Development Of Professional Culture Research Articles

PSYCHOLOGICAL-PEDAGOGICAL AND PHILOSOPHICAL-EDUCATIONAL DISCOURSE OF THE ISSUES OF TRAINING MASTERS OF HUMANITIES ON AXIOLOGICAL BASIS

In the article, based on the analysis of modern aspects of the modernization of the world and national educational systems, the question of the formation of professional values and attitudes of specialists in the humanitarian field (philosophers, historians, religious scholars, philologists, culturologists) as carriers of general culture and creators of humanistic practices of the interaction of various social and ethnic groups on axiological grounds is updated. 
 The paper aims to systematically analyze samples of psychological-pedagogical and philosophical-educational discourse, which reflect modern axiological ideas, the history of the development of educational values, and proposed means of implementing these assets in the national system of training specialists in the humanitarian field.
 Leading psychological-pedagogical models of discourse include freedom of thought as a variant of the individual’s freedom to choose a system of values (P. Shchedrovytskyi), the three-component approach to personality (G. Lasuel, Z. Freud); identification of value paradigms of education (O. Sukhomlynska, N. Tkachova); the concept of education as a socio-cultural phenomenon (V. Ohneviuk); the need for corrections in the management of education as a social institution (V. Kryzhko) and others.
 The assets of the philosophical and educational discourse of the research issue were chosen: S. Klepko’s identification of the leading regulatory values of education – love, and agreement with the values of being; interpretation of I. Utyuzh’s self-worth of education in line with the philosophical and anthropological tradition, the vision of the personality of a specialist as the dominant value of Ukrainian professional education; the scientific position of scientists regarding the fact that no value system can be implemented without the creative innovations of an individual since the development of professional culture is impossible without the cultivation of the individual's creative potential (A. Arkhiezer, M. Sheler, I. Ziaziun).
 It was found that the main perspective of the research is the search for ways to resolve the contradictions between the social demand for a creative, active, harmonious value system of a professional personality and the lack of value-oriented technologies for the professional training of masters in the humanitarian field.

PROFESSIONAL CULTURE OF FUTURE MASS MEDIA SPECIALISTS: THEORETICAL AND PRACTICAL EXPERIENCE

The article discussed the process of future mass media specialists' professional culture development. It outlined the aspects of professional culture and defined its essential functions for the media experts' work. The paper analyzed the critical principles of the model development that help form future media specialists' professional culture. The author presented the practical experience of educating students in journalism major at the Zhytomyr Ivan Franko State University. The paper noticed that forming the professional culture of future mass-media specialists is a systematic process involving developing personal qualities and considering all professional tasks, requirements, and their implementation through forms and methods. The article argued that the process of future mass media specialists' professional culture should be considered at different levels of development. The initial level is conditionally characterized as information, where the degree of formation of the system of professional knowledge still needs to be more profound; professional abilities are in the formation stage.
 Furthermore, professional knowledge and skills are sufficiently formed at the intermediate level, but the ability to quickly solve production problems is developed at the level of standards. Finally, the higher level of professional culture forming is characterized by a broad professional outlook, a large amount of professional knowledge, interests, skills, a creative understanding of the production situation as a problem, and the ability to solve it efficiently, creatively, and effectively. To achieve a positive result in shaping the professional culture of the future mass media specialist, it is necessary to develop at the state level the concept of forming the professional culture of mass media professionals and create a model of their activities. Specific examples have shown that the professional culture of future mass media professionals should not be simplified into a system of specialized, highly professional knowledge and skills. The article emphasized that, within the framework of educational and journalistic activities, it is essential to create a system of conditions and means necessary for the effective formation and professional culture of the future mass media specialist improvement at the government level.

