General Professional Competencies Research Articles

Development of professional competence of future journalists when studying the course of stylistics of the russian language

The article is devoted to the problem of training qualified teachers, who meet the requirements of the modern labor market. Special attention is paid to the development of professional competence of students in the process of their studies at the university. The correlation of the key concept of "professional competence" is considered. In the educational process, the competence approach is recognized as dominant through the creation of pedagogical conditions and situations that contribute to the formation of a certain competence in the student. The study of stylistics is an important component of the philological education of the future journalist, in addition to the actual theoretical knowledge, it is aimed at the formation and further development of students' practical skills that allow them to be successfully realized in the future professional sphere. The study of stylistics at the university is based on interdisciplinary connections; important attention is paid to the choice of optimal educational technologies, effective organization of independent work of students in academic and extracurricular time. During mastering the course, students also develop general cultural and professional competencies aimed at developing critical thinking, the ability to think logically, independently acquire new knowledge and skills with the help of information technology and integrate knowledge from various fields. Keywords: professional competence, journalism, special competencies, competence model, stylistics, functional styles.

THE ESP SYLLABUS COMPLIANCE OF THE DEPARTMENT OF FOREIGN LANGUAGES OF NTU “KHPI” WITH THE DEVELOPMENT OF GENERAL PROFESSIONAL COMPETENCES OF FUTURE IT SPECIALISTS

Abstract: the article is devoted to a critical analysis of the ESP syllabus of the Foreign Languages Department of the National Technical University “Kharkiv Polytechnic Institute” regarding their compliance with the balanced development of the general professional competencies of future specialists in the field of IT. The research question is revealed, with the help of which meaningful accents and methodical techniques used at the department, the maximum degree of mastery of the mentioned competencies by undergraduate students of IT specialties is achieved.

MEDICAL AND BIOLOGICAL DISCIPLINES IN THE FAIRWAY OF HIGHER EDUCATION: FEATURES OF TEACHING METHODS

The article presents the features of the methodology of teaching biomedical disciplines in the higher education system on the example of pathological anatomy. The approaches necessary for the training of future specialists in the organization of the educational process aimed at acquiring general professional competencies are shown. Integration of modern multimedia capabilities into the educational process, along with traditional forms of teaching, contributes to the synergetic effect of using a complex of various forms of teaching the discipline at the Department of Physiology and Pathology of the Tashkent State Dental Institute, Republic of Uzbekistan, Tashkent.

Procedural and target aspects of the formation of monitoring competence of the future teacher of vocational training

The need to study the monitoring competence of a teacher is due to the increasing demands of the labor market for the quality of professional training of graduates of educational organizations. Pedagogically monitoring is considered an effective means of managing the quality of educational results. The competence of future teachers necessary for its implementation is formed in the implementation of bachelors degree programs. The article presents the continuity of the general professional competencies of a teacher of vocational training necessary for monitoring. The formation of the monitoring competence of teachers in the process of mastering the academic disciplines of the bachelors degree is characterized. It included reproductive, research, constructive and productive stages, the implementation of which culminated in the development of monitoring products by students

ОРГАНІЗАЦІЯ СТУДЕНТОЦЕНТРОВАНОГО НАВЧАННЯ ЯК СКЛАДНИК ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ВИКЛАДАЧА ЗВО

The article analyzes European and national acts in the field of the European area of ​​higher education (Standards and recommendations for quality assurance in the European area of ​​higher education (2015), the Paris Communiqué (2018), Regulations on the accreditation of educational programs, according to which higher education students are trained in Ukraine (2019), EKTS User Guide (2015), etc.), as well as scientific literature on the issues of the article. Summarizing the results of the analysis made it possible to establish that, it was established that the implementation of student-centered education is a mandatory condition for ensuring and constantly improving the quality of higher education. It was found that the forms of implementation of student-centered education as the one that most fully takes into account the needs and interests of education seekers are the development and implementation of interdisciplinary educational programs, the combination of academic education and training at the workplace, education – with innovative activities, research. It was found that the basis of such training is mutual respect, as well as communication, dialogue between the student and the teacher, in which these main subjects of the educational process are equal. It was established that the organization of such training requires the use of appropriate methods and technologies of training and evaluation, in particular innovative ones. An analysis of the abilities and skills of a teacher of higher educational institutions, formalized in the relevant Professional Standard, allows us to state that a significant part of them is the ability to implement a student-centered approach in the educational process – during training, evaluation, organization of the scientific activity of students, namely: teachers of higher education have implement a cold-centered approach, developing educational and methodological support in a form that is optimal for perception and understanding by students, as well as take into account the requirements of this approach during training sessions and advising students taking into account their individual characteristics and educational needs, provide individual support, provide group and individual consultations on various issues, including construction of individual educational trajectory, conducting scientific/ creative activities; during evaluation, teachers must provide feedback to students, provide recommendations for improving their learning results; taking into account the needs, requests, and feedback of students during the revision and updating of the educational programs as the main stakeholders is important for the implementation of student-centered learning. As a result of the conducted research, a conclusion was formed: the ability to organize and implement student-centered learning is an integral component of the professional activity of a teacher of higher education, an invariant component of the corresponding general professional competence.

