Trajectory Of Professional Development Research Articles

Dynamics of the relative values of youth in education and in the labor market

The subject of the study is the process of transformation of youth values in the context of social adaptation in the labor market.The object of the study is the system of social behavior of young people in the context of educational and work activities. The authors investigate in detail the causes of the social risks of youth deprofessionalization. Attention is drawn to the fact that personal values often acquire their "relative" character and are considered by young people in the context of social adaptation. Based on the analysis of the social behavior of young people in the context of educational and work activities, the focus is on the social risks of their deprofessionalization. It is emphasized that the division of values according to the priority of "survival – self-expression" has become key to differentiating the social status of social groups. Higher education plays a key role as an institution, without which it is impossible to implement a model of leadership and sustainable development.General theoretical methods (synthesis, comparison, analogy) were used in the study of value dynamics, general scientific methodological concepts (structural, functional, interpretative) were used in the analysis of scientific and theoretical approaches, secondary data analysis methods (content analysis) were used to study value transformations. The main conclusions of the study are: - the processes of transformation of values in the system of social relations are largely related to the fact that the trajectories of personality development change under the influence of objective and subjective conditions. In this regard, the key role is assigned to the institute of education; - education as a social institution focuses on the dynamics of value transformations and focuses on the socialization of a new generation of youth. The trajectories of professional development determined by him make it possible to reduce "value inflation" and generate demand for the most demanded professional knowledge and competencies for society. The observed process of "value inflation" suggests that social partners have to "tighten" the professional skills of at least a quarter of employed graduates; - the problem of professional development lies in the loss of the value of professional activity itself and leveling the ability of a fixed group of graduates to self-development. We are talking about "relative" values and their binding, on the one hand, to the strategy of adaptation of young people in the labor market, on the other – to sustainable personal growth. The novelty of the research lies in the concretization of the dynamics of the "relative" values of young people in education in relation to the conditions of their social adaptation in the labor market.

TUTORIAL SUPPORT FOR THE DEVELOPMENT OF ENVIRONMENTAL COMPETENCE OF FUTURE SPECIALISTS IN SHIP NAVIGATION

The relevance of the study is determined by the fact that in modern society, one of the main ways to ensure sustainable development of society in the context of signs of environmental crisis is the formation of environmental competence, the inclusion of environmental safety factors in the context of professional training and formation of future specialists. The aim of the study is to identify and substantiate the most important aspects of tutor support for the formation of environmental competence of future specialists in ship navigation. Methods: theoretical methods of systematic analysis of philosophical, psychological and pedagogical literature to reveal the main provisions of the problem under study; analysis of current dissertation research; generalization and systematization to formulate own views on the problem of forming the environmental competence of future specialists in ship navigation. Results: various aspects of the concept of tutor support for the formation of environmental competence of future specialists in navigation are analyzed. The peculiarity of the study is the identification of innovative productive conditions and means of environmental education in higher education. Based on the idea of the need to organize purposeful environmental and vocational education, based on the use of active, practice-oriented teaching tools and technologies, the tutoring support is characterized, which allows the student to act as an initiative subject performing personally meaningful activities aimed at meaningful solution of ecological problems and improvement of the environment. The principles of the tutor form of interaction between teacher and student, the essence of the tutor's position and tutor support in the process of forming the environmental competence of future specialists in ship navigation are determined. Support, accompaniment, and facilitation are considered as effective forms of tutoring. Explaining the importance of openness of the educational and socio-cultural space within which the formation of environmental competence is carried out, the forms and technologies, as well as key aspects of tutoring support for the formation of environmental competence of future maritime transport specialists are listed. Conclusions: the prospects of using tutoring are due to the possibility of implementing a personal education strategy and the variability of using various resources of the socio-cultural environment based on the student's own potential and the content aspects of the main activity. The current ecological situation determines the need for a reasonable and responsible attitude to the environment. At the same time, the success of environmental protection and nature-transforming activities depends on the level of maturity of ecological thinking of specialists providing all spheres of life. The formation of high levels of environmental competence is the basis for the development of citizenship and patriotism, and therefore requires the search for effective approaches, forms and methods. Tutoring support in the framework of the formation of environmental competence of future maritime professionals allows to create optimal conditions for the actualization and development of a responsible and proactive attitude to the problems of preserving and improving the environment through a special emphasis on the manifestation of activity and initiative during professional activities to solve environmental problems and environmental protection, drawing up and implementing a personal trajectory of professional development of the student, development of the socio-cultural, communicative, leadership, and moral potential of the future specialist, which will allow the student to form his or her own environmental behavior model and effectively carry out professional activities based on the experience of solving environmental problems.

Girls in scrubs: An ethnographic exploration of the clinical learning environment.

