the young teacher and his value orientations. The effectiveness of the author's additional professional program in the development of the emotional, cognitive and behavioral components of the value orientations of novice teachers has been proved.

Organization of lifelong education of library staff in the electronic environment

The object of the report is to present a complex approach to lifelong professional education of library specialists in the digital environment, used in the Far Eastern State Scientific Library, to disclose the factors influencing quantitative and qualitative indicators in this sphere, to identify problematic and positive aspects based on the results of activities for the period of 2017–2021. The main attention is paid to the system of lifelong education of the staff of public libraries in the Khabarovsk Territory, closely related to the activities of the Center for Professional Development on the basis of the Far Eastern State Scientific Library, founded in 2002 with the support of the State Public Scientific and Technological Library of the Siberian Branch of the Russian Academy of Sciences and received the first license in the Far East to conduct educational activities on the basis of the library institution in 2004. Licensed programs of upgrading skills of library specialists of the region, short-term training in the framework of non-formal education, information and methodological support of educational activities (generation of information resources in modern formats in modern formats on current areas of library activity, development of network educational projects aimed at improving professional level of staff of the Far Eastern State Scientific Library and municipalities of the Khabarovsk Territory, support of professional skills competitions, analysis of the libraries activities) are examined. In the context of the digital space formation, the efforts of the Far Eastern State Library are aimed at interacting with partner libraries, providers of information resources, updating pedagogical tools with an emphasis on a competencybased approach, expanding the list of educational programs, introducing distance learning on additional professional programs, and providing open access to digitized educational resources.

Application of The Cognitive-Technological Approach for Creating Online Courses on Digital Technologies for Teaching Staff

Purpose of research. The revision and updating of approaches to the development of conditions and means for the implementation of advanced training programs for teachers in digital technologies in distance learning mode seems today to be an urgent and significant direction of scientific and pedagogical activity for the modernization of the system of additional postgraduate education in the Russian Federation. Training in such programs, as a rule, takes place on the basis of learning management systems in the format of online courses. The focus of this work is the problem of developing complex online courses, and not separate sets of digital didactic tools.The purpose of the study is to present the essence of the cognitive-technological approach and describe the most significant features of online courses on digital technologies for teaching staff developed on its basis.Materials and methods. The study has been conducted since 2018 based on the Regional State Autonomous Institution of Additional Professional Education “Krasnoyarsk Regional Institute of Advanced Training and Professional Retraining of Educators” and is devoted to solving the problem of improving the effectiveness of online training of teaching staff within the framework of advanced training programs in digital technologies.The working hypothesis of the study is the assumption that improving the effectiveness, satisfaction and providing conditions for the personification of teaching staff at advanced training courses in digital technologies can be provided if they are designed and developed on the basis of a cognitive-technological approach.Based on the analysis of scientific and pedagogical sources and the subsequent synthesis of cognitive and technological approaches existing in the didactic theory, the authors identified the key and most significant features that should be present in modern online courses on digital technologies for educators.Results. From a theoretical point of view, the paper describes the key characteristics of the cognitive-technological approach that define consolidated requirements for the description of goals, content, structure and conditions for the implementation of additional professional educational programs for advanced training created on its basis. From the perspective of practice, the paper presents possible ways to implement these requirements in online courses hosted in learning management systems (using the example of Moodle capabilities). An example of an online course on key digital competencies of teaching staff developed in this way is shown.Conclusion. The provisions described in the paper substantiate the need to find ways to improve the design technologies of advanced training and retraining programs focused on personification, high performance and conditions of the digital environment. The proposed characteristics, features and an example of the application of the cognitive-technological approach allow the implementation of such programs in the Moodle learning management system.The information presented in this paper may be of interest to teaching methods specialists designing additional professional educational programs for teaching staff; for developers and teachers of advanced training courses in digital technologies and their potential learners; for researchers in the field of digitalization of education.