Методология подготовки менеджеров в вузе физической культуры по статистике в соответствии с актуальностью перехода на отечественное программное обеспечение

The article describes the content, structure and features of the work program of the discipline “Statistics” in the direction of training 38.03.02 “Management”, the training profile “Management of the organization”, updated taking into account the new requirements of the digital economy, methodological recommendations of the Ministry of Digital Development, Communications and Mass Media of the Russian Federation for the transition of state-owned companies to the predominant use of domestic software and professional standards prepared in accordance with the requirements of the Federal State Educational Standard and professional standards. General professional competencies, labor functions, labor actions, necessary knowledge and skills are given. To demonstrate the acquired knowledge, skills and ability to perform labor functions in professional practice, achievement indicators are formulated.

Provision of practical direction of educational process on the discipline «Epidemiology»

Objective. The article presents various forms of interaction between Academician E.A Vagner Perm State Medical University and authorities and institutions of healthcare as well as Rospotrebnadzor to ensure practical orientation of the educational process at the undergra-duate and postgraduate levels of training the discipline "Epidemiology".
 Materials and methods. The most significant directions of educational process are described, which allow students to acquire the necessary skills and abilities for future professional activities.
 Results. Practical training permits to form a number of universal and general professional competences among students.
 Conclusions. Involvement of highly qualified specialists of practical healthcare and Rospotrebnadzor in educational process allows making the learning process not only fascinating and informative, but also improves the quality of training students.

Commercial organisations head’s innovative competencies model

Digitalisation and the innovative economy have generated many social processes and transformations, and set many tasks. These changes were especially clearly reflected in the professional activities of the commercial sector heads. Today, they can no longer perform their duties effectively, having only general cultural and professional competencies in their portfolio. The formation of different, new type competencies is required. However, we are not talking about disparate, separate skills and abilities, the sporadic description of which is found in professional standards or requirements for vacancies in the positions of top managers. There is a need for the formation and development of competencies among the heads of commercial organisations responsible for the birth of innovations and involvement in the processes of the innovative economy. Sociological researchers are faced with the tasks of defining this concept, detailed description of innovative competences, their distinctive features from competences of other types, systematization and grouping. The article presents the author’s model of innovative competencies obtained as a result of sociological research “The role of innovative competencies in professional activity of managers of commercial organisations”. The model can serve as a basis for further research in this field and development of this direction of sociology.

Transformation of labor relations in the digital economy: New challenges and development prospects

Subject. This article analyzes the processes of digital transformation and the risks and opportunities associated with them. Objectives. The article aims to investigate the problems of social and labor relations and determine the list of subject areas for the formation of general professional competencies of employees. Methods. For the study, we used a logical analysis. Results. The article finds that the transformation of social and labor relations in the context of digitalization is significantly manifested in a change in the forms of employment. Conclusions. The transition to short-term employment contracts, the spread of irregular and unstable employment entails a reduction in social guarantees. In the context of the widespread use of digital technologies, a modern employee should master a certain set of general professional competencies in many areas.

Формирование общих профессиональных компетенций бакалавров по физической культуре и спорту при изучении дисциплины «Основы спортивной морфологии»

The article presents aspects of the formation of general professional competencies of bachelors in the field of physical culture and sports in the study of the discipline "Fundamentals of sports morphology", which will allow to form a certain level of practical skills in future professional activities; tasks of educational and scientific orientation are defined. The sequence in the study of biological disciplines is considered, which allows creating a sufficient level of basic knowledge for the formation of further professional competencies. All components of the educational process in the discipline "Fundamentals of sports morphology" are formulated, which ensure the formation of the implementation of the tasks set. The indicators of achieving the level of general professional competence have been determined, providing a scientifically grounded approach to the construction of the educational and training process and sports selection and orientation.