Gender bias is an enduring issue in the medical profession despite women being more represented within medical schools and the health care workforce in numerous countries across the world. There have been frequent calls for further exploration of gender-based discriminations within medical education, owing to its lasting impact on student's professional development and career trajectories. This paper presents an ethnographic exploration of the experiences of female medical students and doctors in the clinical learning environment (CLE), aiming to disrupt the cycle of gender inequity in the clinical workplace. Our research field involved two teaching wards in a Scottish urban hospital, where 120 h of non-participant observations were conducted over 10months. Combining purposive and convenience sampling, we conducted 36 individual interviews with key informants, which included medical students, foundation doctors, postgraduate trainees, consultant supervisors, and other health care professionals such as nurses and pharmacists. Data was thematically analysed using Bourdieu's theory of social power reproduction. The research team brought diverse professional backgrounds and perspectives to the exploration of data on gendered encounters. Combining the observational and interview data, five themes were generated, which suggested gender-related differentials in social and cultural capital that the participants acquired in the CLE. Experiences of discriminatory behaviour and stereotypical thought processes impacted the female students' engagement and drive towards learning, implying an adverse influence on habitus. In contrast, the valuable influence of gendered role-models in building confidence and self-efficacy signified a positive transformation of habitus. The research participants displayed considerable internalisation of the gendered processes in the CLE that appeared to be linked to the transient nature of clinical placements. This research reveals that despite constituting the majority demographic of medical school, female students struggle to gain social and cultural capital. Gendered hierarchies that structure clinical workplaces disadvantage female students and doctors, and the differential experiences transform their habitus. Based on our theoretically informed investigation, we advocate for role-models given their positive impact on students' and doctors' habitus. Additionally, medical educators may consider extended clinical placements that provide opportunities for female students and early-career doctors to secure social and cultural capital through integrating better in health care teams and building meaningful interprofessional relationships.

Teacher’s Boundary Crossing for Continuing Professional Development During the Covid-19 Through the Lens of Cultural-Historical Activity Theory: A Case Study of a Novice Chinese Language Teacher in a UK School

Teacher continuing professional development (CPD) is almost always on the top of educational agendas in any country of the world. While existing studies primarily emphasize effective CPD programmes, this qualitative research seeks to deepen our understanding by examining the nuanced interplay of teacher’s unique working contexts, historical backgrounds, and social influences within the CPD landscape. To investigate the strong shocks resulted from the special period of time – the Covid-19 pandemic – to teachers and the approaches to accommodate the issues on the basis of the workplace, this qualitative study adopts a longitudinal, single case design to examine a Chinese language teacher’s boundary crossing in CPD during the period of the Covid-19 pandemic. Data was collected over a period of seven months, from the beginning of January 2023, the time of the COVID-19 pandemic to the end of July 2023, students returning to school. Guided by boundary crossing and Cultural Historical Activity Theory (CHAT) theoretical frameworks, this study suggests that the teacher employed a variety of CPD tools which supplemented and interconnected for different CPD objectives. CHAT conceptualize the complexity and the dynamic nature of CPD and contextulize the trajectory of boundary crossing. By employing a nuanced and comprehensive approach, this study contributes to the ongoing discourse on teacher CPD, recognizing the complexities of teacher CPD and the intricate interplay of contextual factors that shape teachers’ professional development trajectories.

INNOVATIVE TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS: ANALYSIS OF TRAINING LEVEL AND DEVELOPMENT PROSPECTS

The article is devoted to an innovative approach to the organization of high-quality education in the training of future primary school teachers from the point of view of modern education and methodology. As an urgent research problem of the modern education system in the formation and development of innovative opportunities for future teachers in their professional activities, their own judgments and conclusions are presented. The article conducts research and presents the results related to determining the meaningful level of preparation of future primary school teachers for innovative professional activities. The authors analyzed the works of foreign and domestic scientists, guided by regulatory documents. As a result of the analysis, the directions of training future specialists were discussed, which will serve as an impetus for the trajectory of professional development based on the innovative activities of students. The authors of the article also developed an author’s survey “What do you know about innovative professional activity” in order to determine the meaningful level of research work. The survey was organized on the basis of empirical methods. 123 students of the educational program 6B130100 - “pedagogy and methods of primary education” took part in the author’s survey, an analysis of the results of the content level and ideas about the need for innovation in future professions was carried out. Analyzing the results of the author’s survey, it was found that students have difficulty understanding the meaning of the concepts of “professional activity”, “innovative activity”, have a desire to use innovative technologies in the educational process, but have low knowledge of new technologies, as well as conclusions that innovative activity is necessary and should be developed for the professional growth of a teacher.. During the analysis of the research results, innovative training of future primary school teachers is being formed. Keywords: future teacher of primary school; innovative activity; professional specialty; experiment; author questionnaire.

