Student Professional Development Research Articles

A Pilot Study on Program Leadership Styles and Student Perceptions of Competency in Marriage and Family Therapy Programs

Graduate level marriage and family therapy programs prepare practitioners to provide family therapy. Research is lacking on the role program leadership plays in student professional development. This pilot study explored differences in program leadership styles and student perceptions of competency. It used survey data from the Perception of Competency Scale (PCS), a self-rating competency assessment, and the Vannsimpco Leadership Survey (VLS), which determines leadership styles among nine modes of practice. Results determined that students had varying perceptions of leadership style, preferred transformational leaders, and that they perceived themselves as having adequate knowledge and skill to practice.

Keck School of Medicine of the University of Southern California.

Keck School of Medicine of the University of Southern California.

The University of Texas Health Science Center at San Antonio, Joe R. and Teresa Lozano Long School of Medicine.

The University of Texas Health Science Center at San Antonio, Joe R. and Teresa Lozano Long School of Medicine.

Clustering clinical learning environment and mentoring perceptions of nursing and midwifery students: A cross-sectional study.

This study aimed to explore nursing and midwifery students' evaluation of the clinical learning environment and mentoring and to identify distinct student profiles relating to their perceptions. This study employed a cross-sectional design. The study population included nursing and midwifery students in a university hospital in Finland. All nursing and midwifery students who completed their clinical placement were invited to take part in the study in the academic year 2017-2018. The data (N=2,609) were gathered through an online survey using the Clinical Learning Environment, Supervision and Nurse Teacher scale. The data were analysed using a K-mean cluster algorithm to identify nursing and midwifery students' profiles. The findings from this study indicate four distinct profiles (A, B, C, & D) of nursing and midwifery students in relation to the clinical learning environment and mentoring. Profile A (N=1,352) students evaluated their clinical learning environment and mentoring to the highest level (mean varied from 9.44-8.38); and Profile D (N=151)- to the lowest (mean varied from 5.93-4.00). The findings highlight that nursing and midwifery students evaluate their clinical learning environment and mentoring more highly when: they have a named mentor, student and mentor discuss learning goals, there is a final assessment in clinical learning, the mentor's guidance skills support student learning, the clinical learning supports the student's professional development and pre-clinical teaching in an educational institution supports learning in the clinical placement. Clinical learning plays an important role in nurse and midwifery education. Mentoring of clinical practice was shown to have a great influence on students' perceptions of their success in clinical learning. We suggest that clinical practice should be strengthened by the building of collaboration between nursing teachers and registered nurses.

The Influence of Two Different Learning Approach on Oncology Nursing Education

Introduction: : Innovative education activities contribute to the professional development of students. This research is aimed to determine the influence of constructivist learning-based practices on nursing students' knowledge levels of cancer and cancer nursing functions and problem solving ability. Methods: In the study, a quasi- experimental design with pretest-posttest control group was used. The second-grade nursing department students, who had oncology nursing lessons, were included in the study. A total of 81 students were divided into three groups: constructivist methods (n=31), clinical practice (n=21) and control group (n=29). The students in the constructivist approach group had four weeks of constructivist education while the students in the clinical practice group practiced in the oncology clinics. Research data were collected using information form, cancer nursing knowledge test and problem solving inventory. Mean values, Kruskal Wallis Test, and Wilcoxon sign test were used to evaluate the data. Results: There was a statistically significant difference in the posttest scores of the groups (KW = 4.79; p≤0.001). A significant difference was found between the knowledge pretest scores and posttest scores of the students in the constructive method group (Z =-4.84; p≤0.001). There was no statistically significant difference in problem solving skills in the posttest scores of the groups (KW = 0.33; p≥0.05). Conclusion: As a result of the research, it was determined that constructivist learning approaches positively affect oncology nursing knowledge test score. It ıs suggested to use innovative methods in the teaching and learning process of nursing practice.

