Formation Of Professional Mobility Research Articles

Методична робота як шлях розвитку професійної мобільності фахівців спеціальної освіти

The article is devoted to the problem of formation of professional mobility of special education specialists through methodical work. The essential characteristic of professional mobility as a significant integrative quality of a modern specialist is determined. Variants of mobility in the professional activity of special education specialists are described. It is substantiated that methodical work is a way of forming mobility in professional activity. The main tasks of methodical work in the direction of formation of professional mobility of special education specialists have been defined. The developed and tested forms of methodical work on the formation of mobility of specialists in the education of children with special needs are presented (training program, scientific and methodical seminar, training classes, practical seminar, self-education). The need for the development of personal qualities of a specialist for mobility in professional activity, in particular «soft skills», which is the basis for mobility, is determined. The need to increase the competence of specialists in the use of ICT in working with children with special educational needs for the development of mobility in the process of methodical work is substantiated. Self-education is defined as one of the ways to develop mobility, provided that it is implemented informally. The organizational and pedagogical conditions for the effectiveness of the formation of professional mobility of special education specialists in methodical work have been determined. It is concluded that methodological work as a way of forming the mobility of specialists involves the improvement of professional knowledge and skills, the development of personal qualities, «soft skills» of specialists for the quality education of children with special educational needs.

Проблема професійної мобільності як одна з характеристик функціонування майбутнього педагога

The article reveals the essence of professional mobility as one of the characteristics of the successful functioning of the future teacher in professional activity. A description of the concepts «mobility», «professional mobility» is provided. The need to organize such a system of professional training of future teachers is emphasized, which can ensure a purposeful process of forming their readiness for continuing professional self-development, desire and ability to constantly raise the level of professional skills, which would ensure their efficiency and competitiveness in future professional activities. It has been found that the professional mobility of future teachers testifies to their internal readiness for qualitative changes, is manifested in the ability to quickly acquire and generalize new professional competencies; willingness to make decisions and the ability to adapt in the event of a change in the tasks of professional activity, which will ensure their efficiency and competitiveness in future professional activity. It has been determined that a significant amount of theoretical research on the problem of the formation of professional mobility of teachers has been accumulated in the pedagogical literature. The results of the research aimed at identifying the needs and opportunities of modern teachers for continuing professional improvement and changes in professional activity are appropriate. It has been revealed that the future specialist should be open to innovation, be included in teamwork, which will characterize him as a socially competent specialist capable of displaying creativity in professional activity. It has been emphasized that professional mobility is a value-meaningful, dynamic, integrative and integral quality of an individual, which is manifested in his or her specific activity through readiness, reaction and ability to innovate, improve, develop and realize himself in professional activity, ensuring the effectiveness of specific tasks solution within the limits of his or her profession, mastering new techniques and technologies, determining social activity and effective adaptability to transformation processes.

Staff rotation: resources of the institutional channel of personnel professionalization and the instrument (procedure) of public service personnel management

In the article, the authors define the main tasks that should be solved by job rotation in the public (civil) service. Also, the authors proposed a system of functions as results of the personnel management process, which should be possessed by job rotation. The research was carried out in the paradigm of formation of professional mobility of personnel. The authors summarized that the following job rotation tasks are most common in practice: formation of professional competence, enrichment of professionalism, professional suitability; acquisition of competencies of related positions; transfer of personnel to other positions in order to determine the most optimal option for their placement; prevention of professional deformation; formation of personnel reserve; prevention of corruption.
 It is noted that suitability for job rotation also depends on the effectiveness of the previous professionalization process in terms of assessing the general professional mobility of the candidate as his ability to relatively quickly acquire relevant job competencies and switch to individual innovation in work.
 From a functional point of view, job rotation should be used in the processes of: professional orientation of personnel; its selection (recruitment, selection, selection) and subsequent professional evaluation; professional motivation; professional adaptation; for professional activation; continuous education (training) and professional education.
 It was concluded that the new vision of the functional purpose of job rotation consists in the fact that it can be productively used in the processes of: professional orientation of personnel; its selection (recruitment, selection, selection) and professional evaluation; professional motivation; professional adaptation; professional activation; continuous education (training) and professional education.