Development of professional culture in the activities of future teachers and psychologists

The formation of professional culture of an individual is one of the most important conditions for changing the system of training qualified educational psychologists. This article aims at studying the main prerequisites for effective building of professional culture of young specialists in the field of educational psychology.The research collected data from previous researches and analyzed them using content analysis. The analysis show that future specialists’ positive motivation to work is one of the key aspects that contribute to successful development of his/her competence and professional culture. The higher educational institution is an important factor for the formation of a new value system and should use its educational potential to form the proper attitude of future educational psychologists to the future professional activity.
 
 Keywords: competence practical psychology; professional activity; student’s preparedness; teacher-psychologist; professional development.

How is the demand for important professional qualities of a future doctor changing in the context of digitalization?

Aim. To analyze, revise and supplement important professional qualities of a future doctor in the context of digitalization.Material and methods. The study involved 74 1st year students of General Medicine faculty of Krasnoyarsk State Medical University. A doctor’s self­assessment form was used, which includes a list of important professional qualities (IPQs) of a doctor in three blocks. The ranking method was used to measure the significance of doctor’s IPQs, taking into account the preferences of students. An assessment of the IPQs of future specialists was carried out using a heuristic evaluation method based on self­-assessments, classmates’ and expert assessments. Mathematical data processing was carried out using Excell.Results. The analysis showed that 82,14% of future specialists identified the first rank of IPQ block as contributing to development of professional culture of doctors. The second rank was assigned by 67,86% to IPQ block related to social responsiveness of doctors, while 75% of students assigned the third rank to IPQ block related to information competence. According to the average value of heuristic self­-assessments, the IPQs of social responsiveness of a doctor are optimally formed (5,72), while the IPQs of working with information (4,27) and doctor professional culture (3,50) are underdeveloped.Conclusion. Despite the digitalization of medicine, the social role of a doctor remains the same. The conducted research has revealed the following tendencies. Future specialists understand the demand for IPQs that contribute to the social responsiveness of doctors. Students recognize that they have the IPQs necessary to interact with patients at an optimal level. Underdeveloped IPQs were those related to working with data, digital etiquette, and practical experience of working in the digital space. In addition, it was revealed that the IPQs related to the development of doctor professional culture are insufficiently formed. The list of the doctor’s IPQs was revised and supplemented with new competencies related to digital interaction.

Формирование профессиональной культуры педагога-музыканта у иностранных студентов в процессе музыкально-инструментальной подготовки в российском педагогическом вузе

We examine some of the problems of the process of developing the professional culture of a music teacher among foreign students from the Chinese People’s Republic in accordance with modern trends in Russian pedagogy of music education; the concept of “culture of piano performance-intonation” is revealed as a necessary component of the professional culture of a music teacher. The goal is to substantiate the need to study the features of the development of professional culture among Chinese students, future music teachers, in the process of musical and instrumental training at a Russian pedagogical university. In the course of the research, the concept of “professional culture of a music teacher” is clarified; the features of the development of the professional culture of a music teacher, and, in particular, the culture of piano performance-intonation among Chinese students, as its separate component, are investigated; the conditions for the upbringing of the culture of piano performance and intonation among foreign students in the process of musical and instrumental training in a Russian pedagogical university are determined. The research methodology is based on the systematization of scientific and pedagogical knowledge in the field of musicology, pedagogy and psychology of music education, as well as the results of experimental work carried out over the past three years on the basis of the “Special Piano” Department of the Tambov State Musical Pedagogical Institute named after S.V. Rachmaninov and the Music and Methods of Teaching Music Department of Penza State University.

