Professional Qualities Research Articles

Predicting Missed Nursing Care Based on Moral Sensitivity and Care-Related Factors

Background: Care is one of the essential metaparadigms of nursing. The personal and professional character of the nurse, along with attention to human, financial, and communication factors, can provide an essential part of standard care. Moral sensitivity, as a part of professional ethics, offers responsible and accurate care. Objectives: This study was conducted with the aim of predicting missed nursing care based on moral sensitivity and care-related factors in 2021. Methods: In this cross-sectional-analytical study, 345 nurses working in medical education centers in Ardabil were selected by stratified random sampling from internal, surgical, special care, emergency, and pediatric departments. Data were collected using the modified Lutzen Moral Sensitivity Questionnaire, Kalish's Missed Nursing Care, and Blackman's Missed Care Related factors. The collected data were analyzed using SPSS 19 with descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (ANOVA, regression, and Pearson). Results: The results of the present study showed that nurses had an average level of moral sensitivity (70.75 ± 10.83). The mean and standard deviation of missed nursing care were (33.93 ± 10.35), which was less than the median of the questionnaire. The components of moral sensitivity (0.32) and related factors (0.08) explain missed care. There was a significant relationship between age, work experience, overtime, and second job with missed care (P < 0.001). Conclusions: Identifying influential factors in reducing missed care is crucial in care, education, and management. It can be said that the dimensions of moral sensitivity and related factors such as human, financial, and communication resources are predictors of missed care. Increasing workload and having a second job increase forgetfulness in caregiving. It is suggested to utilize the experiences of nurses with expertise in care, education, and management, in addition to enhancing moral sensitivity, to ensure comprehensive care while reducing overtime and avoiding second jobs.

Construction of a competency evaluation index system for postgraduates of educational technology

PurposeThe purpose of this study is to determine the competency characteristics required for the employment of master’s degree students in educational technology.Design/methodology/approachA combined qualitative and quantitative method was used to consult multiple experts through a modified Delphi method. Competency characteristics were extracted from Chinese recruitment apps, national recruitment websites and university training programs. Ten senior teacher experts who teach educational technology master’s students were consulted through a questionnaire consultation to validate the proposed competency model. The weights of competency characteristics were determined through a combination of the analytic hierarchy process and entropy method.FindingsThe results show that when recruiting educational technology master’s students, more emphasis is placed on operational skills. The majority of companies tend to assess practical abilities rather than theoretical knowledge. Relevant knowledge of educational technology, psychology, computer science and education is considered to be the basic knowledge components of educational technology master’s students, while professional skills are the core skills required for their positions. Therefore, universities need to focus on training, educational technology graduate students in these areas of competence. The study also found that professional qualities (such as physical and mental fitness) and personality traits (interpersonal communication and interaction) receive more attention from companies and are essential competencies for educational technology master’s students.Originality/valueA competence model for educational technology master’s students is proposed, which includes aspects such as knowledge, personal skills/abilities, professional qualities and personality traits. The competence elements included in this model can serve as reference indicators for universities to cultivate the competence of educational technology master’s students, as well as reference points for recruiting units to help them select talents. This represents a new dimension in research related to the employment of educational technology master’s students. The study enriches the research objects and competence dictionary in the field of competence research.

The impact of perceived work dirtiness on nursing students’ professional commitment: the mediating role of career adaptability and the moderating role of social support - a cross sectional study

BackgroundSocial consensus in the nursing industry is that the job is accompanied by dirtiness. It is generally accepted that negative cognition about a career is an important determinant in reducing nursing students’ professional commitment. However, the impact of nursing students’ perceived work dirtiness on professional commitment and its mechanism remains unclear. This study aimed to analyze the association between perceived work dirtiness and professional commitment and to examine the mediating role of career adaptability and the moderating role of social support among nursing students in mainland China.MethodsA cross-sectional online study was conducted among 341 nursing students from three medical universities in Henan, China. The participants’ perceived work dirtiness, career adaptability, professional commitment, and social support were obtained. SPSS 26.0 and Amos 23.0 software were used for the statistical analysis.ResultsPerceived work dirtiness was negatively related to career adaptability and professional commitment (P < 0.001). Career adaptability played a partial mediating role (β= -0.177, P < 0.001) in the relationship between perceived work dirtiness and professional commitment. Social support played a moderating role (β = 0.134, P < 0.01) in the relationship between perceived work dirtiness and career adaptability. Moreover, social support moderates the mediating role of career adaptability.ConclusionsNursing students’ perceived work dirtiness is an important factor in reducing professional commitment. Therefore, nursing educators must enhance courses focusing on professional qualities, providing avenues for nursing students to access social support. This proactive approach aims to mitigate the adverse impact of perceived work dirtiness on professional commitment among nursing students.