Key stakeholder voices: Investigating student perceptions of teachers’ use of assessment for learning

AbstractMany schools aim to implement Assessment for Learning (AfL) to stimulate students to take more ownership of their learning and develop self-regulatory skills. This survey-based study is among the few in the field showing how students experience the extent of implementation of AfL, here in English language and mathematics classes in 12 Dutch secondary schools. Analysis showed no differences between the subjects. Students (N = 685) experienced activities to clarify the learning intentions and success criteria and eliciting evidence on their learning progress regularly (between 50–74% of the lessons). Students hardly ever experienced activities aimed at peer- and self-assessment (less than 25% of the lessons). However, cluster analysis revealed three distinct clusters related to the extent of AfL strategy use students experienced. Overall, we can conclude that AfL is not yet fully integrated into teaching practices. Teachers’ skills, knowledge and attitudes required to increase student engagement in AfL practices and strengthen students’ self-regulated learning need more attention in future teacher professional development trajectories.

Scenario forecasting for students’ professional future

                Introduction. In a situation of instability and uncertainty around the world, ambiguity of information about the expectation of future events, it is very important to equip a young person with the skills of seeing his/her future, qualitatively new characteristics, demanded competencies that meet the needs of society and today’s students as the future employees. The solution of the tasks facing vocational education is seen in a new architecture of education, the main tool of which is construction of clear trajectory of learning and development. Such a trajectory is implemented in professional future scenarios, which represent forecasting student’s activity unfolding in time and space. Professional future forecasting scenarios are designed to regulate the choice of strategies and tactics of behaviour in accordance with personal meanings and goals that determine the direction of the student’s activities, taking into account factors affecting their alignment. Forecasting the professional future, which determines the socio-professional success of participants of educational and professional activity, is an actual scientific and practical task facing education today.                Aim. The present research aimed to develop scenarios for the professional future as a fundamental basis for students to build their personal trajectory of professional development both in the process of studying in an educational organisation and at the workplace.                Methodology and research methods. The leading idea of the research is the concept of forecasting the professional future, which is based on the correlation of knowledge and ideas about future professional activity with the reflection of one’s own professionally significant qualities, attitudes and value orientations. The basic idea of the current study is the concept of personalised education, it provides vectors for the development of the student activity and his/her transition from the current state to the desired by designing the logic of advancement along its own trajectory of professional development.                As a leading approach to forecasting the professional future, the author applied the cognitive approach as a process in a person’s mind about future professional activity, which is inextricably linked with cognitive categories: interests, attitudes, knowledge, beliefs, and value orientations of a person. Self-awareness of the future is based on the correlation of knowledge about a person’s future professional activity with the reflection of one’s personal meanings, significant qualities, attitudes and value orientations, which are the essence of a person’s cognitive activity.                Scenario planning was employed as the main research method. The scenario as a method and as an effective tool for planning a personal trajectory of professional development fixes a standard set of knowledge about the object, determines the direction and time perspective of life plans, and thereby ensures predictability and meaningfulness of actions in preparation for an uncertain future. When developing a structure of a typical forecasting scenario for the professional future of a student, the methods of design, modelling, forecasting, generalisation and classification were applied.                Results. The author has developed the structure of a typical forecasting scenario for the professional future of a student. It is established that this structure consists of four content blocks: 1) the desired image of the professional future of the student; 2) analysis of the student potential in accordance with the desired image; 3) the process of transition of the person from the current state to the desired (implementation of the trajectory of development, control); 4) evaluation of results (analysis of achievements, causes and consequences of changes; correction of the vector of development). Each block is represented by scenario structures and the results that need to be obtained in the process of its implementation.                Scientific novelty of the conducted research lies in development and arrangement of personal professional programmes of the student, taking into account such parameters that reflect the connection of mental representations about the future with the form available for direct observation.                Practical significance. The proposed structure of the forecasting scenario for the professional future is intended for students, who have a meaningful approach to their future and want to purposefully move towards achieving it. The obtained results will contribute to the personalisation of training through building by students their own development scenario, self-realisation, which will increase educational and professional success. The study sets specific tasks for educational organisations, and employers, who are really interested in the professional training of successful specialists and are focused on long-term cooperation.