Pedagogical Conditions of Developing Professional Culture in Law Students

The article substantiates the pedagogical conditions of developing professional culture in law students. To this end, the authors reviewed scientific (pedagogical, psychological, legal) literature, taking into account particularities of professional activity of future lawyers, as well as educational standards of training law students in higher educational institutions (HEIs) of Ukraine, and the component structure of professional culture of future lawyers. The above steps suggested that ensuring efficient development of the phenomenon under study is possible through the realization of a set of pedagogical factors, namely: formation of professional-subject constructs of professional culture of law students in the process of solving simulated professional situations; involvement of law students in professional activity through legal clinics; creation of a professional and cultural educational environment in HEIs. We selected the pedagogical conditions with emphasis on the components of professional culture of law students. Thus, each specific pedagogical condition was directed to the formation of a specific component of the phenomenon under study. We applied A number of methods of scientific knowledge and special techniques in the course of the experimental research to study the level of the development of professional culture in law students. To check the effectiveness of the implementation of certain pedagogical conditions, we conducted a pedagogical experiment, which consisted of a series of successive stages. The students of the control groups studied with the use of the traditional system of training law students. In the experimental groups, pedagogical conditions of developing professional culture in law students were realized by implementation of competent, contextual, systematic approaches and innovative methods were used during classes in a number of professional subjects. The analysis of the indicators of the level of professional culture development in law students shows that there are students with low levels in both categories of groups. Therefore, the improvement of the professional training of lawyers in the direction of further development of their professional culture according to our method becomes topical, since significant positive results were obtained in the experimental groups.

Triangulating Social Networks and Experiences of Early Childhood Educators in Emergent Professional Cultures

Professional culture is a key element for successful implementation and change in schools. The purpose of this paper is to triangulate collaboration networks and experiences of educators to describe the emergent professional cultures in three newly-opened pre-kindergarten schools. This paper uses an exploratory mixed-methods case study approach. The professional cultures of three pre-kindergarten schools were explored using descriptive social network analysis of 75 educators’ collaboration within their schools and semi-structured interviews of 20 selected participants. Findings indicate distinct cultures at each of the three schools. Variations in network cohesion, in the alignment between formal and informal networks, and personnel stability combined into different types of professional culture. Interview statements and examples provide evidence and point to the importance of staff turnover in the development of professional culture among early childhood educators. The key limitation is that this study explores networks at the end of their second year of operation. Given that networks evolve as personnel and structures shift, the findings represent only a moment in time. This study supports the local nature of teaching and suggests that districts and leaders should consider the professional culture, and the specific role of the staff turnover, in that work. This study provides the rare opportunity to explore professional culture within brand-new school sites. It extends the existing literature by comparing three early childhood sites with different daily experiences of the same focused work.

PROFESSIONAL CULTURE IN THE CONTEXT OF FUTURE DOCTOR TRAINING

The paper points out the specifics of medical students’ professional culture formation, analyses its components and conditions. The experience of virtual training programme use in Latin classes for medical students is summarized. Development of professional culture is sure to enrich the man’s inner world, as well as to contribute to his (her) professional development and personal self-improvement. Any person reveals himself (herself) most vividly while interacting with the others in performing professional duties, the outcomes often depending on the proper conduct, speaking, hearing, and language. 
 Training of future medical professionals is an element of professional education and is aimed at providing specialists with a certain level of professional skills alongside with the formation of proper professional qualities and development of general personal culture. Medical educational institutions are supposed to provide future specialists with adequate amount of knowledge, necessary for the work in their field and to make them aware of their professional perspectives and able to influence the process actively and effectively. It is in this aspect that the professional culture is involved, that is demeanour, speaking, hearing, and language matching the generally accepted standards and principles, primarily moral, and the requirements set to the particular profession.
 Professional culture of the future medical workers is not the sum of professional knowledge, abilities, and skills only, but a part of general spiritual culture that manifests itself in professional competence, readiness for analysis and evaluation of professional and ethical issues, decision-making, communicative skills, as well as conscious striving for self-education, self-development, and constant professional self-perfection. Formation of medical students’ professional culture is a “teacher-student” indissoluble connection based on humanism, creative activity, and common search for new goals and tasks, which increase future specialists’ motivation to attain new peaks in the professional activity.

