Development Of Professional Mobility Research Articles

METHODS OF DEVELOPMENT OF PROFESSIONAL MOBILITY OF STUDENTS STUDYING IN THE FIELD OF SPECIAL PEDAGOGY

The development of professional mobility among students in the field of special pedagogy is crucial for fostering adaptable, internationally-minded educators. This abstract explores various methods designed to enhance students' professional mobility, including experiential learning, international internships, cross-cultural communication training, and the integration of digital platforms for virtual exchange. These methods aim to equip students with the skills needed to engage in diverse educational environments, promoting an inclusive and globally competent approach to special education. By focusing on active learning and international collaboration, these strategies encourage the development of skills that are essential for educators in an increasingly interconnected world.

BO‘LAJAK PEDAGOGLARDA KASBIY MOBILLIKNI SHAKLLANTIRISHDA ILMIY IJODNING ZARURATI

This article focuses on the importance and necessity of research work in the process of formation of professional mobility of future pedagogues. The article focuses on the nature of professional mobility, its place and tasks in pedagogy. Also, ways to develop the professional mobility of future pedagogues by involving them in scientific and creative activities were analyzed. The need to improve the professional skills of future pedagogues through the study and application of scientific research, innovative solutions and pedagogical experiences is justified. The article provides the necessary conditions, resources and pedagogical recommendations for the development of professional mobility

НОВЫЕ ПОДХОДЫ К ОЦЕНКЕ СФОРМИРОВАННОСТИ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ, ВОСТРЕБОВАННЫХ РАБОТОДАТЕЛЯМИ

The object and subject of the study are groups of related professions in demand by employers, and key professional competencies corresponding to the group of related professions. The purpose of the paper is to substantiate the approach to assessing the development of professional competencies in professions that are in demand by employers. The research methods are system analysis, synthesis, generalization, comparison, and systematization. The novelty of the research lies in the development and substantiation of approaches to identifying groups of related professions in demand among employers and the key professional competencies corresponding to them, as well as evaluating their maturity using specialized test tasks; in substantiating the idea that adapting one's professional activities based on the established key competencies within a group of related professions is a way of implementing changes in labor practices in a market economy. The results of the study can be used in employment centers to promote successful employment and the development of professional mobility of youth and other categories of citizens entering the labor market; in professional educational organizations and higher education organizations when providing career guidance to students.

ТHE ORETICAL AND METHODOLOGICAL FOUNDATIONS FOR THE DEVELOPMENT OF PROFESSIONAL MOBILITY OF FUTURE SPECIAL EDUCATION TEACHERS IN THE CONTEXT OF COMPETENCE APPROACH

The article considers the important problem of the development of professional mobility of future teachers of special education, the solution of which is actualized by significant changes in the practice of remedial work and approaches to its organization in both special and inclusive institutions, the content of which is significantly restructured in wartime conditions. Solving this problem requires higher education institutions to respond quickly to requests and challenges of educational practice and to pay special attention to updating the content of training of remedial teachers in the aspect of forming personal and professional mobility skills. Тhe article examines the views of scientists on the phenomenon of professional mobility in social, psychological and pedagogical aspects. Professional mobility is presented by the authors as an important component of pedagogical competence, which is manifested in the readiness and ability of future special education teachers to change professional functions within one professional activity and to master new directions of correction and development of personality in the conditions of a dynamically changing labor market, and also requires a high level of social development and personal life-creativity competencies. The authors define content-technological foundations of the development of professional mobility of future teachers of special education in the light of the competence approach. They attributed the following conceptual approaches to it: competence-specific, systemic, activity-based, technological, acmeological, student-centered, synergistic, research, integrated, and life-creativity; principles of pedagogical activity: creativity, personal responsibility, trust and partnership, reflexivity, dynamic integrity, openness, noospheric outlook, self-organization and self-actualization; organizational and pedagogical conditions: actualization of the possibilities of the institution of higher education as a personal development environment, development and implementation of methodological principles for the involvement of future special education specialists in professionally significant creative activities in all possible forms of education. Attention is drawn to the fact that the identified basic approaches, principles and conditions are interrelated, complement each other and collectively represent the most solid scientific basis, on which one can base the technology of developing the professional competence of a special education teacher with a high-quality result in achieving the set goal.