高等学校就业指导与求职培训体系构建与优化

本培训项目旨在通过系统化、模块化的培训，全面提升高校教师的就业指导能力和学生的求职技能，以提高毕业生的职业竞争力和职业素养。项目涵盖八大模块，包括定向人才培养方法、实习指导与管理、就业市场分析与职业指导、校企合作模式与案例研究、职业技能提升、就业实习准备、求职面试技巧和职业生涯规划。通过理论讲解、案例分析、互动讨论和实际操作训练，项目促进校企合作，优化职业规划，提高职业指导和实习管理水平，最终实现高质量就业目标。This training program aims to systematically and modularly enhance the employment guidance capabilities of higher education teachers and the job-seeking skills of students, thereby improving graduates' career competitiveness and professional qualities. The program encompasses eight modules: targeted talent cultivation methods, internship guidance and management, job market analysis and career guidance, school-enterprise cooperation models and case studies, professional skills enhancement, internship preparation, job interview skills, and career planning. Through theoretical explanations, case studies, interactive discussions, and practical training, the program promotes school-enterprise cooperation, optimizes career planning, improves employment guidance and internship management, and ultimately achieves the goal of high-quality employment.

FORMATION OF FUTURE PRIMARY SCHOOL TEACHERS’ PREPARATION FOR SOCIALLY ORIENTED EXTRACURRICULAR ACTIVITIES IN PEDAGOGICAL COLLEGES

The article emphasises that the professional and pedagogical training of future primary school teachers in pre-higher pedagogical education institutions must consider the requirements of the New Ukrainian School for the organisation of effective socially oriented extracurricular activities. The leading components of the professional and pedagogical training of future primary school teachers have been identified, namely: psychological and pedagogical, organisational and pedagogical, special scientific, activity and procedural, subject and operational. The article considers the formation of the future primary school teacher's preparedness for socially oriented extracurricular work in the context of the acquired general pedagogical and purely professional knowledge, formed skills and abilities, and the ability to assess their level of professional training and readiness for self-improvement; motivated desire and need for the implementation of professional pedagogical activity in the future; effective formation of professional and personal qualities of the future primary school teacher, the formation of which takes place during studying at a pre-higher pedagogical education institution. The author describes the main professional competencies and fundamental principles of constructing socially oriented extracurricular activities: child-centred, naturalness, and cultural relevance; voluntariness and individualisation, scientific and systematic approach, integrity and subject-to-subject interaction (partnership pedagogy), personal orientation and interrelation with life, the unity of development and self-development, social activity and life-creative activity; emotional attractiveness and correspondence to the age capabilities of primary schoolchildren. The leading scientific approaches to the design of such work have been substantiated: personality-oriented, value-motivational, and personally active.

Воспитательная работа как средство предотвращения отклоняющегося поведения сотрудников органов внутренних дел

Introduction. The article is aimed at examining the current situation in the organisation of educational work with the personnel of internal affairs bodies, identifying problematic issues and formulating the main directions for improving the activities to prevent deviant behaviour among employees of law enforcement agencies. Particular attention is paid to the patriotic education of law enforcers, since at present the issues of loyalty and fidelity to the Motherland are of primary importance for the formation of professional qualities. Modernisation of the system of educational work, associated with various factors, including the rapid digital transformation of social relations, will fully ensure the achievement of the objectives of the Ministry of Internal Affairs and will play a significant role in preventing possible negative manifestations. Research methods. General scientific methods such as: analysis of scientific literature, analysis of normative legal acts, comparative analysis, generalisation of theory and practice of issues of violation of official discipline and legality by employees were used in the research. The results of the research consist in the fact that the authors, based on the information received while studying the state of educational work, proposed measures to improve the quality and effectiveness of activities aimed at preventing the development of deviant behaviour in the staff of internal affairs bodies.