Precarious employment as a prerequisite for career surfing

The subject of the study is the conceptualization of the phenomenon of career surfing and precarization of labor as a prerequisite for its manifestation. The object of the study is the phenomena of precarious employment and career surfing. The authors consider in detail such aspects of the topic as the role of career surfing in the perspective of the concept of fluid modernity; multidimensional manifestations of career surfing, as a result of which generalization the types of precarization are highlighted (change of job, type of work, sphere of work, directions of professional or career development; search and evaluation of vacancies or employers, areas of professional training and/or educational institutions; transnational career surfing); the ambivalent nature of career surfing, including both positive and negative manifestations; the interrelationships and qualitative differences of career surfing with the phenomena of social surfing and labor mobility. To achieve the goal, conceptual and theoretical analysis, subject-categorical analysis, systematization, generalization of scientific research results and social practice data were used. The design included solving the following tasks: identification of essential features and varieties of career surfing manifestations; differentiation of career surfing with a number of similar concepts characterizing the instability of career development; systematization of the causes and problems of studying career surfing. The main conclusions of the study are: 1) Career surfing is a multifaceted phenomenon that consists in changing the trajectory of professional career development. The types of career surfing include changing and/or searching for: a job, position, type of work, profession, specialty, sphere or direction of professional or career development. Thus, precarization of labor illustrates the manifestation of career surfing; 2) In methodological terms, career surfing is a social and psychological construct that has deep connections with the constructs of social surfing, mobility, fluid modernity, etc.; 3) The reasons for the expansion and development of career surfing are diverse and include: transformation of workplaces and types of work (including digitalization), the development of flexible forms of employment, the expansion of geographical and social migrations, etc.; 4) Career surfing is ambivalent in its social role and includes both constructive consequences (for example, coping with situations of career and social uncertainty) and destructive ones. The novelty of the research lies in the author's generalization of the results of the theoretical and methodological analysis of the studied phenomena and the justification of the definition of career surfing.

Reinforcement Learning Methods and Algorithms for Modeling Individual Trajectories of Professional Development

Corporate human capital is one of the most important drivers of sustainable economic growth that is becoming increasingly important under changing nature of work. Due to the expansion of various areas of human activity, an employee portrait is getting multifaceted. Therefore, the problem of human capital management based on the individual trajectories of professional development, aimed at increasing the labor efficiency and contributing to the growth of he corporate operational efficiency, is relevant, timely, socially and economically significant. The paper proposes an approach for the dynamic regimes for human capital development (DRHC), to design individual trajectories for the employees professional development, based on reinforcement learning methods. The DRHC develops an optimal management regime as a set of programs aimed at developing an employee in the professional field, taking into account their individual characteristics (health quality, major and interdisciplinary competencies, motivation and social capital). The DRHC architecture consists of an environment — an employee model as a Markov decision making process and an agent — decision making center of a company. The DRHC uses Double Deep Q-Network algorithms to maximize the agents utility function. The implementation of the proposed by DRHC policies would enhance the corporate HC quality, improve its resource efficiency and ensure the performance growth

FEATURES OF THE IMPLEMENTATION OF THE PROFESSIONAL STANDARD "HEAD (DIRECTOR) OF PRESCHOOL EDUCATION INSTITUTION": MODERN VECTOR

In the article, the author analyzes the current state of the problem of implementation of the professional standard "Head (Director) of Preschool Education Institution", analyzes the current regulatory documents; conducts all-Ukrainian monitoring of the implementation of the Professional Standard in educational institutions, analyzes the directions of implementation at all levels. Priority forms and methods of implementation were identified. The components of the roadmap are designed, the main ways and directions of implementation of the Professional Standard in practice at different levels of education are outlined: state, regional, local, local (preschool education institution) and personal. 
 The tasks for the implementation of the Professional Standard for different target groups are defined: heads of preschool educational institutions, founders of preschool educational institutions, in-service training subjects, centers for professional development of pedagogical workers, professional communities of pedagogical workers, higher education institutions. 
 The results of the online training of regional trainers for 95 people from all regions of Ukraine are presented, including 21 teachers of preschool education departments of higher education institutions, 28 teachers of preschool education departments (laboratories) of postgraduate pedagogical education institutions, 22 specialists of professional development centers for pedagogical workers, 24 heads (directors) of preschool education institutions.
 The article focuses on designing an individual professional development trajectory. All priority areas of activity are interconnected, forming a single through system, creating a continuous process. Effective solutions for the implementation of the professional standard "Head (Director) of Preschool Education Institution" are predicted. The approaches to the professional development of pedagogical workers in the process of implementing the professional standard "Head (Director) of Preschool Education Institution" are substantiated. The results of the training of preschool teachers according to the standard program for the implementation of the professional standard "Head (Director) of Preschool Education" are presented.
 The experience of implementing the Professional Standard in different regions is presented. The further steps of the Professional Standard implementation are determined.