The methodology of professional mobility development is an indicator of competitiveness

The article is devoted to the formation of professional mobility of teachers. Based on the analysis of psychological and pedagogical literature, the essence and structure of this phenomenon is determined. In the conditions of training future specialists of the higher school of pedagogy, the authors of the article identify a group of factors affecting the development of professional mobility of university students as a relatively holistic and systemic phenomenon. The purpose of this article is to substantiate and analyze the methodological basis and principles of professional mobility development that determine the readiness of students to meet the requirements of the profession, the labor market and the level of growth of a successful future career. The experimental method made it possible to test the theoretically established models of reforming Kazakhstan's education in accordance with global trends in the development of education. The result of the study is selfassessment and the need to identify a set of theoretical and practical classes, on the basis of which the process of professional mobility development was evaluated. The levels are identified and the assessment of the complexity of the process of professional mobility development is generalized, which constitutes the following essential relationships: the unity of substantive and procedural aspects, the unity of theoretical and practical training; the relationship of general education and vocational training; the connection of training with professional activity; the ratio of integration and differentiation of goals, content, forms, methods and means. The methodology of pedagogical activity — an important factor of competitiveness — will contribute to the improvement of the general pedagogical culture of thinking and the formation of the basic principles of pedagogical actions, the development of students' scientific worldview as an integral system of pedagogical competencies, the introduction of a professionally organized thesaurus of professional communication

О ПЕРФЕКЦИОНИЗМЕ В СТРУКТУРЕ ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ СТУДЕНТОВ – БУДУЩИХ ЖЕЛЕЗНОДОРОЖНИКОВ

Railway transport is a highly scientific segment of the transport industry. The high rate of technical, technological, informational, socio-economic and structural changes in the industry complicates the process of professionalization of young specialists, consisting of two main stages: professional adaptation and professional development. A specific feature of the personnel policy of the Joint Stock Company "Russian Railways" (JSCo "RZD") is the systematic horizontal and vertical rotation of personnel. This makes it possible to activate the internal activity of employees aimed at replenishing specialized knowledge and skills, but increases the level of influence of socio-psychological risks associated with joining a team, effective communication, maintaining labor discipline, making professional decisions in conditions of high personal responsibility. This situation necessitates the formation of professional mobility of future railway transport specialists as an integrative personality characteristic that allows them to successfully implement administrative and managerial functions. The totality of qualities that motivate development, improvement, self-realization and effort includes the phenomenon of perfectionism. The results of a pilot study of the initial level of development of characteristics in the structure of perfectionism and their correlation with the level of socio-psychological adaptation proved the need for the formation of indicators of positive (healthy perfectionism) in the process of professional training of students. The study involved 4th year students of the Samara State Railway University (96 people). The purposeful development of professional mobility of students-future specialists of railway transport will be facilitated by active forms and means of education (multimedia technologies, interactive tools, project activities, modeling and role distribution), stimulating motivation to achieve success, developing constructive communication skills, leadership qualities and abilities to stage and achieving goals.

Academic Mobility of Students of Philological Specialisations in the Structure of Polylingual Intercultural Education