Ценностно-смысловые предикторы успешности профессиональной деятельности сотрудников и военнослужащих Росгвардии

Introduction. The article deals with the analysis of the peculiarities of the professional activity of employees and officers of the Russian Federal Guard Service and substantiates its axiological content. In this context the importance of axiological components in the structure of the most significant professional qualities of employees and officers of power structures, which determine the effectiveness of their service and combat activity, is argumented. The article focuses on patriotic education as a special worldview, which is a deeply meaningful, constructive and positive attitude to traditional values, norms, views, ideals, history and culture of the ethnic group, nation, state, as well as on its direct influence on the formation and development of professionally significant competences and attitudes in representatives of law enforcement agencies. Some aspects of adaptation are touched upon. Research methods. The research was based on general scientific methods. The method of systematic analysis of various aspects of service activities of the Russian Federal Guard Service representatives was widely used. The subject of a separate analysis was socio-psychological and psychological and pedagogical diagnostics of their dominant value-sense orientations. Results. The authors summarise that awareness, internal acceptance and realisation of professional values are predictors of professional success of employees and officers of the Russian Federal Guard Service and can be considered as psychological criteria of professional selection.

Demystifying the Notion of Charisma: Micro-Ethnography on a Veteran-Teacher’s Classroom Practices

This IRB-approved and grounded in social semiotics theory micro-ethnographic case study was conducted within a longitudinal ethnography project and is focused on the teaching style of one veteran teacher in a public urban elementary school in the North-Eastern United States. The data in this qualitative micro-ethnographic case study were collected from multiple sources (e.g., field notes, observations, interviews, audio- and video-recordings). The interview data were analyzed using Saldaña’s (2013) thematic and value coding. The focus research participants’ verbal and non-verbal behaviors during her interactions with her students were analyzed in accordance with the micro-ethnographic research traditions. The above data were triangulated with the ones from the multimodal language analysis. This research found that teachers may set the goal and develop in themselves highly attractive for students so-called charismatic professional qualities.

Analysis of the behavior model of the nursing staff of outpatient and inpatient services

Particular attention is required to study the organization of work of nursing staff and the individual and personal characteristics of nursing specialists in both outpatient and inpatient services. Target. Studying the characteristics of professional skills, work experience, taking into account individual personal characteristics, behavior patterns of senior nurses of a healthcare institution and nursing staff. Results. The scientific literature on human resource management issues was analyzed, the main motivators of nursing staff in outpatient and inpatient services were studied, the significance of the personal qualities of maternity hospital and antenatal clinic employees was studied, and the professional qualities of nursing service managers were assessed. Conclusion. For representatives of the nursing staff of the inpatient service, individual personal qualities that reflect the specifics of working with people are of great importance, in contrast to the nursing staff of the outpatient service, for whom individuality, responsibility and independence are important.