When teaching and research are misaligned: Unraveling a university EFL teacher's identity tensions and renegotiations

This study investigates the identity construction of a university EFL teacher in China through narrative inquiry in ethnography, probing into the tensions she experienced as a teaching-focused academic as well as her renegotiations of her professional self in face of these tensions. Narrative data were collected through in-depth interviews and informal communications with the participant while contextual data were collected through prolonged fieldwork. Through thematic analysis and constructing storylines in relation to the identified themes, the participant's identity experience is mapped out in three story constellations, namely, identity tensions, identity relinquishment and reinterpretation and identification beyond the institution, through which the participant developed her identity as an academic outcast, an ace coach and an expert. The constructions of these identities are mutually informing and reveal an alternative trajectory of professional development, in which boundary-crossing between the academic and non-academic communities becomes a transforming space. By delving into the intricacies of the participant's professional stories within the contextual dynamics, the study reveals the complexities of the teaching-research misalignment in the unique context of tertiary EFL education in China and provides new insights into the maintenance of academic identities in times of policy shifts and contextual challenges.

Dynamic Regimes for Corporate Human Capital Development Used Reinforcement Learning Methods

Corporate human capital is a critical driver of sustainable economic growth, which is becoming increasingly important in the changing nature of work. Due to the expansion of various areas of human activity, the employee’s profile becomes multifaceted. Therefore, the problem of human capital management based on the individual trajectories of professional development, aimed at increasing the labor efficiency and contributing to the growth of the corporate operational efficiency, is relevant, timely, socially, and economically significant. The paper proposes a methodology for the dynamic regimes for human capital development (DRHC) to design individual trajectories for the employee’s professional development, based on reinforcement learning methods. The DRHC develops an optimal management regime as a set of programs aimed at developing an employee in the professional field, taking into account their individual characteristics (health quality, major and interdisciplinary competencies, motivation, and social capital). The DRHC architecture consists of an environment—an employee model—as a Markov decision-making process and an agent—decision-making center of a company. The DRHC uses DDQN, SARSA, and PRO algorithms to maximize the agent’s utility function. The implementation of the proposed DRHC policy would improve the quality of corporate human capital, increase labor resource efficiency, and ensure the productivity growth of companies.

Acmeological technology of forecasting individual professional-oriented trajectories of students’ personality development

   Introduction. In the conditions of deep transformations of modern society and labour market, the problem of revising qualification requirements for the content and level of training of professional personnel is being actualised. The main task of university education is to modernise curricula in order to form an independent subject of the educational process. The formation of such a specialist is possible through the use of individual scenarios for the educational and professional development of the student’s personality, both in basic and additional, including distance education throughout his/herprofessional biography. Only, in this case, the graduate will be ready to meet with the social and professional innovations of the future.   Aim. The aim of the study is to theoretically substantiate, develop and test the acmeological technology of forecasting the individual professional-oriented trajectory of student personality development in the educational process of the university.   Methodology and research methods. At the theoretical level, the article substantiates the concept of “individual professional-oriented trajectory of personality development”, develops the authors’ acmeological technology for predicting individual scenarios of educational and professional development of a student’s personality. The following tools and methods were applied: analysis, comparison, generalisation, authors’ interpretation of psychological and pedagogical literary sources in the field of individualisation and personalisation of education, construction of individual trajectories of educational and professional development of the student’s personality, and technological approach in education. The method of structural and functional modelling of acmeological technology was applied. The essence of the abovementioned method is to identify and describe the fundamental structural components and stages of technology that ensure the achievement of the desired result, identify the relationships between them and establish their functional characteristics. The experimental work included the initial diagnosis of a total sample of 180 first-year students of the Faculty of Psychology. The initial diagnosis was conducted before the implementation of the elective programme. As diagnostic tools for studying individual educational and professional trajectories, the following were used: the authors’ questionnaire “Individual Trajectories of Educational and ProfessionalDevelopment of Students” by E. F. Zeer, L. N. Stepanova; “Modified Questionnaire for the Diagnosis of Self-Actualisation of Personality” by A. V. Lazukin in the adaptation of N. F. Kalin; methodology “Investigation the Motivation of Studying at a University” by T. I. Ilyina; methodology “Meaning-Life Orientations” by D. A. Leontiev. To diagnose soft skills of students, a set of techniques was employed: “Coping Behaviour in Stressful Situations CISS” by S. Norman in adaptation by T. L. Kryukova; the test “Ability to Predict” by L. A. Regush; the methodology “Research of the Attitude of Personality to Innovation” by N. M. Lebedeva, A. N. Tatarenko; test “My Information Culture” by N. I. Gendin; self-test “Readiness for Self-Development” by V. V. Pavlov, T. A. Ratanova, N. F. Flakhta. Statistical data processing was carried out using the standardised IBM SPSS Statistics 17.0 software package.   Results and scientific novelty. The concept of “individual professional-oriented trajectory of student’s personality development” is clarified; its structural components are highlighted: value-motivational cognitive, operational-activity and reflexive. The logical-evolutionary, system-dynamic, project-based and personal approaches of individual scenarios forecasting of educational and professional development of students developed by E. F. Zeer are presented. The following principles of forecasting the academic and professional development of the individual are substantiated: the principle of personal co-development, education and professional development; the principle of interaction of individual, personal and professional development; the principle of socio-professional mobility; the principle of alternative and multivariate forecasting of the professional future. The intrapersonal and environmental predictors of forecasting the individual educational and professional trajectory of student development during the period of professional training are determined, among which special importance is given to the educational environment of the university and its characteristics such as intensity, psychological comfort, democracy and openness. The acmeological technology of individual scenarios forecasting of educational and professional development of students has been scientifically substantiated, developed and tested. The results of testing confirm its effectiveness and the possibility of use in secondary and higher educational institutions. At the same time, the presented technology can be considered as a tool for improving students’ soft skills: innovative potential of the individual, willingness to solve problems and self-development, meaningfulness of life, development of a personal goal-setting system and time management. The obtained results expand the ideas existing in psychological science about the ways of individualisation of educational and professional personality development.   Practical significance. The research results can be used in educational institutions of higher and secondary vocational education by psychologists, tutors, teachers who provide psychological and pedagogical support to students. Forecasting individual scenarios of educational and professional development promotes conscious entry into the profession and awareness of the personal meanings of the education received, which is of particular value as a prevention of negative scenarios of professional development of the individual in the future.