The relevance of the study of student mobility in the academic space is determined by the possibilities of implementing education outside one country, as well as the possibility of the establishment and development of cross-cultural communication. The purpose of this study is to determine the effectiveness of pedagogical conditions for the development of professional mobility of future teachers of foreign languages in the educational environment of the university. In the course of the research, a pedagogical experiment was conducted using monitoring, the statistical method, the method of collecting and processing data, as well as diagnostics and testing. In total, 722 students of II-IV years of the first educational level, a bachelor of a philological university, specialising in “Philology (foreign language and literature)”, took part in the study. The study describes the main pedagogical conditions for the development of the professional mobility of future teachers of foreign languages in the educational sphere of the university. An empirical study was carried out, the essence of which was in the process of development of the professional mobility of future teachers of foreign languages by introducing and studying the discipline “Mobility as a path to success”. Paired Student's t-test was calculated to determine changes in data at different stages of the study. The positive influence of certain pedagogical conditions on the general state of preparedness of students of higher educational institutions was revealed. It was found that the professional mobility of future teachers of foreign languages is determined by the personal, activity, and cognitive communication components. Three levels of development of professional mobility were investigated in accordance with the indicated components. The unpreparedness of future teachers of foreign languages for active professional mobility in accordance with the requirements of the innovative modern educational space was revealed. Research prospects are in the further improvement and implementation of the discipline “Mobility as a path to success” in higher educational institutions with a philological orientation

Psychological Aspects as the Components of Academic Mobility of Medical Workers

The relevance of the study is conditioned by the need for mastery of “professional mobility” and “reflection” by health professionals in terms of active scientific and technological development and rapid changes in the socio-cultural space. The purpose of the study is to determine the professional mobility of a specialist in the context of the peculiarities of the professional activity of a nurse and to create a methodology for its research. In the course of the study, methods of statistical and mathematical analysis, scientific modelling, as well as testing and generalisation of data were used to conduct an empirical experiment, the essence of which was to create and substantiate the method “Professional mobility of a nurse”. The necessity of the professional mobility development of employees of medical institutions is substantiated. The key components of the study of professional mobility of nurses have been established. A method for studying professional mobility and reflection of healthcare workers in the form of a questionnaire “Professional mobility of nurses” has been developed. Statistical processing of the received data has been conducted and the statistical matrix of the specified technique is created. A sample normative scale for the questionnaire has been formed. The reliability of the questionnaire was determined due to the use of the Cronbach's alpha index. The coefficient of discrimination of the method “Professional mobility of nurses” was found. Prospects for further research are seen in the regular use of the developed questionnaire “Professional mobility of nurses” among healthcare workers to actively implement and develop professional mobility to ensure proper socioeconomic stability

SCIENTIFIC RESEARCH ACTIVITY AS A FACTOR OF THE FORMATION OF PROFESSIONAL MOBILITY OF A MODERN SPECIALIST

Transformational processes in the modern society, the market approach to training of specialists, increasing of competition in the field of employment determine the relevance of the development of professional mobility of the individual. In general, professional mobility characterizes the readiness and ability of the specialist to socio-psychological and functional-status changes, innovative transformations of themselves and the environment. Obviously, the development of this quality is one of the most important tasks of the vocational school. The most intensive formation of professional mobility is facilitated by various factors, one of which is scientific research activity. The purpose of the article is to characterize the phenomenon of scientific research activity of a modern specialist as a factor of the formation of his professional mobility. Research methods: analysis and synthesis of scientific literature (to clarify the key concepts of the study), systematization (in order to identify existing scientific approaches to solving this problem), theoretical generalization (to formulate the final provisions and conclusions). The phenomenon of scientific research activity is considered on the example of the specialty «Social work». Scientific research activity is an integral component of social work, which is formed through the separation of the scientific research subsystem in its system. This interpretation of scientific research activity allows us to identify its most important features: it is an empirical scientific research activity; it is purposeful and characterized by the relationship of certain elements, procedures and methods; it is built within the framework of logical and constructive schemes, methods and means of cognition inherent in research activities; it is performed in accordance with the research algorithm; relies on the facts that require empirical verification; the result is new knowledge about the objects of social activity; is a methodological regulation that sets the logical direction of choice of methods and means of activity. In the process of scientific research activity there is the development of professional, systematic, logical, reflective, creative and innovative thinking, the ability to predict the results of work depending on the conditions of activity.