ПРОФЕССИОНАЛЬНОЕ ВОСПИТАНИЕ ОБУЧАЮЩИХСЯ В ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЯХ МВД РОССИИ

The article examines the problems of the pedagogical component of professional education in the framework of training at the St. Petersburg University of the Ministry of Internal Affairs of Russia. The purpose of the work is to determine the optimal scenario for the teacher's work aimed at professional development and self-determination, i.e. which means and methods of education, as well as organizational forms of classes, should be used in teacher–student interaction in order to achieve the set goal - the formation of a high level of development of professional and moral qualities of students. 102 cadets of the St. Petersburg University of the Ministry of Internal Affairs of Russia aged from 19 to 21 years took part in the study. The sample consisted of 33 boys and 69 girls. The questionnaire consisted of 9 questions, assuming open detailed answers. The results were processed using content analysis. The cadets express their opinion on the mutual influence of the teacher-student on the learning process, noting also the personal characteristics of the students, which may hinder the perception of information, the formation of professional self-identification and the development of professionally oriented thinking, and the content component of the discipline taught. The importance of the discipline "Professional education of students in educational organizations of the Ministry of Internal Affairs of Russia", according to the cadets, is due to the applied importance of the information received in the classroom, which is necessary both in future professional activities and for the formation of skills of interaction with classmates and permanent staff, as well as a more in-depth study of official etiquette and professional ethics, which is also relevant in the process of adaptation to the conditions of study in a departmental educational organization. According to the cadets, the most effective forms and methods of conducting classes are those that involve a creative approach to completing tasks, business games, watching movies, and field trips to territorial authorities.

Development of professional-pedagogical competence in future English language teachers

The study examines the professional pedagogical competence of future English language teachers. The concept of "professional pedagogical competence" is increasingly relevant in Kazakhstan's higher education reform. It reflects teachers' pivotal role and professional qualities in achieving high-quality education and upbringing. Our literature review defines the professional pedagogical competence of future English language teachers as an integrative set of qualities that indicate their personal and socio-moral experience. It also reflects their capacity to foster motivational, cognitive, and operational aspects within their professional domain. The outcomes of their pedagogical endeavors evidence this. Our model of professional pedagogical competence for future English language teachers is a pedagogical system that includes four blocks: target, conceptual, content-procedural, and criteria-evaluative. The criteria and indicators of professional-pedagogical competence are communicative, cognitive, operational-activity, and motivational-valuable. The communicative dimension emphasizes foreign languages as a means of personal and professional communication. The cognitive dimension emphasizes skills to solve non-standard lingua-pedagogical tasks. The operational-activity dimension reflects personality, professional development, and pedagogical activities. The motivational-valuable dimension emphasizes linguistic-cognitive motivation, professional self-awareness, the need for self-realization, and self-development. Our research findings contribute significantly to the discourse on teacher education in Kazakhstan. Our comprehensive model aligns with contemporary educational needs. It serves as a valuable guidepost for educational stakeholders and offers insights that can inform policy, curriculum development, and teacher training programs. Ultimately, it advances the overarching goal of enhancing the quality and impact of English language education in Kazakhstan.

Professional Readiness of a Teacher for Innovative Activities: a Qualitative Aspect

The article actualizes the importance of professional readiness of a teacher for innovative activities. At the same time, attention is payed to the importance and role of innovation in the organization of a modern school, to its purposeful process of creating, using and distributing innovations in order to ensure highly effective training and education of young students. In this context, attention is drawn to the teacher's readiness for innovative professional activity as an integrative quality of his/her personality, as a regulator and condition for successful professional activity aimed at creating, implementing and distributing educational innovations, which has a positive effect on improving the quality of Education. The article emphasizes that the success of educational transformations reflected on the pages of a number of regulatory legal acts depends on a number of innovations introduced into the educational process. It is also emphasized that the introduction of innovative processes determines the need for appropriate changes in the professional activities of the teaching staff of the relevant educational institution. A lot of attention is paid to the components of the teacher’s innovative competence. It is noted that innovative activity is the internal force that shapes the teacher's position (professional and personal qualities), is a prerequisite for effective work, the maximum realization of opportunities and the disclosure of creative potential. In addition to everything else, the author of the article pays attention to the need to establish appropriate criteria aimed at the teacher's readiness for innovative innovations, emphasizes the importance of the appropriate level of technological readiness for innovative activities. The article emphasizes that the professional readiness of a teacher for innovative activities is a natural result of his special training, self-determination, education and self-education, and upbringing. It is noted that one of the important components of professional readiness of a teacher for innovative activities is innovative competence (a system of motives, skills, knowledge, skills, personal qualities of a teacher, which ensures the effectiveness of using new pedagogical technologies in working with young students). The article also stresses that one of the important levers to strengthen the innovative activity of a teacher is his motivational interests and value orientations, the main components that contribute to the implementation of innovative measures in the educational process of the school are named.