ЄВРОІНТЕГРАЦІЙНИЙ ВИМІР МОДЕРНІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПЕДАГОГІВ У НАУКОВІЙ СПАДЩИНІ АКАДЕМІКА ОЛЕКСАНДРИ САВЧЕНКО

In her research work, O. Savchenko identified new conceptual foundations of pedagogical education related to its European integration processes: reforming the content of professional training of future teachers in the context of school education innovations and higher education standardization processes; introduction of the humanistic paradigm of education and upbringing of students; design of the individual educational trajectory of the applicants; implementation of a competence-oriented model of education in pedagogical higher education institutions. The scientist emphasized special attention on personally oriented professional education, designing the individual trajectory of professional development of each student during the of his studies. Unfortunately, this leading idea was not sufficiently implemented in practice for a long time. And only in modern conditions do we realize that the transition of university education to a student-centered model is becoming a through line of changes. This is reflected both in the development of educational programs based on the requests of education seekers, and in their more active involvement in the design of their studies, the creation of opportunities for choosing and constructing individual educational trajectories, and the development of a system of independent student evaluation of teachers' activities. In the scientific heritage of O. Savchenko, the problem of the formation of the «ability to learn» in future teachers, which she considered a meta-skill, is highlighted. The scientist claimed that mastery of this skill programs the acquisition of individual experience to become a successful teacher who knows how to prevent overloading of students, rationally use time, calmly and stress-free navigate in various life situations, independently search for sources of information, ways to solve non-standard problems. And in general, the ability to learn, according to O. Savchenko, changes the style of thinking, determines the ability to learn throughout life, creates guidelines for long-term and personally important learning incentives. The analysis of academician O. Savchenko's scientific heritage allows us to state that the scientist actively studied the experience of training future teachers in European countries. She had a unique ability to see better than others the examples of European practices of training future teachers and to submit her own ideas for their implementation in higher education institutions. The works of the famous pedagogue are an example of a successful combination of general theoretical provisions with practice, which testifies to high scientific achievements in the Ukrainian educational space. Key words: professional training of future primary school teachers, academician Oleхandra Savchenko's scientific heritage, European integration dimension, scientific achievements of an outstanding pedagogue.

All It Takes for a Teacher Is to Know the Children? An Empirical Study on Increasing Child Development in Vietnamese Preschools

ABSTRACT Process-oriented child monitoring (POM) deals with systematic monitoring of the observed learning needs of children in early childhood education by teachers. Between 2017 and 2021, a teacher professional development trajectory was implemented using POM in ethnically diverse preschools in Central Vietnam. These preschools typically consist of disadvantaged children at risk of barriers to classroom activity engagement. This study evaluates the effectiveness of POM using a pre- and posttest research design with a treatment and control group. Participants (N = 339) in the study were assigned to the treatment or control group using a clustered-randomized sampling approach. Whereas Kinh children rarely occur in the school population, the analysis focuses on ethnic minorities only in both treatment and control groups. Results indicate that POM is promising in increasing holistic child development. Five-year-old girls show most progression in cognitive functioning and socio-emotional development, while boys at this age indicate advances in socio-emotional development and health behaviors. Further evidence indicates that changes in teaching children from poor households play out much faster for child development, as opposed to what is observed among wealthier households.