Учить логике будущих учителей математики (часть III)

Introduction. The article is the third part of the author’s article under the same title published in previous issues of this journal. It discusses the problem of forming the logical competencies of future mathematics teachers both at the undergraduate level and at the master’s level. Theoretical analysis. In this case, logic is considered in three aspects – classical Aristotelian logic, modern mathematical logic and its application to Aristotelian logic, non-classical logics. This part of the article proposes a number of measures related to the formation of the logical and didactic training content for future mathematics teachers at the undergraduate and graduate levels in order to make this training a system-forming factor in the entire system of their training. At the same time, training at the master’s level must meet the principle of continuity and become a natural continuation of training at the undergraduate level. Conclusions. Such an approach will significantly increase the level of the logical and general professional competence of mathematics teachers who graduate from pedagogical and classical universities. Such teachers will be able to apply logical knowledge and skills in their pedagogical activities to educate logically and mathematically competent students at different levels of general education capable of further self-development and creative activity.

Covid-19 Salgını Sürecinde İntörn Hemşirelerde Genel Özyeterlilik ve Mesleki Hazıroluşluk Durumu

Aim: This study was conducted to evaluate the general self-efficacy and professional readiness of intern nurses during the Covid-19 epidemic. Method: As a descriptive study, the study was completed with 173 students who took the fall and spring semester Intern Practice courses of the Faculty of Health Sciences of Erciyes University in the 2021-2022 academic year. Students Descriptive Form, General Self-Efficacy Scale and Professional Readiness Perception Scale in Nursing were used in the study. Ethical permission was obtained from Erciyes University Social and Human Ethics Committee (Date: 26.04.2022; no: 174). Results: Students' General Self-Efficacy Scale total median value was 32.0; The Occupational Fit sub-dimension median value of 4.0; Communication cooperation sub-dimension median value was 4.5; The median value of the professional competence sub-dimension was determined as 4.0. It has been determined that there is a statistically significant difference between professional adaptation, communication cooperation and professional competence, choosing the profession, his thoughts about his profession, and the effects of the epidemic on working life (p≤0.05). A positive, weak and significant relationship was found between the students' general self-efficacy scale scores, professional adjustment (rho= 0.39), communication cooperation (rho= 0.34) and professional competence (rho= 0.37) (p≤0.05). Conclusion and recommendations: It is recommended to increase the professional readiness of students by increasing their self-efficacy levels in acute processes such as epidemics. Keywords: Covid-19, Intern Nurse, Self-efficacy, Professional Readiness, Epidemic

Cognitive Competencies of Secondary School Teachers in Jordan from Their Point of View

The difficulties facing those in charge of the learning process, especially in the subject of vocational education in the schools of the Jordanian Ministry of Education, are a major obstacle to the failure to achieve the goal of educational trends to raise the generation. Therefore, those in charge of the teaching process must be familiar with general educational trends and professional competence; The purpose of evaluating educational trends in vocational education is to find out their reality and find solutions to them. The current study aims to assess the reality of educational trends and methods of teaching in Jordan by those in charge of them with the aim of advancing them in accordance with the professional competencies they studied and what the reality produces from modern theories and sciences. Consisting of(200)A teacher and a female teacher of vocational education in Jordan. The study concluded that the teachers’ performance is acceptable, which calls for attention to the preparation of specialized cadres in the field of vocational education and the provision of professional concerns to suit the nature of the subject.

МЕТОДИЧНІ АСПЕКТИ ВИКЛАДАННЯ ДИСЦИПЛІНИ «ФІЗИЧНА І КОЛОЇДНА ХІМІЯ» ДЛЯ МАЙБУТНІХ ВЧИТЕЛІВ ХІМІЇ

Teaching would-be teachers of Chemistry disciplines should be specific due to the necessity of practice aimed training of would be professional teachers. Wholesome methodological training of professional Chemistry teachers can be provided by strengthening professional and pedagogical aiming of studying fundamental Chemistry disciplines. Implementation of this idea means development of the methods of professionally oriented studies of the courses of Chemistry disciplines and the course of Physical and Colloid Chemistry in particular. This approach provides shaping would be Chemistry teacher’s professionally significant competences, contributes to training professionals beginning with the freshmen years. From the point of view of would be Chemistry teacher training not only student professional competences should be shaped but also attention should be paid to methodological aiming in teaching it. While studyingbases of Physical and Colloid Chemistry, along with classical teaching methods special attention is paid to teaching methods, which are professionally aimed, which makes it possible to shape both competences in the field of the studied discipline and methodological competences necessary for would be Chemistry teachers. In the article key, general professional, special subject and subject methodological competences are identified, which are shaped at competence aimed teaching of Physical and Colloid Chemistry. Examples are given of shaping methodological competences in the lecture course, laboratory practice as well as during extracurricula work. Attention is paid to the application of the technology of tutor accompaniment of students, or mutual teaching principle, while doing the course of Physical and Colloid Chemistry, tasks for the tutor are offered, which are clearly professionally and methodologically aimed. Professional and methodological aiming of the course of Physical and Colloid Chemistry accompanied by fundamental training creates conditions for more successful development of professional competences. At the same time it promotes wholesome, system training of students, makes it possible for them to master the Methods of Chemistry material better and to feel at ease during school teaching practice.