The core components and the survey on importance of professional quality of chief editor, editorial director and editor of sci-tech journals in China

Background: This study aims to explore the core elements of the professional quality of the chief editor, editorial director, and editor of sci-tech journals and to analyze the understanding of the importance of the professional quality of the editorial team. Methods: The core elements of the professional quality of the chief editor, editorial director, and editor of sci-tech journals are summarized into basic quality, professional quality, comprehensive quality, and excellent quality. They are then defined and explained using the literature research method. In addition, a questionnaire on the core professional quality of the chief editor, editorial director, and editor of sci-tech journals was designed to investigate the cognition status of the importance of professionalism among editors of sci-tech journals. Results: The survey results show that editors are the direct executors of journal operations and need to master basic quality and improve professional quality. The editorial director is the main manager of the work of sci-tech journals, and it is necessary to comprehensively strengthen the promotion of various professional qualities. The chief editor is the main person at the helm of the academic quality of sci-tech journals and needs to have a higher academic level and a more rigorous work attitude. They should pay attention to improving professional quality and excellent quality. Conclusion: The chief editor, editorial director, and editor of sci-tech journals should focus on different professional quality training specific to their practice. Professional quality evaluation standards should be established to provide a reference for the evaluation system of sci-tech journal editors.

METHODOLOGICAL FOUNDATIONS FOR THE DEVELOPMENT OF FUTURE ECONOMISTS' CRITICAL THINKING IN THE PROCESS OF THEIR PROFESSIONAL TRAINING

The digitalization of Ukrainian society creates a demand for specialists in economic specialties who work effectively to develop the country's digital economy. That actualizes the modernization of their professional training and the need to create various professional qualities, particularly critical thinking. The need to develop critical thinking in training future economists requires the development of a scientific basis on which such development will take place. In other words, a methodological basis for developing future economists' critical thinking in their professional training needs to be developed. The article aims to identify and substantiate a methodological basis for the development of critical thinking of future economists using information technologies. To achieve this goal, we used several methods: theoretical analysis, systematization, and generalization of scientific results on the problems of training future economists, the use of information technology in the training of future economists, and the development of critical thinking of young people. We used the materials of Google Academy for the following queries: "critical thinking," "development of critical thinking," "training of economists," "use of information technologies," "methodological principles," "methodological approaches," "information technologies in the training of economists," "training of students of economic specialties." The result of the study is the substantiation of the importance of methodological approaches (systemic, axiological, synergistic, personality-oriented, cognitive-visual, contextual) for developing critical thinking of future economists through information technologies.

Психоэндокринные корреляты стресс-реагирования курсантов ОВД с учетом фактора адаптивности к учебно-профессиональному процессу

Introduction. The relevance of studying the features of self-regulation and selfcontrol, protective mechanisms, ways of coping with stressful situations and determining the specifics of the psychoneuroendocrine correlates of the stress response of cadets of law enforcement agencies, taking into account the adaptability to the educational and professional process, is due to the high requirements for the personal and professional qualities of cadets, who are already included in the professional service activities. Methods. The following research methods were used in the study: testing, clinical laboratory, experiment. The diagnostic complex included: The Hospital Anxiety and Depression Scale (HADS), the «Comprehensive assessment of stress manifestations» by Yu. V. Shcherbatykh, «Ways of Coping Questionnaire, WCQ» from S. Folkman and R. Lazarus, «The Life Style Index, LSI» questionnaire of R. Plutchik, the Grasmick Scale (Grasmicket al., 1993; adapted by V.G. Bulygina, A.M. Abdrazyakova, 2008), «Self-regulation profile questionnaire – SRPQM» by V. I. Morosanova. Results. The adaptive group is distinguished by the development of all stages of conscious regulation of behavior, which is mediated by adaptive coping strategies. Individual typological characteristics ensure high self-control. The detected significantly higher cortisol level before a stress stimulus that does not go beyond the normative level, and an increase inDehydroepiandrosterone (DHEA) after a stress stimulus are associated with a low severity of signs ofstress. The maladaptive group of cadets is distinguished by the predominance of maladaptive copingstrategies, less mature forms of psychological protection that are not mediated by conscious regulatory systems. DHEA, as a key buffer hormone of stress resistance, does not perform a protective function, because its initially high background level significantly decreases after exposure to stressful stimuli.