Intercultural communicative competence is essential for students of international business - but can it be taught? The case of third-year BCom students

Intercultural communicative competence is essential for graduates wishing to work in the business sector. Such competence has become desirable for graduates who see themselves working in “demanding and highly-challenging international environments” (Sain, Kužnin and Roje 2017, 55‒56). In spite of the need for well-developed intercultural competence in the workplace, students of Economic and Business Science are rarely deliberately equipped with an understanding of what language, culture and communication entail. Against this background, we investigated if an intervention, in the form of a 28-lecture undergraduate course, can develop third-year BCom students’ intercultural competence so as to prepare them to deal with the heterogeneity that they will encounter in the workplace (and elsewhere), both in multilingual and multi-cultural South Africa and abroad. Based on eight of the skills and attributes identified by Deardorff (2004) as being markers of interculturally competent individuals (such as knowledge of self and others, respect, critical thinking skills, and an awareness of the importance of being interculturally competent), students (n=18) were assessed prior to the commencement of the course and again upon completion thereof. Pre- and post-course questionnaires were analysed qualitatively and quantitatively, and data were coded according to the eight Deardorff (2004) markers of intercultural competence. Additionally, a focus group discussion (n = 5) was held at the end of the course. The data showed that development took place in the students’ attitudes, knowledge and skills related to intercultural communicative competence. Certain markers of intercultural communicative competence, however, showed more substantial development than others, the notable marker showing such development being critical thinking skills. The finding is that skills indicative of intercultural competence can indeed be developed by means of a curriculum in such a way that students think more critically about (i) cultural and linguistic diversity and (ii) their responsibility as future leaders to communicate optimally in diverse cultural settings. Deliberately including courses on intercultural communication in programmes for students (not only students in Humanities and Social Sciences) could contribute to personal and professional development of students and lead to graduates who are better prepared for a career in multicultural national and international business sectors. Likewise, the introduction of in-service training in intercultural communicative competence can be considered for those who are no longer students, thereby contributing to improved intercultural communication in the workplace.

ОСОБИСТІСНО ОРІЄНТОВАНІ ТЕХНОЛОГІЇ ЯК ІННОВАЦІЙНИЙ ІНСТРУМЕНТ НАВЧАННЯ СТУДЕНТІВ МИСТЕЦЬКИХ ФАКУЛЬТЕТІВ

The article highlights the issues of features of personality-oriented technologies as an innovative tool for teaching students of art faculties. Source material and own pedagogical experience allows us to actualize the problem of the importance of using innovative technologies that contribute to the effective assimilation of professional knowledge of future teachers. Technologies of free education, humanistic-personal and cooperation are highlighted. The purpose of the article is to reveal the essence of personality-oriented technologies as an innovative tool for teaching students of art faculties of higher educationalinstitutions. The research methodology is based on an interdisciplinary approach that involves the use of not only General scientific methods of analysis, synthesis and generalization, but also the method of comparative analysis, which is used in understanding the problems associated with the study of the impact of innovative technologies on the personal-oriented training of students at art faculties. The results of scientific research have shown that the use of innovative technologies makes it possible to develop a personality-oriented approach in teaching students at art faculties. The most effective development of students is provided by a continuous system of education and comprehensive pedagogical influence. The scientific novelty consists in revealing the essence of personality-oriented technologies as an innovative tool for teaching students of art faculties of higher education institutions. It is established that personality-oriented learning is learning that is focused on the student as the main value of the educational process (student-centered learning). The principles of a person-centered approach to art education of young people make the use of appropriate technologies a subdominant of the pedagogical process, which allows us to purposefully monitor the impact of its factors on the professional development of students. The practical significance of the work lies in the fact that the actual material and the results obtained on personality-oriented technologies in music education, which constitute the essence of an innovative tool for teaching students, will contribute to expanding the area of pedagogical thought, the study of the value-semantic component of scientific discourse.

