Student Professional Development Research Articles

Seeing Infrastructure, Interrogating Infrastructure: Making explicit the implicit of LIS education and learning environments

Seeing Infrastructure, Interrogating Infrastructure: Making explicit the implicit of LIS education and learning environments

Evaluation of entrustable professional activities and competency assessment in sport and exercise sciences in higher education: Student perceptions of the impact on learning

The aim was to evaluate the implementation of entrustable professional activities (EPA) to identify student perception of value and purpose to their learning. A framework and matrix were developed and implemented into a Sport and Exercise Sciences module of an undergraduate degree. Evaluation was completed through questionnaires and focus group interviews to identify students’ perceptions. Data were analysed and interpreted through content and thematic analysis. Statistical analyses were conducted to identify if significant differences existed in perceptions due to gender, awareness, and purpose, and a cluster analysis was used to identify commonalities in perceptions. Findings support a positive perception with students reporting the matrix was communicated well (80% agreement) and was easy to understand (93%), with clearly distinguished statements (97%) appropriately aligned to the profession. EPAs offer a well-structured, easy to use teaching and learning tool to aid student professional development with minimal barriers to its application in practice.

Student's professional competence development using the blended learning

Student's professional competence development using the blended learning

Personal and professional development of students – future teachers with the use of blended learning

Introduction. The relevance of the research is conditioned by the needs of education in development of innovative approaches providing high-quality competence training of future pedagogues. The forms of blended learning have a potential to strengthen the subjectivity and optimisation in the process of personal and professional development of students, but they are applied fragmentarily in higher pedagogical education and are not systematically explored. Purpose of the research: development of a model of personal and professional development of students – future pedagogues with the use of blended learning forms as well as testing its effectiveness in the course of experimental work. Materials and methods. The experiment involved 54 students, future bachelors of pedagogical profile studying at Moscow State Regional University (Russian Federation). Methods: testing, students’ self-assessment and peer assessment, expert evaluation of students’ personal and professional development by teachers. Statistical methods: Mann-Whitney U-test. Results. The model of personal and professional growth of students – future pedagogues was developed with the use of the forms of blended learning – as a set of components (value/target focused, organisational/managerial, design/technological) and stages (informational/stimulating, productive/activity based, evaluative/reflexive) integrating students’ personal activity, students’ joint activity and teachers’ activity as subjects of electronic educational environment. It was revealed that the application of the developed model of personal and professional development of students – future pedagogues with the use of the forms of blended learning showed efficiency in the development of competence parameters: academic proficiency, involvement and motivation of future educators (U = 187; p < 0.01). Conclusion. The novelty of the research lies in the elaboration of a model for personal and professional development of students with the use of the forms of blended learning, as well as of a complex of supporting content and assignments for group and independent work. The results can be used for designing of educational technologies based on the developed model, for other areas and levels of higher education.

THE MODERATING EFFECT OF JOB SEARCH INTENSITY ON POSTGRADUATES' COMPREHENSIVE ABILITY, EMPLOYMENT PERFORMANCE AND PSYCHOLOGICAL ANXIETY SENSITIVITY

