Methods Of Professional Training Research Articles

Methodical competence of future physical education teacher

The article reveals the relevance of the problem of developing methodical competence of future physical education teachers. It has been established that the teacher's methodical competence ensures the effectiveness of the pupils' learning process as it allows the implementation of methods, principles, content, forms and means of educational and pedagogical activities as well as activities in the areas of physical culture and health improvement. The contradiction in the process of developing the methodical competence of a teacher between the necessity and need of a teacher to have methodical competence and the insufficient development of the theoretical foundations of the process of its development, between the social order for a highly educated and competent teacher and the inertia of many teachers in bringing their knowledge and skills in line with the modern requirements of the educational process is specified, between the need for continuous methodical improvement and the lack of appropriate forms and methods of professional training. The purpose of the article is to study the dynamics of the development of methodical competence among students of higher education institutions - future teachers of physical culture during the academic year. It has been proven that trainee teachers, young physical education teachers do not demonstrate enough psychological, pedagogical and methodical knowledge, abilities and skills during the lesson. A significant part of teachers, regardless of their work experience, feel the need to update their knowledge (75.0 - 100%), master modern physical culture and health technologies (50.0 - 86.4%). Almost every second teacher experiences difficulties of a methodical nature, is not familiar with the technology of organizing and carrying out scientific and methodical work at school. After the end of the pedagogical experiment, it was established that theoretical knowledge improved by 14.15 points for the reliability difference Р ˂ 0.01, professional skills and abilities – 14.57 points at Р ˂ 0.01, physical culture methods – 11.45 points at Р ˂ 0.01, practical experience increased by 12.79 points at Р ˂ 0.01, personal qualities – 8.76 points at Р ˂ 0.05. Conclusion: the student who has mastered a high level of methodical competence while studying at a higher education institution is able to solve all methodical tasks in a physical education lesson at school.

USE OF ACTIVE LEARNING METHODS IN PROFESSIONAL TRAINING OF FUTURE SPECIALISTS

The article defines the requirements for the use of active learning methods. It is noted that the implementation of role-playing, didactic games in their optimal combination with other methods of professional training in the process of distance learning c

Цифровая трансформация высшего образования с позиций междисциплинарного подхода: обзор гуманитарных исследований

The purpose of the study is to identify the actual problems in the field of digital transformation of higher education, studied by modern scientists – teachers, psychologists, sociologists, philosophers, economists. A theoretical and methodological review of the authors' positions and interpretations of the problems under study related to the process of digitalization of education in a digital society is presented. The advantages and risks of the digital transformation of higher education are assessed. The scientific novelty lies in the fact that the author has analyzed the latest (2019-2021) Russian scientific sources in the humanities and pedagogy from the standpoint of an interdisciplinary approach. As a result, key areas of research of digitalization processes in education were identified, aimed at updating the content, forms and methods of professional training in higher education in the context of digital realities.

Модель предметно-языкового интегрированного обучения как средства профессиональной ориентации учащихся старших классов гуманитарного профиля обучения

The methodic model is considered to be a certain set of interconnected elements that form an integral system, the purpose of which is to achieve the task in the form of the development of for-eign-language communicative competence among students of the secondary school humanities classes. This model can be successfully implemented through content and language integrated learning. There are a number of approaches on the basis of which the system of teaching foreign languages itself is built: personal-activity, competence-based, systemic, communicative-cognitive, career guidance and content and content and language integrated learning. Didactic and methodic principles of these approaches make it possible to implement this model in practice. We describe the methodic principles of content and language integrated learning: principle 4 “C”, the principle of cognition, the principle of unity of thought and speech activity, the principle of integration of a foreign language and subject content, the principle of consistent increase in the level of complexity, the principle of language adaptation, the principle of optimality, the principle of reliance on native and foreign languages, motivational principle, the principle of interactivity and the principle of career guidance training. Particular principles of content and language integrated learning can be called the principle of integrativity, the principle of career guidance of training, the principle of continuity, the principle of the predominance of problematic tasks of professional orientation, the principle of taking into account the specifics of intra-profile specialization. The basis of integrated content and language classes are the following teaching methods: integrative, communicative, informational-reproductive, productive, tandem method, career guidance, method of professional training and control methods. The complex of the teacher’s tools for the implementation of their activities is teaching tools.