Identity in lockdown: supporting primary care professional identity development in the COVID-19 generation

ABSTRACT The current COVID-19 pandemic has dramatically impacted undergraduate medical studies. Whilst challenges for knowledge and clinical skills are being actively addressed, wider considerations such as the impact on professional identity development have been mostly neglected thus far. A robust professional identity is linked to professional behaviour and has been shown to reduce burnout and be an important factor for general practice career choice amongst medical students. The Communities of Practice Model is a sociocultural approach that conceptualises the formation of professional identity through student engagement within a community. We argue the current suspension of clinical placements holds the potential to negatively influence such identity acquisition. In this commentary we explore how the Communities of Practice Model may inform professional identity development of medical students within the COVID-19 environment, considering digital communities and volunteering roles within primary care. We further encourage educators and institutions to consider professional identity in future planning to address the challenges posed by the current situation, both in terms of placement loss but also changes in the way primary care is delivered. Such considerations will be essential if we are to avoid problems relating to poor medical student professional identity development in future.

PSYCHOLOGICAL ASPECTS OF ACQUIRING PROFESSIONAL COMPETENCIES BY FUTURE TEACHERS

The article analyzes the problems of empirical implementation of the program and methods of psychological support for students to master professional competencies in the field of education and development of students. The purpose of the article is to represent the experience of teaching the course «Psychology» (general, social, developmental and pedagogical) by the teachers at the Psychology department, analyze generalization of educational activities and ways of forming professional competence of future teachers and determine the structure of professional competence as a unity of theoretical, conceptual, personal and professional knowledge (personal abilities and professional competencies). The formation of professional competences of a future teacher in the field of education and development of schoolchildren is included in the general context of personality formation. The implementation of the tasks of the personal and professional development program enables and creates conditions for future teachers to incrementally determine the list of individual problems, weak and negative aspects of the development and implementation of tasks based on the transformation of the acquired psychological knowledge into professional attitudes that develop, educate and educate students, parents, teachers, other adults; allows one to choose the appropriate ways of self-education and self-development and focuses the choice on healthy lifestyle and other official self-realization.Conclusions. Thus, the modernization and optimization of the technology for obtaining knowledge in psychology, the compilation of a program of personal and professional development of students throughout all years of study at a pedagogical university, the professional psychological and pedagogical guidance of the process of personal and professional development of a future teacher by teachers creates all the prerequisites for the formation of a professionally healthy teacher in bodily, mental, psychological, moral, social and spiritual dimensions. The results of the study can be applied in the practical activities of educational workers, teachers, psychologists etc.

Medical Education Empowered by Theater (MEET).

The medical education community acknowledges the importance of including the humanities in general, and the liberal arts in particular, in the education of health professionals. Among the liberal arts, theater is especially helpful for educators wanting to bring experiences that are both real and challenging to the learning encounter in an interactive, engaging, and reflective way. In this Perspective, the authors share what they have learned after working together with a company of actors for 8 years (2012-2019) in different obligatory and elective curricular activities. Influenced by Freire's Pedagogy of the Oppressed and the ideas of Boal's Theatre of the Oppressed, Medical Education Empowered by Theater (MEET) embraces social accountability and applies the concept of sensible cognition to empower medical students as the protagonists of their learning and professional development to become agents of change-both in patients' lives and in health care systems. The MEET theoretical framework builds on the concepts of liberation, emancipatory education, critical pedagogy, and participatory theater to offer medical students and teachers an opportunity to problematize, criticize, and hopefully reform the hierarchical and often oppressive structures of medical education and practice. MEET sessions include activating previous knowledge and experiences, warm-up exercises, different improvisational exercises, debriefing, and synthesis. Vital to the praxis of MEET is applying theater-teaching traditions to develop capacities important in medicine: presence, empathy, improvisation, communication (verbal and nonverbal), and scenic intelligence (i.e., the capacity to self-assess one's performance while performing). The authors believe that theater offers a venue to integrate both the personal and professional development of students into a process of reflection and action, targeting the transformation of the medical culture toward social justice.