BackgroundWith the increasing number of college students in China year by year, the employment situation of college students is becoming more and more serious. In this context, more and more students have participated in various comprehensive ability activities in school, so a series of questions need to be solved and answered urgently, such as whether the improvement of these abilities can make students more competitive in the job market, and whether the degree of competition in the job market will affect the employment performance of college students. The research questions of this study are as follows: (1) whether the comprehensive ability obtained by students through conscious participation is conducive to job hunting; (2) How different comprehensive abilities play a role in job hunting. (3) Whether the pressure of the job market affects the motivation and willingness of students to improve their comprehensive ability. It also analyzes the anxiety phenomenon of students after employment.Subjects and MethodsThis study used questionnaire survey to obtain data. The variables were measured by the existing maturity scale, and 300 valid questionnaires were obtained through the online questionnaire. The reliability, convergent validity and differential validity of the variables were good. Using the methods of descriptive analysis, analysis of variance, regression analysis and adjustment effect analysis, this paper makes an empirical analysis on the adjustment effect of the seven dimensions of College Students' overall ability on the relationship between job hunting intensity and job performance. We use Kim's job anxiety scale as the measurement scale, and use Likert scoring method to evaluate the scale. Pearson correlation, standard deviation and statistical significance are combined to illustrate the correlation. T-test of independent samples was used to verify the difference between high anxiety group and low anxiety group. According to the statistical value of anxiety, participants were divided into three groups: low, medium and high anxiety groups. The questionnaire includes two kinds of anxiety, namely debilitating anxiety and promoting anxiety. Through t-test, univariate and multivariate analysis of variance and regression analysis, we investigated the relationship between job-hunting anxiety, self-efficacy and comprehensive ability of students of different majors and genders.ResultsThe relationship between College Students' comprehensive vocational ability and employment performance is regulated by the intensity of job hunting. Employment intensity has a negative impact on the relationship between College Students' comprehensive vocational ability and employment performance. The empirical analysis based on SPSS software shows that the seven comprehensive abilities of college students, such as intelligence ability, social communication ability, social adaptability, problem-solving ability, self-development ability, personal execution ability and emotion regulation ability, have significantly improved the employment performance of college students. Job hunting intensity negatively regulates the positive correlation between College Students' intelligence ability, social communication ability, social adaptability, problem-solving ability, self-development ability, personal execution ability and emotional regulation ability and employment performance. In the process of the influence of job-hunting on anxiety, emotional response plays an intermediary role, and psychological elasticity plays a regulatory role. Job-hunting activities are regulated by psychological elasticity through the intermediary effect of emotional response on anxiety. That is, the higher the psychological elasticity, the lower the influence of job hunting on anxiety through coping styles; On the contrary, the lower the level of psychological elasticity, the higher the effect of job hunting on anxiety through coping styles.ConclusionThe significance of this study is that college students should not only pay attention to the study of professional courses, but also comprehensively enrich and supplement their abilities through seven dimensions to improve employment performance. As a social phenomenon, the intensity of job hunting cannot be changed by individuals. College students need to improve their comprehensive ability and actively pay attention to the changes of the employment market. Research limitations: future research can focus on the relationship between employment pressure and professional development of students in different majors, so as to draw analytical conclusions among professional groups in different disciplines. In short, we should give full play to students' self initiative, strengthen their self-regulation ability in job-hunting activities, and actively pay attention to their psychological, emotional and behavioral changes.AcknowledgementsSupported by the projects: Innovation Project of Guangxi Graduate Education: Research on the Cultivation of Professional Development Ability of Master of International Business (Grant No.:JGY2020177), Guangxi Higher Education Reform Project: Research and Practice of Deep Modular Teaching Reform Based on the Integration of Industry and Education (Grant No.: 2019JGA241), and the project of major scientific research projects in Colleges and universities in Guangdong (Grant: 2021ZDJS122).

Diversifying the genomic data science research community.

Over the past 20 years, the explosion of genomic data collection and the cloud computing revolution have made computational and data science research accessible to anyone with a web browser and an internet connection. However, students at institutions with limited resources have received relatively little exposure to curricula or professional development opportunities that lead to careers in genomic data science. To broaden participation in genomics research, the scientific community needs to support these programs in local education and research at underserved institutions (UIs). These include community colleges, historically Black colleges and universities, Hispanic-serving institutions, and tribal colleges and universities that support ethnically, racially, and socioeconomically underrepresented students in the United States. We have formed the Genomic Data Science Community Network to support students, faculty, and their networks to identify opportunities and broaden access to genomic data science. These opportunities include expanding access to infrastructure and data, providing UI faculty development opportunities, strengthening collaborations among faculty, recognizing UI teaching and research excellence, fostering student awareness, developing modular and open-source resources, expanding course-based undergraduate research experiences (CUREs), building curriculum, supporting student professional development and research, and removing financial barriers through funding programs and collaborator support.