How Should a Teacher Be According to The Teacher’s Views?

Identifying and enhancing teacher competencies and qualifications is crucial for advancing the quality of education. This qualitative study aimed to explore teachers' qualifications and self-perceptions through interviews with 78 teachers across various disciplines. The objective was to understand discrepancies between teachers' self-views and critical perceptions of colleagues, thereby identifying essential competencies. Semi-structured interviews, employing a qualitative approach, facilitated a thorough exploration of teacher perspectives. The study group included classroom, English, Turkish, math, science, philosophy, religious culture, computer, biology, history, chemistry, physical education, music, Turkish language, literature, painting, and physics teachers. Open-ended questions elicited opinions on colleague qualifications, essential teacher competencies, and self-perceptions. The findings revealed that experienced teachers demonstrated higher confidence, while beginners expressed a commitment to improvement. Communication skills, empathy, love for students, subject knowledge, self-development, patience, tolerance, and passion for teaching were highlighted as crucial competencies. Teachers emphasized the need for a balance between personal and professional qualities, advocating for pedagogical formation, contemporary teaching approaches, and technology proficiency. The study concludes that continuous professional development is vital, emphasizing the importance of both human-oriented qualities and technical competencies for effective teaching. This research provides a foundation for raising teachers' awareness of competence assessment and development, urging educational institutions to support ongoing teacher growth.

Incorporating a situational judgement test in residency selections: clinical, educational and organizational outcomes

BackgroundComputer-based assessment for sampling personal characteristics (Casper), an online situational judgement test, is a broad measure of personal and professional qualities. We examined the impact of Casper in the residency selection process on professionalism concerns, learning interventions and resource utilization at an institution.MethodsIn 2022, admissions data and information in the files of residents in difficulty (over three years pre- and post- Casper implementation) was used to determine the number of residents in difficulty, CanMEDS roles requiring a learning intervention, types of learning interventions (informal learning plans vs. formal remediation or probation), and impact on the utilization of institutional resource (costs and time). Professionalism concerns were mapped to the 4I domains of a professionalism framework, and their severity was considered in mild, moderate, and major categories. Descriptive statistics and between group comparisons were used for quantitative data.ResultsIn the pre- and post- Casper cohorts the number of residents in difficulty (16 vs. 15) and the number of learning interventions (18 vs. 16) were similar. Professionalism concerns as an outcome measure decreased by 35% from 12/16 to 6/15 (p < 0.05), were reduced in all 4I domains (involvement, integrity, interaction, introspection) and in their severity. Formal learning interventions (15 vs. 5) and informal learning plans (3 vs. 11) were significantly different in the pre- and post-Casper cohorts respectively (p < 0.05). This reduction in formal learning interventions was associated with a 96% reduction in costs f(rom hundreds to tens of thousands of dollars and a reduction in time for learning interventions (from years to months).ConclusionsJustifiable from multiple stakeholder perspectives, use of an SJT (Casper) improves a clinical performance measure (professionalism concerns) and permits the institution to redirect its limited resources (cost savings and time) to enhance institutional endeavors and improve learner well-being and quality of programs.

Глокализации коммуникативного взаимодействия: лингвоюридический аспект

The article examines the issues of glocalization and regulation of communicative interaction based on the material of the speech act of defamation. It is shown that countries, when legislating public relations in this area, proceed from the interests dictated by their own information security policy. Using the example of some post-Soviet states, which historically have common sources of law, evidence is presented of the refusal of states to unify legal norms in the field of regulating public communication activity: the speech act of defamation as an illegal and criminally punishable act is excluded from the legislation of Estonia; in Azerbaijan, Latvia, Lithuania, Tajikistan it does not have the status of a serious crime, unlike The Republic of Belarus and the Russian Federation. However, this approach does not exclude the emergence of problems, primarily of a methodological nature. As an actual example, fragments of Belarusian legislation are analyzed, which reveal a terminological lacuna in understanding the categories of honor, dignity and business reputation as a triad of intangible subject rights, the attempt on which is realized through a speech act of defamation. The relevance of the legal linguistic interpretation of the designated content of the concepts is substantiated: honor as moral and ethical qualities of a person in the assessment of others; the introverted phenomenon of dignity as a social self-esteem of a person; business reputation as a set of professional and/or service qualities of a person. Based on the material of the Belarusian legislation, a meaningful detailing of the signs of the implementation of a speech act of defamation is given according to the parameters 1) factual nature, 2) object composition, 3) type of information and 4) channel of information dissemination.