Critical reflection in medical training and the biomedical world view.

Reflection has long been promoted as a means to encourage medical student professional development, but can it do more? This commentary encourages reflection to help students examine and critique the underlying assumptions of modern medicine.

PERCEPTION AND IMPORTANCE OF MENTOR-MENTEE PROGRAMME IN INDIAN INSTITUTE OF TECHNOLOGY (IIT, JODHPUR) TO FIRST YEAR ENGINEERING STUDENT

Background: Mentoring is a crucial step for career success and there is lot of stress of different engineering courses in the new environment along with emotional immaturity and new challenges. A well-designed and structured mentoring programme for the budding engineers has been introduced at IIT. A specialized institutional support is required for an IIT student to facilitate success. To facilitate this high level of success for every student, the approach should be active and antecedent. Mentoring has always been an important part in an engineering students’ career. 
 Material and methods: A mentorship programme was designed for engineering students (n-120) at the Indian Institute of Technology, Jodhpur. Two-day workshop was conducted to sensitize senior students of third semester (n-15) who volunteered to be dedicated mentors. After sensitization, 120 B.Tech first semester students were divided among these mentors by a lottery system. At the end of the mentorship programme, perception of mentors and mentees was done by content analysis of all the data collected by open ended and close ended questionnaire.
 Results: A total of 120 students and 15 mentors completed the feedback questionnaire. Mentors themselves consider this programme helpful in their self-improvement as role models, advisors or career counselors and in improving their communication skills and mentees were of the view that the programme helped them emotionally and academically.
 Conclusion: Mentor-mentee programme in IIT enhanced the engineering students professional and personal development and both mentors and mentees were extremely satisfied with this programme for career development.

RELATIONSHIP BETWEEN SELF-PERCEPTIONS AND CAREER ORIENTATIONS OF FUTURE TEACHERS

Self-image and career orientations determine the formation and development of the future teacher as part of career advancement and professional socialization. During university studies there is a formation and development of career orientations, as well as a change of self-perception in future teachers. By understanding the prospects for career advancement and comparing them with educational opportunities and abilities, the future teacher can successfully direct self-development at achieving career goals. The effectiveness of career planning of a teacher depends largely on his/her self-confidence and ideas about career orientations, his/her satisfaction with professional activity, the consistency of professional and personal development. Aim. The purpose of the article is to identify the relationship between self-image and career orientations of future teachers. Materials and methods. The study involved 162 students of the South Ural State Humanitarian and Pedagogical University aged from 17 to 24 years. The study was based on two methods: “Career Anchors” (E. Shane), which determine the career orientations of a person; life-orientation (D.A. Leontiev), allowing to assess the degree of conviction of the subject in the ability to control his/her own life. To determine the relationship between the two variables, the Pearson correlation coefficient was used with SPSS Statistics v. 22. Results: an empirical study conducted on a sample of future teachers (n = 162) showed that there were significant correlations between self-perception and career orientations. Dependencies between two career orientations (“service”, “challenge”) with self-image (“The master of life”, “I control my life”), characterized by the ability to influence the life of the teacher, were revealed. The dominant (“work stability”, “service” and “integration of lifestyles”) and weakly expressed (“residence stability”) career orientations of future teachers were determined. It is shown that future teachers expressed a desire to shape themselves as a specialist, to transfer their experience and knowledge to their students, to embody their universal human, spiritual and moral values and ideas in their work. Students were convinced that they would be able to make the right decisions and cope with any professional difficulties. Conclusion. The results allow us to conclude that there are significant correlations between self-perceptions and career orientations in future teachers. Self-image largely determines the goals and values of the future teacher in the field of educational activities. Self-perception determines the semantic side of career orientations, while the degree of understanding of the leading career orientations affects the personal and professional development of students during training, as well as their ideas about themselves. By receiving education, future teachers strive for self-development and self-realization in the framework of "horizontal career" and clearly demonstrate their willingness to serve people and society, which confirms the need to support and develop the autopsychological competence of future teachers.