Readiness of future teachers for sociocultural education of children in modern conditions of society development

The modern sociocultural situation of the development of society involves taking into account all aspects of human life in the educational process. Are our students - future preschool teachers - ready to build their activities taking into account socio-cultural aspects. The authors consider the characteristic of readiness, highlighting motivational and value-based component (awareness of the importance of their process, readiness for continuous improvement and professional development, highlighting the values of professional activity), activity-technological component (knowledge of the ways of interaction with the subjects of the pedagogical process, design of the educational and educational process, the use of modern teaching tools (IT), information and knowledge component (knowledge of the specifics of preschool childhood, modern trends in the development of society and education, learning technologies). The study shows the insufficient level of development of the 2nd and the 3rd components of the readiness of future teachers. The proposed methods of professional training of future teachers of preschool education are associated with the use of business games, conducting master classes, studying the technological component of the educational process.

Modern digital technologies in the system of professional training of specialists for esports

Introduction. The article is devoted to the problem of optimization of didactic conditions of complex support of professional training of specialists for modern esports on the basis of modern digital technologies. The article presents the literature review and the main content of research work aimed at creating it-services "KiberLab", allowing to identify the level of readiness for professional activity of the players and providing the possibility of determining on the basis of preliminary complex diagnostics of the optimal strategy (content, methods and phases) comprehensive support for the professional training of cyberhighway, aimed at improving its gaming potential. The significance of the results obtained and the possibility of using the IT service in the system of professional training of specialists for esports are determinedMaterials and Methods. When writing the article, the following methods were used: theoretical analysis of domestic and foreign literary sources; generalization and systematization of the results of a sociological survey of specialists in the field of cyber industry, experimental methods for studying professionally significant characteristics of an esportsman; methods of statistical processing of experimental data, experimental modeling, design and programming of an IT serviceResults. Based on the theoretical study of the problem, a model of comprehensive support for professional training of specialists for esports was developed. In order to optimize the diadactic conditions of comprehensive support of professional training of an esports player, an IT service was developed and tested, including safe and effective psychophysiologically based algorithms and methods of professional training and support of esports players. During 2019-2020, on the basis of the Laboratory of Esports Records, tasks were implemented to introduce modern digital technologies into the system of comprehensive support for the professional training of esports athletes. The IT service "Cyber Lab" was developed, which was experimentally tested and implemented in the practical work of the laboratory as part of the ongoing activities to provide comprehensive support for the professional training of esports athletes who are at different stages of professional development. 60 athletes, including 35 players who expressed their desire and consent to participate in the testing of the new model of support and 25 players included in the comparative study group, took part in the experimental testing of the Model of integrated support for professional training of esports athletes using an automated IT service that allows for a comprehensive study and development of the athlete's playing potential. At the end of the initial survey, individual profiles were compiled that reflect the game potential of each player and the structure of their psychophysiological and psychological indicators that correlate with individual game achievements. The primary identified indicators in the control and experimental groups did not have significant differences, i.e. the initial level in both groups was comparable in all characteristics. Based on the automated comparative analysis of the obtained data, individual recommendations and training programs were developed, aimed at optimizing the psychophysiological prerequisites of the athletes ' playing potential. At the end of the study, in February 2020, a second study of the individual indicators of esports players was conducted. A comparative analysis of the results of the repeated study of the experimental participants showed that the game performance in the experimental group improved by 17.8 % compared to the 9.3% obtained by the players in the comparative analysis group.Experimental testing of the developed information and digital technology has shown that the use of an automated IT service for comprehensive support of professional training of an esports player contributes not only to increasing its gaming potential, improving game performance indicators (including rating growth), but also to the implementation of health-saving technologies in the professional activity of esports players with different levels of professional skill.Discussion and Conclusions. The conducted research allowed to draw a conclusion that at the present stage of development of digital technologies it is necessary to carry out development and implementation of effective IT services in the system of complex support of professional training of esports players.

Peculiarities of professional training of penal institution personnel during the Great Patriotic War

The research subject is the actualization of organizational and pedagogic peculiarities of professional training of penal institutions personnel during the Great Patriotic War. Professional training of penitentiary personnel in today’s Russia, aimed at the formation of competent professionals, traditionally deals with the question of continuity of education fundamentals at particular time line.   The research is based on archive materials of the State Archive of the Russian Federation. The research methodology includes the method of historicism, and the system approach, the chronological method (historical periodisation), the methods of historical retrospective and historical comparison, which help to analyze archive sources from the viewpoint of contemporary historical and pedagogical science.  The authors study the historical and pedagogical materials and analyze the experience, as well as theoretical and practical results of the search for new approaches, means and methods of professional training and improvement of conceptual background of the educational sphere of penal service of Russia.  During the period under study (the years of the Great Patriotic War), the most effective organizational and pedagogical models were searched for, as well as their orientation towards school education with prevailing in-service training.   