Формирование профессиональной готовности к информационно-правовой деятельности специалиста в области рекламы и связей с общественностью: цели, задачи, критерии

Taking into account the main trends of the modern society and reform of areas of human activity, subject to ongoing processes of integration, globalization and increasing role of information and information processes in modern society, he authors consider the issue of professional training of future specialists in the university. In particular, issues of forming professional readiness of the expert in the field of advertising and public relations to implement legal information activities in the context of solving tasks of professional sphere. Based on the analysis of the structure of professional activity and professional competence of the specialist in the field of advertising and public relations, the article shows the place of the information and legal component in their structure and describes its content for the specialist of the specified profile. Considering the professional training of this specialist in the field of information and legal activity at the university, the authors propose a graphical presentation of the concept of formation of professional readiness and competence for this type of activity in the context of the development of professional culture and skills. In this case, the authors show schematically and list not only the specific components of theoretical and practical units, including those defined in the State Educational Standards, but also formulate the main types of professional tasks of the key, basic and special level for the specified profile. Summarizing the above, the authors also formulate criteria for testing the development of profession-al readiness for information and legal activities among future professionals in the field of advertising and public relations through the description of levels and indicators. The issues discussed in this article and implemented in the University, provide performance training of the University students — future experts in the field of advertising and public relations in the direction of information and legal activities, and the graduate himself with qualifications and competitiveness.

Formation of Professional Culture of Youth in the Digital Economy: Foreign and Domestic Experience

The article is devoted to the analysis of the professional culture of youth. In the beginning, the author presents a description of the concept of professional culture as inherent in the human creative potential, his abilities, talents, level of achievement of social goals and ideals, as well as their implementation in practice. Further, the author defines the difference between professional selection aimed at identifying the most capable people and screening out other candidates and professional orientation, allowing the young person to independently and responsibly choose their future occupation. Also, the author analysed the impact of digital tools in the process of training young professionals for the upcoming activities, while indicating both positive and negative consequences of their use and compared the ways of formation of professional culture in the United States, Finland, China. At the same time, the author paid much attention to the study of the historical experience of instilling a professional culture of the Soviet youth and pointed out characteristics of the pedological and activity stages of development of professional culture in the Soviet Union. In conclusion, the author reveals the features of the development of a professional culture of young people in modern Russia and concludes that it is necessary to introduce young people to the existing traditions and values in the interests of the formation of new intellectual and political elites.

Formative assessment techniques as a tool for the development of the behavioral-reflexive component of the future teacher’s professional culture

This paper discusses current issues of future teachers training, in particular their professional culture development. There are five components in the teachers professional culture. The problem of its behavioral-reflexive component development is posed. The authors analyze the federal state educational standard of higher education as well as highlight prerequisites for the development of the behavioral-reflective component of future teachers professional culture. The paper considers techniques of formative assessment as an important element of future teachers professional training. Formative assessment strategies are analyzed; they are divided into five groups. The authors argue that the use of formative assessment techniques for future teachers training at universities contributes to the development of the behavioral-reflexive component of their professional culture. The analysis of educational and methodical literature allowed the authors to single out the techniques of formative assessment used in the process of future teachers training. The methodologies identified by the authors formed the basis of the developed educational-methodical complex of the course Professional culture of the teacher aimed at future teachers professional culture development. The paper presents the results of the experiment aimed at development of the behavioral-reflexive component of future teachers professional culture.

TRANSFORMATION OF EDUCATORS’ PROFESSIONALISM IN THE SYSTEM OF POST-GRADUATE TEACHER EDUCATION

The article analyzes the application of the theory of transformative education in post-graduate teacher education. Professional development of teachers, which is based on the principles of adult education, is influenced by education reforms, innovation environment and the transition to a digital society. This creates a situation of uncertainty for teachers and encourages their acquisition of new competences. Transformational education, initiated by US scholars, has gained popularity in Ukraine to direct post-graduate education to the development of professional culture and professional consciousness of teachers. One of the key concepts of post-graduate teacher education as a component of adult education is professionalism, which is referred to as a set of teachers’ competences that are formed in the system of university education and developed in the system of post-graduate education based on cultural, humanistic and democratic values to make teachers efficient in modern socio-economic conditions. Teachers’ professionalism transformation, which is understood as a qualitative change in their professionalism, due to their readiness to work in the conditions of the digital world and knowledge society, is a result of transformative education in the system of formal and informal adult education. The author also discusses the teachers’ professionalism transformation factors and the features, methods, objectives and outcomes of teachers’ transformative education.