ІННОВАЦІЙНА КОМПЕТЕНТНІСТЬ ЯК СКЛАДОВА ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ СУЧАСНОГО П

The article is devoted to the issues of innovative competence as a professional activity of a modern teacher. The concept of «competence» is analyzed, which in modern pedagogical science is defined as an integrative property of the individual resulting from the synthesis of basic training, practical and personal experience. The opinions of scientists on the definition of «innovative competence» are summarized, which implies the presence of innovative perception of the subject: the perception of their own innovations and innovations or discoveries in general, the ability to see new elements in a relatively stable situation and propose a fundamentally new solution. The innovative competence of a teacher is considered as a component of general professional and pedagogical competence, the content of which is determined by the peculiarities of innovative activity, its social significance, creative nature and focus on continuous creation of new, personal and professional potential of teachers. The most characteristic features of innovative competence of the teacher are distinguished, which include: 1) personal orientation of the specialist to learn something new, the willingness to change the ways of professional activity; 2) the subjectivity of goal setting, goal realization and self-realization; 3) the clarity of professional position, awareness of the social significance of innovations, inclusion in social creativity; 4) the compliance of the composition of competence with the structure of innovation activity; 5) the effectiveness of ways to implement a system of knowledge, skills, abilities at all stages of the innovation process; 6) the ability to be creative in solving professional problems; 7) the integrity of the whole set of competencies in the innovative competence of the specialist as a system entity; 8) the high level of professionalism of the specialist, based on the understanding and self-improvement of their professional experience. The factors of formation of innovative competence of a teacher are determined, which include: readiness of teachers for innovation; availability of resources for the implementation of innovations; critical thinking; imagination; motivational and value attitude to professional activity; the ability to reflect. It is proved that the formation and development of innovative competence of teachers of educational institutions is holistic and successful, first of all, under the appropriate level of internal innovation environment, which is determined by the mission, goals and strategies of educational institution, creative socio-psychological climate, effective management systems and information and methodological support of innovations, effective connections and ways of communication both within the educational institution and with other educational institutions.

Особенности обучения предпринимательству на непрофильных направлениях программ среднего профессионального образования

The article discusses the issues of entrepreneurship training among students in various educational programs of secondary vocational education, such as Commerce (by industry), Hospitality, Design (by industry), Economics and Accounting, Preschool education, Internet marketing, Information systems and programming. The study of entrepreneurial disciplines, which are not specialized, is based on the formation of general professional competencies and can be based on the practical interests to students of various professions. In modern conditionscollege graduates can open their own business as individual entrepreneurs and self-employed citizens, creating their own business without forming a legal entity, as well as initiate intra-company entrepreneurshipThe article substantiates the additional opportunities that college graduates can get in the case of studying entrepreneurial disciplines along with obtaining the competencies necessary for the chosen profession. The authors propose to consider the process of teaching entrepreneurship in non-core areas of secondary vocational education programs by building a system of competencies based on the systemic addition of a set of professional competencies with competencies in the field of entrepreneurship. The authors present an example of the content of the academic discipline “Fundamentals of Entrepreneurship”, designed to form the entrepreneurial competencies of students in various fields at the college at the Moscow Financial and Industrial University “Synergy”. Also the authors propose the main topics, forms of education and types of training sessions necessary to achieve the required level of professional competence, taking into account the development of entrepreneurial competencies.