Application of Case-study for solving problems of measuring the level of phenol pollution of the Orel River in the training of future ecologists

In the modern world, rapid changes are taking place in many areas of human activity. The processes of globalization and the acceleration of scientific and technological progress require the search and introduction of new educational teaching technologies in the educational process. The requirements for teaching methods and their quality are steadily increasing. The methods of professional training used in the 20th century cannot provide the necessary level of quality in the new conditions, this creates the need for a constant search for even more effective approaches to the professional training of future specialists, including environmentalists. Motivating students to actively participate in the educational process, increasing their creative activity is important for them to gain new knowledge and skills. The most important condition for the formation of motivation is a close correlation between the educational process and the professional activities of future specialists. Case-study is, in our opinion, one of the most effective tools for improving the quality of training of modern specialists. Its functional capabilities largely meet the requirements that society imposes on the modern education system.

ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННЫЙ КОУЧИНГ В АРМЕЙСКОЙ СРЕДЕ

The article is devoted to the problem of professional development and career development of officers of the armed forces, other troops and military formations. The relevance of this problem is due to the rapidly changing conditions of the military-pedagogical environment. At present traditional forms and methods of professional training cannot fully meet the demand of military personnel for the formation of self-development, self-actualization and self-realization skills. In this regard the author raises the question of the need to find new approaches and views on the process of improving professional training, the result of which should be the readiness of officers to build, design and develop a military career. The author suggests using coaching, the methodology of which is focused on the disclosure of professional and personal potential and the awakening of the activity of officers as promising forms and methods of military professional training. The concepts of «profession-oriented army coaching» and «army coach» are clarified. It is emphasized that the technology of coaching is new for the military sphere and requires substantial and technical adaptation to the army reality. In this work the author presents the concept of profession-oriented army coaching, taking into account the ideas of the acmeological approach, the military specifics and the architecture of the coaching process. The goals, objectives,principles, directions and conditions for the implementation of coaching in the army environment are defined. The author comes to the conclusion that in the army environment, the coaching and acmeological approaches have similar views, combining the search for ways to maximize self-expression in the military profession and the optimal ways to organize professional activity to achieve success in the future. The concept of profession-oriented army coaching proposed by the author reflects the requirements for finding new approaches to the process of improving the professional training of military personnel, imposed by the modern training and combat process of the armed forces. The practical implementation of this concept became development and introduction of «Profession-oriented army coaching» teaching guide to the learning process of military universities of the Republic of Kazakhstan. The author sees the prospect of further work in the use of profession-oriented army coaching in the troops in organizing classes for the professional development of personnel.

Formation of Emotional Intelligence of Future Music Teachers: results of pedagogical experiment

The article shows the results of a pedagogical experiment on the formation of emotional intelligence of future teachers of music. The author’s definition of the concept of “emotional intelligence of a music teacher” is given. The essence of the concept of formation of emotional intelligence as a personal and professional quality of a future music teacher is revealed, which consists in understanding this process as one that is carried out in the conditions of multilevel professional education and is provided by a specially organized system of professional training aimed at simultaneous introduction into the educational process of the developed content and selected forms and methods in accordance with sound theoretical-and-methodological and organizational-and-methodological principles of the study. The pedagogical experiment was conducted for five years (2016–2020) and consisted of ascertaining and formative stages. At the main stage of the formative experiment, organisational and methodological principles were introduced as a basis for formation of emotional intelligence of future music teachers by means of content, forms and methods of professional training, enriched with emotional and intellectual component. Quantitative and qualitative analysis of the results of the pedagogical experiment, determining the dynamics of changes in the formation of components of emotional intelligence of future music teachers according to certain criteria, was carried out during the analytical and productive stage of the formative experiment. To measure the formation of emotional intelligence of future teachers of music as a holistic phenomenon, and to form each of the structural components, the selection and modification of special diagnostic methods were made. Based on the results of the pedagogical experiment, the conclusion was made about the effectiveness of the developed organizational and methodological foundations for the formation of emotional intelligence of future music teachers in the process of professional training, which is confirmed by statistical processing using Fisher’s and Pearson’s criteria.