Professional Mobility of the Manager of a Secondary Education Institution as the Basis of His or Her Self-Development

The article provides a substantiation of the essence of the concept of «development of professional mobility of the manager of a secondary education institution». It is provided that the process of development of professional mobility of a school manager will be effective on the basis of its organizers and the public understanding the connection of such mobility, self-development of the specialist during life and professional mobility to strengthen the intellectual and educational environment of Ukrainian secondary education institutions. The purpose of the study was to find out the possibilities of identifying and influencing the educational manager's self-development traits by analyzing publications of scientific pedagogical journals made by different groups of authors in order to improve the professional mobility of the manager by means of training at a pedagogical university and institute of postgraduate pedagogical education. The article is empirical and is based on a secondary analysis of significant theoretical positions of Ukrainian and foreign authors. The research is based on the author's method of content analysis of pedagogical publications of two Ukrainian scientific journals with the addition empirical (questioning, observation, expert evaluation) and statistical (computer quantization of content, mathematical quantitative and qualitative data analysis) methods. The study concludes that the proposed approach to the study of the content of pedagogical publications and the use of this data to improve programs for the development of professional mobility of managers of secondary education institutions, the construction of individual trajectories of their self-development.

ОСНОВНЫЕ НАПРАВЛЕНИЯ ИССЛЕДОВАНИЙ ПРОБЛЕМЫ ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ СТУДЕНТОВ

The article reveals the relevance of the social mobility formation. The positions of scientists on the problem of the development of professional mobility of the individual are revealed. It is indicated that mobility is a value and a factor in the socialization of future specialists. Methodological approaches, pedagogical conditions and factors infl uencing the formation of professional mobility, as well as the possibilities of the educational environment, youth and student associations are highlighted. The author points out the importance of synergetic, creative-activity, program-design, resource, competence-based approaches and pedagogical technologies in the formation of professional mobility of students.

РАЗВИТИЕ ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ КУРСАНТА ВОЕННОГО ВУЗА В УСЛОВИЯХ ПАНДЕМИИ

The article describes the chronology of events in the development of coronavirus infection, demonstrates the connection between the pandemic and the socio-economic situation in the country. The main activities carried out during the educational process of a military university to counter the spread of coronavirus infection are described. The topical problem of manifestation of professional mobility of a cadet is revealed, it is indicated that mobility allows you to successfully perform various tasks in the course of the educational process in a pandemic. coronavirus infection. The main factors influencing the development of professional mobility are identified and classified, and it is determined to which class of factors the coronavirus infection pandemic belongs. The main differences between the educational process during a pandemic in a civilian university and a military university are highlighted, and the specifics of military service are described. The methods of teaching cadets in the educational process of a military university during a pandemic are shown, and the manifestation of professional mobility is shown both among the teaching staff and among cadets.

ПРОФЕСІЙНА МОБІЛЬНІСТЬ ЯК ЧИННИК ГОТОВНОСТІ ПРИКОРДОННИКІВ ДО ДІЯЛЬНОСТІ ЗА ФАХОМ: ВІТЧИЗНЯНИЙ ТА ЄВРОПЕЙСЬКИЙ ДОСВІД

The article presents an analysis and generalization of approaches to the nature and content of professional mobility. It is concluded that professional mobility is directly interrelated with readiness to work in the specialty, since these two concepts have common elements in the structure, in particular professional knowledge, abilities, skills and professionally important qualities. Taking into account the results of the analysis of research related to the problem of professional mobility, it was found out that this concept can be defined as readiness and ability to work in the context of transformation of professional (production, service) tasks, development of new specialties or changing them. Professional mobility covers the ability to successfully switch to another activity or change types of activities, effectively use the system of generalized professional techniques to perform any tasks in the professional sphere, and it is relatively easy to move from one type of activity to another. For professional mobility, it is important to have a high level of generalized professional knowledge, experience in improving them and obtaining them independently. The results of the review of publications on the research topic suggest that there are two types of mobility – horizontal and vertical. Horizontal mobility involves the transition of an individual or social object from one social position to another, which is at the same level, as well as a change of place of residence. As for vertical mobility, it involves the transition of an individual or social object from one social position to another. It was found out that mobility is an integrative property that is formed and developed during practical, educational, social, socio-cultural activities of a person and provides him with the opportunity to realize his inclinations, abilities, opportunities. It was found that in the context of training of border guard agencies' personnel in the EU, professional mobility of border guards is ensured by their high level of interoperability, which is a necessary condition for effective organization of protection of EU external borders by representatives of various European border guard agencies. The most common form of ensuring the professional mobility of European border guards is working within the Permanent Corps of the European Border and Coast Guard Agency Frontex. The training of Ukrainian Border Guard Agency's staff in the context of European integration requires the study of the experience of border agencies in EU countries to provide conditions for the development of professional mobility of border guards, which requires further thorough study of the outlined topic.