Образ учителя в немецкоязычном и русскоязычном дискурсе трудоустройства (на материале объявлений о вакансиях)

This article is devoted to a comparative analysis of the representation of the image of a foreign language teacher in the employment discourse in two linguistic cultures. The relevance of the research topic is due to transformations in the educational sphere, the trend towards increasing the importance and prestige of the teaching profession in the Russian society, as well as the need for competent training in intercultural communication skills in the modern world. The purpose of this article is to identify the content components of the teacher’s image and the features of their representation in job advertisement texts. The research material was Russian and German job advertisements for foreign language teachers in the amount of 300 texts. The methodological basis of the study is the cognitive and discursive paradigm. In accordance with the goal, the comparative analysis method was used in the work. The authors believe that in the Russian linguistic culture one can distinguish the image of a secondary school teacher and a teacher or tutor in private schools. Consequently, the content components of the image, which include professional competencies, personal qualities, and working conditions, will differ: a private school teacher is presented as a creative, motivated teacher who is provided with both methodological support and various digital tools. A secondary school teacher is a person who performs not only pedagogical tasks, but also organization and management work. A comparative analysis showed that in the German employment discourse, a teacher is, first of all, a “team player.” The main difference between the images of a teacher represented in German job advertisements is the so-called “gender neutrality”. In the Russian employment discourse, a trend has been noted towards the transition of foreign language teaching to an online format. In the pragmalinguistic aspect, in both linguistic cultures, age restrictions are revealed through an informal address to a potential employee, while in German job advertisements, emotional and evaluative vocabulary explicates the employer’s interest.

Педагогічні умови формування графічної компетентності майбутніх фахівців у галузі електроніки та телекомунікацій засобами цифрових технологій

The article deals with the actual problem of determining the pedagogical conditions that ensure the formation of graphic competence in the future specialists in the field of electronics and telecommunications by means of digital technologies and other professional qualities necessary for the implementation of successful professional activities in the modern digital world.&#x0D; To determine the pedagogical conditions for the formation of future specialists in the field of electronics and telecommunications graphic competence by means of digital technologies, the method of survey and independent expert evaluations was used.&#x0D; Of the 11 pedagogical conditions proposed for expert evaluation, four were selected that have a high and very high degree of agreement of the experts' opinions. Therefore, we believe that the following pedagogical conditions will have a positive impact on the formation of graphic competence of future specialists in the field of electronics and telecommunications using digital technologies: creating conditions for the development of cognitive interest and providing motivation to carry out professional activities of future specialists in the field of electronics and telecommunications; willingness of scientific and pedagogical workers to promote the development of graphic competence of applicants; gradual development of graphic competence as an integral component of the applicant's professional competence; the use of innovative pedagogical technologies in order to activate the educational and cognitive activities of the applicants.&#x0D; The use of innovative pedagogical technologies in order to activate the educational and cognitive activities of future specialists in the field of electronics and telecommunications in order to form their graphic competence by means of digital technologies has a number of advantages, in particular: improving the quality of education, developing creative abilities and independence of students, increasing motivation to study, etc. Among the promising methods for forming the graphic competence of future specialists in the field of electronics and telecommunications using digital technologies are the following: interactive technologies that allow students to actively interact with each other in the process of mastering educational material, in particular, the brainstorming method, the project method, etc.; game technologies, among which we see promising didactic games, scenario games, simulation games, etc.; distance learning technologies as a means of improving graphic skills and abilities; problem-based learning technologies that allow students to develop critical thinking, creative abilities, and practical skills.