THE ESTABLISHMENT OF PROFESSIONAL EDUCATION OF POLICE OFFICERS IN THE 1920S IN EASTERN SIBERIA

Introduction. The paper addresses the issues of the development of professional education of police officers in post-revolutionary Eastern Siberia in the 1920s. The archival documents were used to study forms and methods of professional training of young officers of workers and peasants’ police. The main of them were school training of the reserve and practical training of the officers in off-duty and on-duty hours. The study also focused on the issues that interfered with the professional training of officers and, eventually, did not allow the single system for the policemen training to be established. The objective of the study is to examine the issue of creating a system of training police personnel in the 1920s, highlight the activities of the administrative department intended to organize the professional training of police officers for the East Siberian region at a difficult time for the country, and the problems that arose. Materials and methods. The study employed synthesis methods, comparative analysis of historical sources, historical-system method, and the principle of historicism. Results of the study. The activities of the police of Eastern Siberia, which were aimed at the professional training of law enforcement officers, were investigated. The post-war Eastern Siberia faced a lack of personnel for the police since tsarist police were defeated, and the class approach to the personnel selection led to the situation where the policemen from workers and peasants were often poorly literate or illiterate. Therefore, there was an urgent need to establish a professional training system for police officers. Attempts were made to create this system, but they were unsuccessful in the 1920s. This activity, however, made it possible to lay a foundation for the establishment of such a system in the future.

Проблеми теорії і методики професійної підготовки майбутніх офіцерів правоохоронної діяльності збройних сил України в умовах бакалаврату

Проблеми теорії і методики професійної підготовки майбутніх офіцерів правоохоронної діяльності збройних сил України в умовах бакалаврату

Методика професійної підготовки майбутніх учителів української мови та літератури засобами технологій інтерактивного навчання фахових дисциплін

Методика професійної підготовки майбутніх учителів української мови та літератури засобами технологій інтерактивного навчання фахових дисциплін

Forms and methods of professional training future teachers for tutoring in terms of education's individualization

The article presents the results of research aimed at analysis and generalization of expedient forms and methods of professional training for future teachers to tutoring. The purpose of the article is to determine the appropriate forms and methods of professional training of future teachers for tutoring. The basis of the research appropriate forms and methods of professional training in higher education institutions were publications of domestic and foreign scientists in two areas: 1) works, which devoted to the problems of selection of appropriate forms and methods of professional training of future teachers; 2) works on the forms and methods of tutoring used in practice. Methods of analysis, synthesis and generalization were used to establish appropriate forms and methods of professional training for future teachers to tutoring. The results. The following forms of education are considered as: tutorial, which is used as a final lesson to deepen students' knowledge of one of the sections from the course; consultations as a discussion of important issues for personal development and education of the student; educational event that involves learning in action and involvement in initiative forms of knowledge acquisition; pedagogical practice based on the principles of consistency, interdisciplinary and integrative in organizations that practice tutoring. The following specific methods of professional training for future teachers to tutoring are identified: a case method, which based on the discussion from practical situations of tutoring; debates in which students learn to argue their point of view and refute the opposite; a method of conversation that allows you to work with questions of tutors or questions of the tutor to the ward during tutoring; portfolio method, which is an effective tool for self-evaluation; interactive methods that promote the development of the communicative component for tutoring competence in future teachers. Conclusions. As a result of research on the basis of studying literary sources it is established that in the course of professional preparation for future teachers to tutoring activity both traditional and specific forms of training are applied. Tutorials, consultations, and educational events are singled out in the study as specific forms of professional training of future teachers for tutoring. It is determined that the appropriate methods of professional training for future teachers to tutoring are active methods, portfolio method, conversation method, problem method, interactive methods. Among the interactive methods, special attention is paid to such as lecture with the inclusion of conversation, problem lecture, interactive seminar, consultation, "round table", group and intergroup discussion, "brainstorming", business and educational games.

METHODOLOGY OF WRITING AN ARGUMENTATIVE ESSAY ON SOCIAL AND PEDAGOGICAL TOPICS


 
 
 The article concerns the problems connected with the use of such non- standard creative method of professional training of the future teacher as an argumentative essay, having high potential of independent scientific study of the problem that has clearly expressed personality-oriented priorities. Both the concept and the methodology of preparing and writing an essay on social and pedagogical topics by the student are based on the determined theoretical positions that reflect the essence of the argumentative essay, the logic of its formation, indicating a fundamental difference in relation to functional and content-procedural features of writing a discursive essay.
 