PERSONAL AND PROFESSIONAL DEVELOPMENT OF FUTURE EDUCATORS IN THE PROCESS OF EDUCATIONAL PRACTICES

The article highlights the features of content and technology support of personal and professional development of future teachers in the process of educational practices. Abovementioned ideas are presented here in an anthropological dimension. Personal and professional development of students is shown as a process aimed at modelling the personal and professional qualities of future teachers, ability and willingness for development and self-development. Specifics that have been named are for producing new ideas and practices based on acquired knowledges for creation own trajectory of professional development. The value-personal, search and research, reflective components and the 21st century skills are defined as important components of personal and professional development of students. The exploration describes empirical results of research on the formation of abovementioned components in students of specialties «Preschool education» and «Primary education» before their practices. It has been found that future teachers strive for personal and professional development however they don’t have enough skills to plan their actions of self-development. According to the empirical results of this study the scientific and pedagogical staff of Department of Pedagogy and Psychology of Pedagogical institute of Borys Grinchenko Kyiv University developed programs and recommendations for the organization of educational practices. The article describes the content, forms, methods of development of components of personal and professional development of students in the course of educational practices conducted in the preschool and primary school institutions in Kyiv. The essence of such interactive forms as: a roadmap, reflection, a blog, an individual portfolio of personal and professional growth is revealed. The proposed forms of work contribute to the students’ willingness to evaluate the results of their professional activity, to form the ability to work as a team and alone, to be openminded to the opinions of others in educational space, to find new ways of solving pedagogical goals, etc. The empirical results of the study show the positive dynamics of students’ development in value-personal, search and research, reflective components and 21st century skills in the course of proposed forms of work. This testifies to the effectiveness of the created content and technology support for the development of components of personal and professional development of students in the process of educational practices.

ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ ПРИМЕНЕНИЯ ДИСТАНЦИОННЫХ ТЕХНОЛОГИЙ ПРИ ОБУЧЕНИИ СТУДЕНТОВ С ОСОБЫМИ ОБРАЗОВАТЕЛЬНЫМИ ПОТРЕБНОСТЯМИ

Distance technologies are an essential part of modern education, and in the context of the 2020 pandemic, their use has become the main way to organize educational and cognitive activities of students. This fact has led to the actualization of a number of issues related to the further development of digitalization of education, the definition of aspects of improving its quality. The article presents the results of a survey of students with special educational needs regarding the organization of the process and methods of distance learning, the methods used to interact with teachers, and the nature of difficulties experienced. The purpose of the article is to identify the pedagogical conditions necessary for the organization of distance education, based on the subjective opinion of students. It is shown that students of higher education institutions and secondary professional organizations, in general, possess the means and methods of distance learning, however, they need additional counseling, assistance in self-organizing the educational process, in a special health-saving mode, and in emotional support. The article summarizes the importance of theoretical and methodological justification of developing digital education, the need for critical analysis and structuring of its components from the perspective of modern didactics, which should contribute to more effective development of educational content and learning technologies for the formation of competencies and personal and professional development of students.

Розвиток мотивації лінгвопрофесійної підготовки здобувачів вищої освіти в умовах дистанційного навчання

The article investigates the problem of developing motivation for learning of higher education students in the process of linguistic and professional training in the conditions of distance learning. Motivation for learning is interpreted as a system of external and internal motives for learning, the hierarchy and interaction of which is formed under the influence of pedagogical conditions, has a multilevel structure, the formation levels of which can be assessed by a certain criteria and indicators. The specific factors of motivation for learning are characterized, the reasons for the motivation decrease of students of non-language specialities when studying a foreign language are regarded. The necessity of realizing the principles of subjectivity, professionally-oriented technological effectiveness, interactivity, independence (autonomy), communicativeness, consciousness, accessibility, and stages in the linguistic and professional development of students in the conditions of distance learning is proved. The active introduction of distance learning technologies to the education system of Ukraine is emphasized. The distance learning is interpreted as a system of professionally oriented training of students constructed in a certain way in the Internet environment. The effectiveness of distance learning and the specifics of designing individual educational routes of higher education students are substantiated. The main tasks and imperatives of linguistic and professional training of future specialists are determined. The special importance of improving the goals, content, forms and methods of teaching in order to increase motivation for learning of students is emphasized.