Communicative and Quasi-Communicative Techniques to Develop Students’ Communicative Competence

the purpose of our article is: to describe communicative and quasi­commu-nicative techniques to develop students’ communicative competence; to show the reasons for bad quasi­communication; to describe the types of exercises that are inherent to each of the stages of the development of communicative competence of students of philological faculties; to show how the professional development of students, future translators, depends on their communicative competence. methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization.the results of the research. Professional activity is one of the most impor-tant ways for everyone to connect with the world, and for many people it is a real factor in building relationships with others. So, the main importance of leading activities in determining the life path of each individual is that it opens a person’s guidelines for inclusion him/her into new spheres of life in the society, introduces it to new social structures and allows to establish even more and the quality of social ties.conclusions. The professional development is presented as a sequence of certain specific phases that differ by content and the form of presentation of pro-fessional desires. The way of career should be divided into five stages: growth, search, strengthening, stabilization and decline. The period of choosing a pro-fession and the professional development is the second stage of this five­step model, which covers the age of 14 to 25 years and is characterized by the fact that the individual performs professional activities in different roles, focusing on his/her real professional opportunities. We should also note that professional development is understood by us quite broadly: it is the formation of a person’s idea of his/her professional career, and preparation for future professional acti­vity, the initial process of professional activity and the whole career path, change in a career and retirement. The professional development of students, future translators, depends on their communicative competence that in a great degree depends on the processes of real, natural communication, which can be pre-sented in a monologue and a dialogue forms, and also on the process of quasi­communication.

Theoretical understanding and implementation of heritage of Kostroma University’s Historicopedagogic Faculty in a new reality

The article contains a theoretical understanding of the unique experience and heritage of the Historical and Pedagogic Faculty of Nekrasov Kostroma State Pedagogic Institute in the new reality. The article considers the special organisation of the life of this structural unit of the university, its external design, the educational process, the ‟system of pedagogic practices”, the extracurricular social life of the peers, which contributed to the personal and professional development of students and later allowed graduates to successfully self-actualise in various spheres of life. The stages of personal and professional development of students are highlighted, which remain topical and can be used in the conditions of modern higher professional education. The positive role of professional training of students through the ‟system of pedagogic practices” is shown. The scientific traditions of the faculty, laid down by Anatoliy Lutoshkin and Lev Umanskiy, transmitted by highly professional teaching staff, allowing acquiring the skills of research activity, are presented. The diversity of the creative side of the faculty's life is analysed, creating conditions for the self-expression of the personality of each student and embodied in the life scenarios of graduates. The article emphasises the value of the existing student self-government at the faculty, based on teamwork, capable of providing the necessary flexibility, stimulating creative work and adding some cooperation and support to the atmosphere. Promising directions of using the experience of personal and professional formation and development in the conditions of modern higher professional education are outlined.

Unknown Soldier of Fortune for the Professional Development of Students: Sri Dantuluri Narayana Raju

Abstract: Dantuluri Narayana Raju College (DNR) was founded in 1945, before Indian independence, and was an offshoot of the national movement and Renaissance thought. Being agrarian, the Godavari region had been kept away from higher academic activities during the pre-independence period. Sri Dantuluri Narayana Raju, a freedom fighter, activist and visionary wanted to provide the uneducated rural masses with the hitherto unthinkable and inaccessible source for their general development and welfare, namely higher education. This visionary, with the help of a limited number of lieutenants and committed philanthropists, worked hard with missionary zeal and brought about the establishment of a boarding school in Bhimavaram, known as West Godavari Bhimavaram (W.G.B) College in 1945.In 1964 it was renamed as Dantuluri Narayana Raju (D.N.R) College in memory of its founder. The introduction of post graduate courses in 1971 is a milestone in the history of the college. The infrastructure available in the college became an impetus for starting an Engineering College in 1980. In view of the outstanding academic excellence maintained by the college since its inception, the college was conferred autonomy in the year 1987, by the University grants commission, India. Consequently, the college has academic freedom to introduce new courses. Keyword: Dantuluri Narayana Raju College (DNR), Bhimavaram, Higher Education, West Godavari Bhimavaram (W.G.B)