 

Перспективы использования дистанционного обучения в образовательном процессе медицинского вуза

In the context of the use of distance learning forms in the existing system of medical education, the authors consider current issues of finding optimal models of training content and organizational forms, methods and tools that facilitate the effectiveness of distance learning for the professional training of modern medical specialists. Based on the analysis of awareness, previous experience and attitudes of students and teachers of the First St. Petersburg State Medical University an anonymous survey of students and clinical residents, as well as teachers, students and teachers working at various departments of medical and dental faculties of the University was conducted with regard to the development and implementation of distance learning technologies in practice. As a result of the study, it was shown that students at both pre- and post-graduate levels have a more accurate understanding of the essence of distance learning system than teachers. Most students believe that the quality of the knowledge they receive is higher in face-to-face teaching, but they also believe that the advantage of distance learning is that there is no time limit on how long they can learn the material, and that they can create flexible schedules. Most teachers believe that the use of distance learning in the medical education system is most effective in training specialists for advanced training and retraining courses, as well as in training clinical residents. As the main conclusion of the article, the authors point out that in modern conditions of digitalization, it is expedient to use information and communication technologies and distance learning in a medical university only in combination with traditional teaching and methodical means and methods of professional training. At the same time, distance learning cannot be an alternative for the traditional form of professional training and retraining of doctors, but information and communication technologies and digital technologies, as well as distance learning should be integrated into the existing educational system of a medical university in the context of its digitalization.

Художньо-естетичні інновації мистецької освіти в підготовці майбутніх учителів музичного мистецтва і хореографії

The article substantiates the conditionality of the quality of education regarding innovations that are caused by changes in the sociocultural space and the reform of education, which actualizes its prognostic and innovative character. The purpose of the article is to highlight the results of scientific research on the problems of artistic and aesthetic innovations in the art education and the development of the artistic and innovative competence of future teachers of Musical Arts and Choreography. The author has presented course and results of a comprehensive study which was carried out in the framework of the inter-department scientific theme “Methodology and methods of professional training aimed at future teachers of Musical Arts and Choreography in the context of artistic and aesthetic innovations in art education”. Theoretical and empirical methods, a generalization of the analysis of pedagogical experience and the results of experimental studies were applied. A classification of artistic and aesthetic innovations in art education has been proposed. The essence of artistic and aesthetic innovations has been explained; the essence and structure of the artistic and innovative competence of future teachers of Musical Arts and Choreography have been determined. The criteria and indicators for assessing this professional quality have been developed. The complex nature of the scientific topic made it possible to attract a number of dissertation studies to the solution of the set tasks in the framework of which certain positions of the system as well as qualities, knowledge, skills and experience relevant to the artistic and innovative competence were checked. Summarizing the results of the study made it possible to establish the conformity of its organizational, methodological and content-centred components with the relevant qualification clusters: knowledge, skills, communications, autonomy and responsibility. The obtained results are confirmed by experimental verification and an increase in the quantity and quality of the undergraduate and postgraduate students’ creative achievements in competitions, contests and art festivals. Keywords: quality of education, artistic and aesthetic innovations, future teachers of Musical Arts and Choreography, the artistic and innovative competence.

ІНТЕРВІЗІЯ ЯК ІНТЕРАКТИВНИЙ МЕТОД ПРОФЕСІЙНОЇ ПІДГОТОВКИ СТУДЕНТІВ-БІОЛОГІВ У ПРОЦЕСІ ПЕДАГОГІЧНОЇ ПРАКТИКИ

ІНТЕРВІЗІЯ ЯК ІНТЕРАКТИВНИЙ МЕТОД ПРОФЕСІЙНОЇ ПІДГОТОВКИ СТУДЕНТІВ-БІОЛОГІВ У ПРОЦЕСІ ПЕДАГОГІЧНОЇ ПРАКТИКИ

Мотивационный социально-психологический тренинг как метод профессиональной подготовки руководителей органов внутренних дел

Professional motivation is a system-forming factor in realizing the social and managerial functions of the activity of heads of internal affairs bodies. It is formed in the process of professional formation of personality, including not only the experience of professional activity, but also the stage of training. Professional motivation is understood as those professionally important psychological components and features of the motivational sphere of the individual, which are the internal prerequisite for the success of the formation of professionalism, professional growth of the head of the internal affairs body. Motivational socio-psychological training is one of the main methods for the development of personal motivation and one of the main methods of professional training of heads of internal affairs bodies. It forms in the individual a more realistic view of his competence and the associated stability of his assessments of achievements.

Обучение консультированию в формате котерапии

Counseling with a co-therapist is gaining more and more supporters in group and family therapy, and also as a training of beginning psychotherapists. The article dwells upon the phenomena, principles, the evolution of relationships and professional ethics in co-therapy. We examine positive and negative specifics of work in pairs, symmetrical or nonsymmetrical in their counseling experience. Terms such as the group subject of discourse and the evolution of relationships between co-therapists are explained. We studied the influence of co-therapy as a method of professional training on personality and professional competence of beginning psychotherapists. According to the yielded results training in a pair helps students to overcome anxiety, increases their social intelligence and leads to deep understanding of their partner. We give advice on selecting a co-therapist and point out the types of work where co-therapy is most effective — family and group counseling and psychotherapy students training.