Pedagogical aspects of professional competence development of technical university students

The paper discusses the psychological and pedagogical aspects of the process of professional competence development of technical university students, associated with the increase in the requirements of employers to the portfolio of professional competencies of modern specialists. The authors discuss the problem of improving teaching methods and techniques; modernization of organizational forms and educational and methodological support for the professional competence development of technical university students on the example of the Heat and Power faculty of SamSTU. The paper stimulates a discussion about professional competencies, active and interactive teaching methods aimed at developing the ability of technical university students for self-development and self-study in order to effectively implement possible scenarios for their professional development trajectory. The aim of the study is to develop methodological recommendations to enhance the professional competence of students of the Heat and Power Faculty of Samara State Technical University, involving the use of modern educational approaches and improving the methodology for individualizing education at a technical university. The results of the study are achieved by solving the following tasks: conducting expert surveys (respondents: teachers and university students) to determine the most effective teaching methods; creating methodological materials. This study was carried out in several stages. Tasks of the theoretical stage include the analysis of the psychological and pedagogical aspects of the implementation of methods and organizational forms that ensure the effective formation of professional competence of students of a technical university. Tasks of the diagnostic stage of the study are conducting a questionnaire survey of students in order to assess the importance of the competencies necessary for successful professional activity; conducting a questionnaire survey of students and an expert survey of teachers in order to assess the significance of methods, methodological support and organizational forms of education at a technical university. The paper presents the results of surveys of students of the Heat and Power Faculty of Samara State Technical University and university teachers (2021-2023). The respondents of the expert survey were students of the advanced training program Management of the educational process: psychological and pedagogical competence of a technical university teacher and the retraining program Teacher of higher education of SamSTU Institute of Extended Education. The following methods were used in the study: expert survey, observation, questioning. The perspective of the research is the modernization of the methodology of individualization of education and educational and methodological support for the professional competence development of technical university students.

Model for evaluating the effectiveness of the educational activities of the class teacher

Introduction. The relevance of the research topic is due to the importance of the role of a class teacher in international educational practice. At the present stage, the institution of class leadership exists in the territory of the post-Soviet space, in China, France and a number of other countries. In the United States, a special structure has been formed – the dean’s office, which deals with issues of education. In many countries, there are positions of an educator, who is freed from educational work, attached to classes, as well as a mentor, tutor, who performs the function of the class teacher. In conditions of political tension, the activity of the class teacher acquires a leading character, creating the basis for the consolidation of society, ensuring national security on the basis of national and universal values. The class teacher provides pedagogical support for the educational process, cooperation with all participants in educational relations, is a key person in education. The personal development of students and the effectiveness of the educational system of the school largely depend on the activities of the class teacher. The ambiguity and multifunctionality of the activity of the class teacher require an objective evaluation of his/her work. The evaluation of the effectiveness of the educational activities of the class teacher is an integral part of diagnosing the quality of educational activities at school. In this regard, there is the need to develop a model for evaluating the effectiveness of the educational activities of the class teacher and the possibility of its implementation in the conditions of an educational organisation.Aim. The aim of the study is the theoretical and methodological substantiation, development and testing of a model for evaluating the effectiveness of the class teacher.Methodology and research methods. The study was based on the methodology of personality-oriented, system-activity, integrative, criteria-level, acmeological, competency-based and integrated approaches. Theoretical methods (theoretical analysis, generalisation and systematisation, modelling), empirical methods (questionnaires, the method of expert evaluations) were used as research methods. The study was carried out in 5 educational institutions of the Nizhny Novgorod region, which are the bases for the training of future teachers and class teachers of the Minin University (Nizhny Novgorod).Results. As a result, a structural-functional model for evaluating the effectiveness of the class teacher’s educational activities was developed and substantiated as a way of comprehensive diagnostics of his/her professional activities, improving the quality of interaction with all participants in educational relations. The model is presented in the unity of the target, content, procedural-organisational and result-evaluative components. The results of testing the developed model for evaluating the effectiveness of the class teacher are presented.Scientific novelty. The scientific novelty consists in the development of a structural and functional model of a complex-differentiated expert evaluation of the effectiveness of the class teacher, reflecting the multidimensionality of his/her activities and including value-targets, an integrative criteria matrix, evaluation procedure, diagnostic tools, evaluation trajectories and technology of their construction, a mechanism for calculating the results that determine the effectiveness of the educational activities of the class teacher. The designed expert evaluation model forms the basis for the development of a methodology for evaluating the effectiveness of the class teacher.Practical significance. The designed model for evaluating the effectiveness of the class teacher’s educational activities can be used in the practice of educational organisations to develop a system for encouraging the activities of the class teacher, supporting his/her professional growth, creating individual professional development trajectories, analytical conclusions and examinations.