Professional mobility of the future officer: to the formulation of the development problem

In modern psychological and pedagogical studies, social and professional mobility is rarely correlated with the performance of military service duties. This circumstance is dictated by the ideas about the uniformity and legal «regulation» of military-service relations. The authors substantiate the need for the development of professional mobility, both on the vertical and on the horizontal layer, since the variety of duties performed by officers in the course of military work and the presence of various military positions to which he can be appointed, requires rapid adaptation to changing conditions of the social environment. The novelty of the research is that: the scientific results of the analysis of the structure of professional mobility of future officers are presented; the concept of «professional mobility of the future officer» is concretized based on the features of solving professional tasks by officers in the military; the conditions and means of developing the professional mobility of future officers are established and proposed.

Contribution to the Development of Labor Resources as a Strategic Task of Labor Law

Development of labor market institutes, employment growth and the efficient use of hired labor directly depend on improving labor mobility. Increase of the labor market flexibility is to be achieved by improving the regulatory framework in the field of labor, enabling the development of professional mobility based on professional development, training and retraining. The article analyzes the possibilities of legislative regulation of labor mobility. Different types of labor mobility are considered: territorial, professional, functional. The connection of the innovations of the labor legislation to the economic needs of society and the modern state economic policy is traced. The author offers the ways of improving the regulatory framework in the field of labor in order to implement the labor mobility idea. The necessity of revision of some traditional approaches to legal regulation of issues related to labor function, transfers and some others is proved.Connection between professional standards and professional mobility of workers is revealed, writer makes the conclusion about the stimulating role of professional standards in increase of educational level and vocational training of workers. Taking into account that the idea of continuous professional education during all labor life has to be put in a basis of professional mobility formation and competitiveness of experts as it is recommended by the ILO acts, necessity of correction of the Labor code standards for the purpose of establishment of guarantees for the persons who independently increase their professional level is summarized.

Motivational and Value-based Component as One of the Structural Elements of Engineering Educators’ Readiness for Professional Mobility

In theoretical study of readiness of engineers-teachers of computer sciences for professional mobility, a valuative and motivated component is stated as a systemforming element and plays an important role in the process of forming a system of personal and professional values and goals. Valuative and motivated goals of an engineer-teacher reproduce social, professional and personal importance of vocational education, and influence formation of a purposeful creative mastering of professional competences necessary for development of professional mobility. The valuative and motivated sphere of would-be specialists is proved to be a significant instrument of socialization and adaptation to social and professional activities.

Суб’єктно-діяльнісний підхід у формуванні професійної мобільності

The article substantiates the relevance of the subject-activity approach in shaping the professional mobility of future engineers-teachers in the area of computer technology. The content of subject’s professional activity has been outlined. The essence of the system-activity approach has been revealed, which consists of the subjective experience formation for solving engineering and pedagogical problems in the process of future professional activity. It has been emphasized that the subjective-activity approach involves the mechanism identification of professional mobility development of an engineer-teacher in the area of computer technology. It has been determined that in the context of a subject-activity approach, the professional mobility of an engineer-teacher in the area of computer technology should be manifested in motivated, conscious and purposeful activity. It has the ability to accumulate and activate the specialist’s internal potential as a subject of engineering and pedagogical activity in the most important stages of professional formation. The process of the investigated quality formation, which is considered from the standpoint of the individual activity, and manifests itself through the future specialist’s need and ability to improve himself, has been highlighted. The characteristics of a professionally mobile engineer-teacher in the context of subjective-activity approach have been outlined. It is necessary to outline the characteristics of a professionally mobile engineer-teacher in the light of subjective-activity approach: moral-value and volitional properties; focus on self-development and professional self-improvement; active personality position, desire and ability to initiate, critically reflect the results of activities and relationships with other people; possession of intellectual and cognitive properties, including professional competence, professionalism, possession of new technologies in engineering and pedagogical activity; ability to create products of object and intellectual activity, to transform them; creative potential, uniqueness, sociability, tact, tolerance. Prospects for further exploration of the professional mobility of future computer engineer educators are related to the isolation and characterization of the components of the investigated quality.

ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ БУДУЩИХ ЮРИСТОВ

Statement of the problem and purpose of the article. This article is devoted to the study of professional mobility of future legal professionals. The author notes that the high dynamism of the processes of information and economic development of the modern world provokes dramatic structural changes and the restructuring of public life and the economy in all countries of the world. The consequence of these processes is the emergence and intensification of the development of new areas and changes in the existing areas of professional activity of a modern lawyer, that causes significant mobile redistribution of professional segments in the labor market, the emergence of new requirements for specialists that are adequate to the requirements of the time in the field of professional activity. This determines the urgency of the problem of professional mobility for modern legal professionals, since professional mobility in the current environment is one of the important characteristics of a person»s interaction with the world of professions, professional activity, and professional development. The research methodology is the analysis and synthesis of research works of Russian and international scientists. There is a synthesis of approaches to the concept of “professional mobility”. Research results. Based on the study of theoretical approaches, factors are identified that contribute to development of professional mobility. It is also concluded that it is necessary to develop modern pedagogical science, since only the basics of readiness for professional mobility are formed in the university educational process. Conclusion. Only with mobility, dynamism, constructiveness, and a developed sense of responsibility success can be achieved in professional activities. The results of the work can be used as recommendations for preparing graduates for effective adaptation in the labor market.

ДИДАКТИЧНИЙ ПОТЕНЦІАЛ ПЕРСОНАЛЬНОГО ОСВІТНЬОГО ПРОСТОРУ В ФОРМУВАННІ ДОСВІДУ ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ МАЙБУТНІХ МЕДИЧНИХ СЕСТЕР

The article is highlights that in in Ukrainian High Medical Schools as well in the process of development of professional mobility of nurses aren’t introduced the procedures of international mobility of students. The authors generalized, that an absence of possibilities for international mobility of medical students is based on: differences of educational curriculum programs in Ukraine and European Union; on high cost of the medical education; programs are focused on postgraduate education level. The directions of experience development of nurses are defined: personal professional mobility, faced on improving of professionally-oriented personal qualities, cognitive, communicative, social, creative potentiality; horizontal mobility – spread of opportunities in additional branches of activity or in other professional displays. The characteristics of personal educational environment are presented as: a complex of information and resources, that is formed by the person and appeared around him, it is accessible for him in present time or is stored by him in the net; content-instrumental, mainly self-organizing actions and procedures, which are based on necessities of self-informing, self-development, self-control; process-content, organizationally-pedagogical and self-organizing complex, which is formed by personal educational net, personal educational content, personal educational environment.In the article the features of filling the personal educational environment in the conditions of obtaining modern medical education are analyzed. It separated the components of didactic potentiality of personal educational environment; technologic, a content (educational platforms, an educational and communicative informational resources, medical informational materials of the net), activity, evaluatively-resultive, social, and it was discussed opportunities of its using in the direction of formation of the experience of personal and horizontal professional mobility of future nurses.It was concluded that in the condition of absence of international mobility of future nurses on the level of graduating higher education the development of experience of personal professional and horizontal mobility is maintained by functioning of the personal educational environment of the student, resources of which is better to use more actively in the direction of organization of educational process.

Development of professional mobility among university students with disabilities

Development of professional mobility among university students with disabilities