A Model of Future Mathematics Teachers' Preparedness to Organize Mobile Learning for Schoolchildren

Born in the digital world, children cannot imagine life without mobile devices and technologies, which contributes to the transformation of the education system. Mobile devices allow getting information on the Internet anywhere and at any time, the methodology of teaching subjects changes accordingly, the educational process becomes interactive. Mobile technologies and devices have an effective didactic and methodological potential, which requires targeted training of future teachers for their use in teaching activities. The purpose of the paper is to theoretically substantiate and develop a model for forming the readiness of a future mathematics teacher to organise mobile learning for schoolchildren. To create a model of future teachers' readiness for mobile education of schoolchildren, system-activity, personality-oriented and analytical approaches were applied. Analysis and generalisation of the research results of domestic and foreign scientists on this problem are the main research methods, as well as conceptual and terminological analysis and pedagogical modelling. The paper substantiates the relevance and necessity of purposeful preparation of future mathematics teachers to organise mobile education of schoolchildren. The concept of mobile learning of schoolchildren is clarified, its main features are determined. The readiness of future mathematics teachers to organise mobile learning of schoolchildren is considered as a set of motivational, personal, theoretical, activity and reflexive components, which allowed us to systematise and model the process of training teachers for this activity. The model presented by the author, the main components of which are conceptual, content, activity and reflexive blocks, reflects the peculiarities of a future mathematics teacher's readiness for mobile learning of schoolchildren. The developed model will allow us to reach a higher level of training of mathematics teachers, providing personal and professional development of students.

Emotional Intelligence and Personal Finances in the Academic Curricula: A Critical Analysis of Their Potential Synergies

The research addresses two major topics, Emotional Intelligence and Personal Finance, and the need to be permanently included in the academic curricula. The purpose of the paper consists in raising awareness within the teaching community on the relevance of these two topics for the personal and professional development of students. Furthermore, the research identifies the potential positive synergies between emotional intelligence and personal finances for students when both subjects are included in the academic curricula. The study proposes several conceptual findings via the literature review and showcases how emotional intelligence could have a higher positive effect than Intelligent Quotient when managing personal finances, and how individuals with a higher Emotional Intelligence become more effective in their professional development and more financially independent. The paper also signifies the importance of money attitude and self-efficacy in individual’s financial management behavior and identifies the positive synergies between Emotional Intelligence and personal finance management on students’ academic and professional development.

Developing Transversal Competencies in the Sociodramatic Space: Narrative of a Curricular Experience in Higher Education

Higher Education plays a decisive role in the training of competent professionals and active, responsible and critical-thinking citizens. In addition to acquiring rigorous technical–scientific knowledge specific to their degree, students are also expected to develop a range of transversal skills essential for a successful academic and professional career. This article aims to narrate an experience of obtaining a Social Education degree. Since its origins, it has been assumed that students in this field should: (a) acquire specific technical–scientific knowledge; (b) get to know themselves as individuals; and (c) develop a set of transversal skills essential to relationships, some of the most salient being active listening, empathic capacity, acceptance and respect for others, trust, curiosity, creativity, confidentiality and a reflective attitude. It thus aggregates a set of Curricular Units whose main purpose is the personal, social and professional development of students, formed within active methodologies. Sociodrama is one such methodology of teaching and learning in the context of two Curricular Units of this degree, and this article focuses on my experience lived within the scope of these units.

FORMATION OF PROFESSIONAL VALUE ORIENTATIONS AMONG MEDICAL COLLEGE STUDENTS

The professional development of students is becoming an urgent problem in the system of secondary medical educa- tion. The article lists the methods that determine the formation of a professional value system in the educational process of medical college students.