Professional Development оf Teachers For The Implementation of Quality Scienceand Mathematical Education in the Context of War in Ukraine

The article highlights the possibilities and features of the professional development of teachers of mathematics and natural sciences in the conditions of war in Ukraine. The study is based on the analysis of the results of a survey of more than 200 teachers of the city of Kyiv regarding the provision of high-quality science and mathematics education in the conditions of war. The results of the study outline the directions of professional development of teachers of natural sciences and mathematics: the introduction of integrated education (STEM), psychological support of participants in the educational process, the use of digital and distance learning technologies, topics on life safety, inclusion, teaching methods New Ukrainian school, including the use of formative assessment, implementation of the State Standard of Basic Secondary Education. In the conditions of war, mathematics and natural sciences teachers need programs of professional development in distance, face-to-face and mixed forms of education and individual coaching. Digital technologies can help intensify postgraduate teacher education, and make it mobile, diverse, and adaptable in wartime. Educators believe that quality education can be provided under the conditions of the necessary availability of gadgets, access to the Internet, electronic educational resources, digital and distance technologies, blended learning, monitoring of educational achievements and professional development of teachers and unloading of educational programs. More than 60% of the teachers of Kyiv believe that the quality of science and mathematics education has deteriorated, and 7% point to its improvement. The analysis of interviews and surveys of teachers showed the importance of introducing individual trajectories of teachers' professional development, providing them with psychological and pedagogical support, and consultations in the postgraduate education system. The generalization of the areas of professional development of teachers should be considered in postgraduate pedagogical education for the creation and updating of educational programs for professional development.

ОСОБЕННОСТИ ОЦЕНКИ ЛИЧНОСТНО-ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ ВЫПУСКНИКА ВЫСШЕГО УЧЕБНОГО ЗАВЕДЕНИЯ НА ОСНОВЕ ПРИМЕНЕНИЯ АССЕССМЕНТ-ЦЕНТРА

In the course of the study, the theoretical and methodological grounds for using the assessment center in assessing the personal and professional competencies of a graduate of a higher educational institution were considered, an overview of approaches to understanding personal and professional competencies was provided, their current state was considered, and the possibility of using the assessment center in modern development conditions was assessed. higher education systems. This study substantiates the development of a model of personal and professional competencies, which is based on scientific and practical research, expert opinion of professionals, professional standards developed by the Ministry of Education and Science, as well as on the Passport of Competencies received by graduates of the Peter the Great St. Petersburg Polytechnic University (SPbPU) in the learning process. The competency model for each area has a general structure consisting of four main blocks: professional competencies, personal competencies, interpersonal competencies and self-development, but each of the presented blocks differs significantly in content depending on the profile of the education received. The use of the assessment center method for assessing the personal and professional competencies of graduates of higher educational institutions seems to be one of the most promising directions, since this procedure allows not only to assess the quality, but also to reveal its content for a particular graduate and make assumptions about the possibilities of developing competencies. Students’ passing through the assessment center allowed them to understand their personal and professional competencies more deeply and clearly, as well as to consider various ways to develop these formed competencies. Moreover, graduates directly link their development with the activities they plan to engage in after graduation. After participating in the assessment center procedure, students were able to more consciously approach planning their own trajectory of personal and professional development. They are able not only to set the final goal, but also to present in detail those on whom they will rely, set specific steps and deadlines for their implementation, as well as describe those personal and professional competencies that will help in achieving the goal and those that still need to be adjusted.

Possibilities of didactic engineering in training future specialists

The article discusses the possibilities of didactic engineering in preparing future specialists for independent professional activities. Didactic engineering is a methodology (theory, practice, diagnostics) of organizing activities to solve didactic problems using engineering methods (metric approach, modeling, numerical analysis, use of information and communication technologies). Within the framework of didactic engineering, the tasks of creating new effective didactic systems, teaching aids and diagnosing the quality of training of specialists working in a virtualreal environment are solved. This allows us to outline the path for rapid sustainable professional development of the student, establish key invariant abilities, determine the role of knowledge in solving professional problems, and generally reveal the reasons why some people solve professional problems more successfully than others. The authors, based on the theoretical and practical results of the study, highlight problematic issues in the adaptation of future specialists to independent professional activities and the need to implement innovative approaches. Based on the conducted research, a set of interrelated conditions aimed at increasing the level of readiness of future specialists to carry out innovative professional activities was put forward for discussion. The process of training and education of a student must be organized based on his personal professional interest, personal growth through the construction of a professional development trajectory. Consequently, in systems built within the framework of didactic engineering, it is necessary to introduce the category “complexity of problems”, since in the future this makes it possible to objectively assess the professional potential of a future specialist.