«SELF-BOOK» OF PERSONAL AND PROFESSIONAL GROWTH OF THE FUTURE TEACHER

In the article, we substantiate the theoretical and practical aspects of the application of "Self-book" of personal and professional growth of the future teacher. In scientific exploration, we reveal the essence and content of the concept of "Self-book", which is presented as an individual diary (book, notepad or glider) of a student, in which he captures his own achievements in personal and professional growth, determines the trajectory of self-knowledge, self-development and self-improvement also monitors the dynamics of educational outcomes through proposed diagnostic techniques. The content and methodological support of "Self-book", which allows to track the dynamics of educational results and personal and professional development of students throughout the entire period of study at a higher education institution, is characterized. We have shown that personal and professional development is a complex multifaceted process, which aims at the formation of future teachers not only general and professional competences, but also envisages the development of their personal meanings. The study identified the main components of personal and professional development of future educators, namely: personal (value-personal and professional settings; self-knowledge and self-development; professional elevation); 21st century skills (critical thinking and problem-solving skills; communication and collaboration skills; digital skills), research and development (ability to highlight the research problem; work in a team; design stages of the research; select the necessary tools to solve the research task; analyze, organize, summarize the information received; to acquire new knowledge for their own use in their professional activity; to create and present their own educational products), reflective (self-concept, personal qualities and results of their own activity; self-analysis, self-knowledge, self-diagnostics, self-assessment, self-development, self-improvement; ability to detect mistakes, disadvantages of their own professional activity, and correct them). This article discusses the advantages and disadvantages of using Self-book in the personal-professional development of a future educator.

USE OF WORKSHOP TECHNOLOGY IN PRACTICAL TRAINING FOR FUTURE SOCIAL CARE TEACHERS IN TERMS OF PROFESSIONAL ACTIVITY

The article substantiates the conceptual principles and practical possibilities of using workshops in the process of practical training of to-be social care teachers for professional activity. The issue is considered from the theoretical and methodological standpoint of modern higher education and social pedagogy. The article explores target priorities and essential features of the workshop as an innovative pedagogical technology which assumes that participants actively and willingly gain knowledge and make decisions in the process of dynamic group work which integrates social-communicative, activity-practical, and project-innovative components of professional training. It is proved that potentials of competence and activity approaches can be successfully realized in the process of practical training of to-be social care teachers due to such invariant characteristics of the workshop as dynamism, active and social nature of reciprocal learning process, swapping teacher's role between those of a translator and an active participant of the education process, as well as ensuring team building in student groups. The author identifies stages to organize a workshop (preparatory, organizational-introductory, research, technological, and final stages) and various ways of their implementation (analysis of problematic situations, team building, discussion, pedagogical workshop, brainstorming, marathon, parametric hands-on session). The article provides a sample workshop course structure —"Professional development milestones for a prospective social care teacher" course plan for a set of ten interactive-competence sessions. As an example of using workshop technology in practical training for prospective social care teachers, the article outlines two exercises, "Structure of social care teachers' professional competence" and "Formula of social care teachers' professional competence". The study identifies diagnostic criteria (value-motivational, cognitive, activity, and reflexive ones) and corresponding indicators that help to assess the dynamics of prospective social care teachers' development based on workshop results. The article also presents the results of workshop course introduction and its efficiency assessment using developed diagnostic tools including student questionnaires ("My competence potential as a prerequisite for future professional activity") and an expert assessment sheet for a prospective teacher ("Dynamics of student's professional development for a prospective social care teacher").