PRINCIPLES OF INNOVATIVE EDUCATION THROUGH THE PRISM OF A SYSTEM APPROACH

The article considers the theoretical and practical importance of using general scientific methodology and, in particular, a systematic approach as a methodological basis for understanding the essence of innovative education and the ability to identify, structure and organize the body of knowledge about all its components. It is noted that innovations in education should be focused primarily on the spiritual, human nature of innovative transformations, cultural and professional development of students, stimulate creative thinking, form a spiritual value system, willingness to make decisions and be responsible for them in constant change, risk, innovation. The concept of «principles of innovative education» as a starting point of a systemic nature aimed at improving the quality of innovative education, in particular, improved or new educational systems, components of the educational process, educational technologies, scientific and methodological developments, technical means of educational institutions. The content of the principles of innovative education is defined, substantiated and characterized through the prism of a systems approach: the principle of global goal, the principle of integrity, the principle of structure, the principle of hierarchy, the principle of functionality, the principle of functionality, uncertainty. The study of certain principles of innovative education in the perspective of a systems approach shows that their implementation in the modern educational space will ensure the integrity of transformations of innovative education and integrative outcome, which will significantly exceed significant changes in individual components of its system.

Foreign language teacher: modern requirements for the challenges of the time

The issues of the state of the problem of the ability and readiness of a foreign language teacher to respond to the challenges of the time in connection with the rapidly changing reality, when he has to use various communication channels to motivate productive interaction in the classroom and thereby contribute to the creation of an academic community, the professional development of students. The set of teacher competencies necessary for solving the tasks of teaching, educating and developing future specialists in foreign language classes is considered in detail, namely: competence in the field of personal qualities, competence in setting goals and objectives of pedagogical activity, competence in motivating students to carry out educational activities, competence in developing a program activity and pedagogical decision-making, competence in providing the information basis of pedagogical activity, as well as competence in the organization of pedagogical activity. The importance of the teacher's ability to lifelong learning and self-improvement is noted, which is inextricably linked with the development of information and communication technologies competencies, including. In addition, a foreign language teacher should form the same qualities in students, because in a rapidly changing world, the autonomy of a student is one of the conditions for his success. The following competencies were identified: methodical, information and communication and linguodidactic, the relevance of an individual approach in teaching was noted, as well as the ability of the teacher to motivate students throughout the entire academic time.

Развитие языковой коммуникативной компетентности студентов транспортного университета на занятиях по английскому языку с помощью использования профессионально ориентированных текстов

In accordance with the current foreign language program for non-linguistic universities, training of future specialists in a foreign language should be professionally oriented. Special emphasis is placed on implementation of the transition from learning a foreign language as an academic discipline to its practical use for professional purposes, since this is the main task of the program. Modern graduates should have professional and communicative competence, which is a necessary quality for subsequent effective professional activity, which will require them to speak a foreign language within the framework of professional communication. This may include reading special original texts, participating in discussions, presentations, and situations of scientific and professional communication in a foreign language. Professionally-oriented foreign language teaching means education, the essence of which is its integration with the core disciplines and can be considered as a means of improving professional competence and personal and professional development of students. Professionally-oriented teaching of a foreign language implies, first of all, the professional orientation of the content of educational materials, as well as activities containing techniques for the formation of professional phenomena. Future engineers and scientists can acquire extensive modern knowledge in English classes in order to get acquainted with the results of the latest research and achievements in the field of science and technology. Reading in this case becomes the main way of obtaining such information. Therefore, we can say that reading in transport universities is both a tool and a goal of teaching a foreign language. In this paper, we tried to consider the need to develop reading skills of specialized literature for students of transport universities and to determine the role of reading in the process of teaching/learning English. We look upon professionally-oriented foreign language teaching as part of teaching students of railway specialties of the Ural State University of Railway Transport to read special authentic texts. The main criteria for the selection of authentic texts for professionally oriented reading, methodological approaches to organization, presentation of the text material and the most effective methods of working with such texts are considered. Practical examples of tasks are presented when working on a text, with the use of a communicative approach in teaching as a priority. The statement about the importance of teaching reading texts in the specialty, facilitating to develop the professional and communicative competence of students, is grounded.