Model of IT graduate in the conditions of digitalization of the Republic of Kazakhstan

The article analyzes the model of a graduate of the Faculty of Information Technology on the example of the specialty “Information Systems”. It contains special requirements for the content of training information systems specialists, especially for training new types of IT specialists who are able to contribute and analyze various situations, predict the results of decisions, be creative in finding solutions, and be aware of their personal responsibility. In the graduate model, there are distinguished groups of competencies, such as socio-personal, general professional, and special competencies. The components of the content of the educational program for students of the specialty “Information Systems” are described, which have been finalized and changed under the requirements of modern development of society, the degree of digitalization, legislative and regulatory documents of the Republic of Kazakhstan. The main issues and difficulties of training IT specialists arising from changes in the needs of society, the demand for specialists in this field, as well as the recognition by employers of the quality of graduate training, are identified. The article also emphasizes the importance of such an element of training as professional practice, during which the student will be able to apply his knowledge, skills and abilities acquired during training, as well as personal qualities in accordance with the goals of professional activity.

Профессиональное образование в России: от стандартов к образовательным программам

The problem of modernization of federal state educational standards, which no longer meet the requirements of the sphere of labor, is considered. It is proposed to use a common approach to the training of an engineer and a bachelor of engineering and technology, whose competencies are reduced in a broad sense to the ability to research, design and manage. The general professional and professional competencies of a graduate of this field (specialty) should be formulated in the main educational program of each university. It is recommended to develop educational standards for the levels of training for the relevant fields of activity (science, technology, pedagogy, medicine, etc.). The need to improve the management system of training for the modern economy is shown.

Selection and organization of speech material for teaching students of Linguistics foreign-language speaking. Part II

The problem for the research. Modern social contract requires linguistic departments and universities to create the most favourable conditions for teaching students oral productive foreign-language speech in order to develop their universal, general professional and professional competencies. The problem of the research is connected with the solution of the issues of selection and organization of speech material, adequate to the tasks of teaching speaking at the Linguistics Department to ensure interpersonal, intercultural and professional interaction of students. Methods of investigation. Experimental teaching students foreign-language speaking on the basis of the principles of selection and organization of speech material, proposed in the article, was carried out at the Linguistics Department of Vyatka State University (32 first-year students, speciality 44.03.05 Pedagogical Education (with two profiles), the training focus “English, German”). Quantitative and qualitative criteria for evaluating students’ monologic and dialogical speech were developed and reflected in the subsystem of informative and analytical training exercises, as well as speech ones on the controlled use of materials of educational conversational texts, on working with model dialogues, for teaching prepared and spontaneous oral speech. The findings of the study. A system of particular methodological principles is presented: for the selection of speech material: compliance with the type of foreign-language speech activity (speaking), accessibility and feasibility, compliance with students’ interests and needs, authenticity, novelty, cultural orientation; for the organization of speech material: comparative, personal, subjective and individual individualization, problem-informational adequacy and sufficiency of content. The results of the experimental work indicate that the proficiency in foreign-language monologic speech (cycle 1) increased in 56% of students; dialogical speech (cycle 2) – in 66 %. The calculation of G-criterion of signs revealed that at the end of the 1st cycle Gemp. ≤ Gcr. (0 ≤ 5); at the end of the 2nd one Gemp. ≤ Gcr. (0 ≤ 6). This indicates that the shift in the typical direction in our case is not accidental, and with 95 % of confidence it can be stated that it is due to the conduct of experimental work. Conclusion. It is proved that taking into account the proposed principles improves the quality of teaching an oral productive type of foreign-language speech activity and contributes to the development of universal, general professional and professional competencies of students.

Education Topics for the Development of Doctors’ Public Healthcare Competencies

Needs for public healthcare have recently increased. This paper proposes education topics for competency development in public healthcare in line with the needs of the times. In Korea, various lifelong education providers have already provided public health-related education. For example, the Research Institute for Health Policy (RIHP) under the Korean Medical Association provided an “executive course for physicians’ public health care competencies” in 2019 and 2020. At the end of the course, the RIHP published a comprehensive report, entitled “Curricular development and evaluation for doctors’ public healthcare competencies.” This article is based on a summary of that report. To develop a curriculum for public healthcare, the RIHP adopted the following methodologies for a needs analysis; reviewing already-existing education subjects, evaluating end-of-course reports, and conducting in-depth focused group interviews and questionnaire surveys with doctors at public healthcare-related institutions. The results from the needs analysis can be categorized into two domains of education topics for public healthcare. The first domain includes education subjects related to the theory and practice of public healthcare, as follows: a general overview, community or population health, organizational administration, planning and evaluation, budget and finance, responses to disasters such as infectious diseases, health policy, and the legal system. The second domain contained education topics related to general professional competencies: leadership, communication, cooperation, teamwork, and professionalism. In conclusion, the curricular content for public healthcare will be an appropriate combination of competencies specific to public healthcare and core competencies for health professionals.