Components of professional culture of the future manager of organizations

In the article was analyzed the content of the notions “manager” and “professional culture of manager”. According to the results of literary sources were separated the components of the professional culture of the future manager such as: personal, cognitive, active. It was noted, that the personal component of professional culture includes the value attitude of the person to the chosen profession, values common to all mankind and the ones of professional self-realization, readiness to demonstration of the personal initiative and the further professional growth, moral qualities of the person, assessment of the own professional-cultural activity through the prism of high moral qualities, cultural values and norms. Cognitive component of the professional culture of the future managers includes the acquisition of the basic general cultural and specific professional knowledge, technology of its use in the professional activity, understanding of the norms of the moral and ethic behavior, ethics of business communication, understanding of the methods of self-analysis and adequate self-assessment, methods and ways of self-development and self-education. The active component of professional culture of the future managers includes the ability to practical realization of the acquired theoretical knowledge, compliance with the moral-ethic norms in society and in professional activity, self-analysis of the own professional activity and development of professional culture, finding of the ways to self-improvement and realization of the needs for self-realization in profession. Professional culture of the future manager of organizations is defined by the integral index of his professional competence in the field of management that determines the most foreground ways of professional activity realization, represents his professional direction determining the attitude of specialist to the professional activity on the base of understanding of its importance as the state, public and personal value

HIGH SCHOOL TEACHER PROFESSIONAL CULTURE AS A SOCIOCULTURAL PHENOMENON

In the article the questions of development of professional culture of teachers of high school in relation to social and cultural processes due to the expansion of ties between States, a deep understanding of the phenomenon of culture, the formation of a humanistic paradigm as the dominant socio-cultural process, intensification of integrative processes in science. University professors not only of professional actors responsible for the preparation of competent and marketable professionals, but also one of the most important socio-professional groups, active participants of the events in the country political, economic, sociocultural and scientific processes. The professional culture of a teacher is not created by itself. It manifests itself as the highest degree of professional competence development, complex system formation representing the totality of human values, professional values and personality traits, universal ways of cognition and technology teaching. In the modern sense of the professional culture of University teachers is one of socially significant indicators of literacy of a person, reflects the totality of its spiritual and material values, the degree of creative self-realization and actualization.

Professionalism in pre-practice legal education: an insight into the universal nature of professionalism and the development of professional identity

This article offers insight into the universality of professionalism in legal education. It does so in the context of an evaluation of a unit that forms part of the Australian National University's Legal Workshop Graduate Diploma in Legal Practice. The evaluation is undertaken with reference to a Scottish vocational course and experience upon which the ANU Legal Workshop course is based. It also seeks to inform the debate about including the development of professional identity in pre-practice legal education. The evaluation of the ANU Legal Workshop unit involved a comparison of experiences in both ANU and the University of Strathclyde. The comparison indicates that legal professional identity has universal elements and that professional working can be embedded in students' learning even where that occurs wholly online. This suggests that the development of professional culture and professional identity can be encouraged to start prior to admission to practice.

Development of professional culture for academic staff and students by European projects

The Department of Electrical and Electronic Engineering of University of Miskolc has been involved in six European Union Tempus projects since 1991, with the objectives of upgrading academics, modernizing laboratories and introducing new curricula, courses and up-to-date teaching methods in order to approach EU university standards. Microelectronics, electrical drives in automation, mechatronics, energy engineering, PhD engineering programmes in English and telecommunications were focused by the projects. One hundred and thirtytwo Miskolc students prepared their diploma theses at EU universities and academics could spend 1100 weeks within the mobility scheme at EU universities. To enlarge the European dimension and prepare academic staff, students and engineers working in industry, two Jean Monnet projects for European integration studies were also awarded.