ПЕДАГОГІЧНИЙ ПОТЕНЦІАЛ ІСТОРІЇ ПЕДАГОГІКИ В УМОВАХ ВОЄННОГО ЧАСУ

In the paper the role of exchange rate history of education in the professional development of students. The possibilities of preparing future teachers to work with the younger generation in the new environment through the course content, form and methods of seminars, attracting them to science and the search activity.

Dialogic technologies as a component of future teachers’ practice-oriented training

The article analyzes the peculiarities of the use of dialogue technologies in the educational process of higher education as an integral part of personal and professional development of future teachers. Types of dialogue technologies are considered, the interrelation of such types of dialogue as dialogue of subjects and dialogue of spheres of professional activity in the context of teacher training is substantiated. The following stages of development of dialogical interaction in work with future educators of preschool institutions and primary school teachers are distinguished, as: motivational, emotional-value, cognitive-gnostic, activity. Today, dialogic interaction is considered as one of the main components of all personality-oriented learning models, which involves not only taking into account his life experience, learning opportunities, professional needs, but also their inclusion in the educational process, development not only professional skills and competencies, but also emotional and personal attitude to the world around him, himself and his activities. Interactive technologies, along with information and communication technologies, are able to prepare a person for the realities of modern society, which is dynamically developing, improving and characterized by information saturation. Currently, teacher training requires universal tools for the implementation of both personal and professional development of students. It should be noted that in this context the disciplines of pedagogical and pedagogical cycles have great potential, because their specificity is determined by a special content orientation and value orientations in particular: human orientation as its main goal and value, knowledge of human nature and learning ways to interact with it. , formation of students’ systematic approach to the study of socio-pedagogical phenomena, mastering modern forms and methods of organizing educational and cognitive activities of pupils and students, mastering the technology of effective pedagogical interaction with various actors in the educational process, which determines on this basis the formation of personal activities professional neoplasm’s of the future teachers.

CONFLICT RESOLUTION AS A STAGE OF PROFESSIONAL IDENTITY FORMATION OF FUTURE PSYCHOLOGISTS

In this article the period of university studying and the professional identity formation have been described, it has been proved that it is fatal in a professional biography of an individual and, in most cases, it is largely connected to the experience of the crisis of a graduate. It has been found that a career choice depends on the outcome of the conflict resolution that determines the path of a person within or outside the obtained speciality. The crisis periods that accompany a student-psychologist while during their university studies have been analyzed in this article. In addition,the seven major conflicts that are inherent to the adolescent student, the transition through which indicates the professional identity formation, have been examined. The study results of internal professional and personal conflicts of future psychologists (time perception, sexual polarization, leadership inclinations, confidence, value system) have been provided. The basic normative crises and the factors that trigger the crisis of professional development at the stage of professional activity have been characterized. In the process of professional development of students some professional identity crises are possible in various aspects of education and in a future career choice. It is noted that the professional identity formation is determined by the level of correspondence to the existing images of an individual about the typical representative of a profession and notions about themselves as a professional. Non-correspondence to these images leads to the internal conflict, a feeling of self-dissatisfaction, reduces their self-esteem and prevents the perception of collective identity in a professional environment. The crisis of educational and professional orientation, the crisis of revision and correction (change) of the career choice, the crisis of the professional development, the crisis of the professional career, the crisis of social and professional self-actualization as well as the crisis of the career loss have been identified among the normative crises of professional identity formation. The classification of the causes that determine the development of professional crises has been presented. The current issue of professional marginalism and its consequences in future careers have been justified.

Organizational forms of extracurricular and educational work as a means of personal and professional development of students of the Faculty of Design Technology

Organizational forms of extracurricular and educational work as a means of personal and professional development of students of the Faculty of Design Technology