Veterinary student experiences in a community- and competency-based primary care rotation: A case study

Background: Over the past 10–20 years, health professions' education has increasingly utilized community-based models of distributive medical education (CBDME) and competency-based education (CBE) frameworks. Although programs combining CBDME and CBE have reported enhanced student education and professional development outcomes, health professions' educators have also noted challenges integrating these frameworks, including vague university expectations regarding student performance, issues balancing efficiency with student learning in the private practice environment, lack of private practitioner training in pedagogy, and limited university faculty involvement in community-based clinical training of students. Aims and Objectives: The current paper describes the efforts of one veterinary school to refine a 4-week community-based primary care clinical rotation. The 2-year project aimed (1) to incorporate tracked competencies, improve preceptor training, and enhance involvement of university faculty through online student learning (Year 1) and (2) to use focus groups to solicit students' feedback on the course (Year 2). Settings and Design: Descriptive and Case-study. Methods and Material: Focus group, semi-structured interview. Statistical Analysis Used: Content analysis method of qualitative data, open and axial coding. Results: Compared to other “hospital rotations”, students reported that the CBDVE-equine primary care course gave them more opportunity to voice their professional opinions, determine course(s) of treatment, and discuss concerns/questions regarding case management. CBE helped students distinguish between competencies they had completed themselves versus procedures they had only been able to observe. The technology meant to support competency tracking in the field presented significant challenges to the student learning experience, including lack of internet access in remote locations, concerns regarding use of technology and appearance of professionalism, and redundancy of competency documentation. Conclusions: Veterinary student perceptions towards CBE and CBDVE are positive. Incorporating technology to track clinical competencies and support student learning during distributed clinical training requires an iterative process of feedback and negotiation with stakeholders, including students, university faculty, and private practice partners. The project approach and study findings described will be of interest to health professions educators who participate in, or plan to use, competency- and/or community-based models of education.

ТЕХНОЛОГИЯ РАЗВИТИЯ КРИТИЧЕСКОГО МЫШЛЕНИЯ В НАСТАВНИЧЕСТВЕ СТУДЕНТОВ И ОБУЧАЮЩИХСЯ СЕРЕБРЯНОГО УНИВЕРСИТЕТА МГПУ

Currently, the diversity of educational services requires a person to be able to navigate this flow, navigate independently and make an informed choice based on the priority goals and needs of the person himself. An average person is not able to independently understand and manage these processes without the support of a mentor-tutor. The article presents various organizational forms, technologies, methods and strategies that are used in Russia to implement mentoring activities. An attempt is made to justify tutoring as a type of mentoring; the characteristic of the technology of critical thinking development as a technology of open education is described. It is used to organize tutoring support for the educational and professional development of students of the Silver University of MSPU. The authors correlate the stages of critical thinking development technology with the stages of “full tutor action”, in which the tutor accompanies students: creating an open educational environment, implementing educational navigation and scaling. The article analyses the technological techniques used by the tutor in the process of tutor support for the educational and professional development of students of the Silver University of MSPU at all stages of the implementation of the “full tutor action”. Creating an open educational environment at the challenge stage allows you to update the personal experience and knowledge of students within the areas of knowledge that are of greatest interest to them. Using the resources of the technology for developing critical thinking, a tutor creates a text-based open educational environment for students that has the key characteristics, namely, it has openness, variability, redundancy and it is unstructured and provocative. The technological tools used at the semantic stage allow educational navigation. At the stage of reflection, scaling is achieved through the tutor's reflexive questions, the organization of oral and written reflection, which become the starting point for further independent development of students' interests and create a new scale in the implementation of their education. The article analyzes the techniques that are used in the process of tutor support of educational self-determination and self-education of students of the Silver University of MSPU.