Методы и приемы профессионального воспитания при формировании профессиональной мобильности студентов техникума

The aim of the study is to substantiate the expediency of using methods and techniques of professional education that contribute to professional mobility formation among vocational school students. The paper presents the rationale for professional mobility formation among vocational school students, discusses the most effective methods and techniques of professional education that affect professional mobility formation and also reveals the results of testing the effectiveness of their application in the educational process. The scientific novelty of the study lies in selecting and substantiating methods and techniques of professional education for professional mobility formation among vocational school students taking into account the existing Russian experience. As a result of analysing the data obtained, it has been proved that the presented methods and techniques of professional education contributed to students’ awareness of the variability of future professional activities, their understanding of the need for development and self-development for successful employment and career growth, motivated them to further master the specialty and obtain additional qualifications.

Organizational and pedagogical conditions for the professional mobility formation of military university cadets

Organizational and pedagogical conditions for the professional mobility formation of military university cadets

The methodology of professional mobility development is an indicator of competitiveness

The article is devoted to the formation of professional mobility of teachers. Based on the analysis of psychological and pedagogical literature, the essence and structure of this phenomenon is determined. In the conditions of training future specialists of the higher school of pedagogy, the authors of the article identify a group of factors affecting the development of professional mobility of university students as a relatively holistic and systemic phenomenon. The purpose of this article is to substantiate and analyze the methodological basis and principles of professional mobility development that determine the readiness of students to meet the requirements of the profession, the labor market and the level of growth of a successful future career. The experimental method made it possible to test the theoretically established models of reforming Kazakhstan's education in accordance with global trends in the development of education. The result of the study is selfassessment and the need to identify a set of theoretical and practical classes, on the basis of which the process of professional mobility development was evaluated. The levels are identified and the assessment of the complexity of the process of professional mobility development is generalized, which constitutes the following essential relationships: the unity of substantive and procedural aspects, the unity of theoretical and practical training; the relationship of general education and vocational training; the connection of training with professional activity; the ratio of integration and differentiation of goals, content, forms, methods and means. The methodology of pedagogical activity — an important factor of competitiveness — will contribute to the improvement of the general pedagogical culture of thinking and the formation of the basic principles of pedagogical actions, the development of students' scientific worldview as an integral system of pedagogical competencies, the introduction of a professionally organized thesaurus of professional communication

Formation of professional mobility of future specialists in the sphere of physical culture and sport in the course of internship

The article reveals methodological basis of professional mobility formation of future specialists in physical culture and sport during their internship providing personal preparedness to effective adaptation to the demands of present-day labor market, professional activity and shifts within social and professional fields. The authors have revealed that under conditions of labor market, professional education promotes establishment of person’s competiveness only in case of formation of his/her professional mobility, topicality of which is primarily related to social demand. To reveal basic drawbacks of professional preparedness of future specialists in physical culture and sport in higher educational establishments and the issues of formation of their professional mobility, polling and questioning of coaches in kinds of sports in various categories qualifications in Children’s and Youth Sports Schools of Khmelnytskyi and Khmelnytskyi oblast school of higher sports mastery were done.
 The notion of “professional mobility of a specialist in physical culture and sport” has been revealed. It has been determined that engaging students in practical activity is an important condition for the formation of the aforementioned quality of students in higher educational establishments. This way students shift their position: from being the object of education to subject of self-realization. Types of internship have been outlined, organizational conditions and factors that promote students’ positive motivation to acquisition of professional mobility have been specified, namely: realization of ultimate aims of education, theoretical and practical value of the acquired knowledge; demonstration of future professional perspectives during internship; professional orientation of educational activity; tackling of problem situations occurring in the process of professional activity. It has been revealed that that in the course of internship, it is possible to form such integrative quality of a person as professional mobility, which allows future specialists in physical culture and sport to learn adjacent types of professional activity quickly and thoroughly and envisages preparedness to quick adaptation on present-day labor market and employment which provide competitiveness of future specialists.

О ПЕРФЕКЦИОНИЗМЕ В СТРУКТУРЕ ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ СТУДЕНТОВ – БУДУЩИХ ЖЕЛЕЗНОДОРОЖНИКОВ

Railway transport is a highly scientific segment of the transport industry. The high rate of technical, technological, informational, socio-economic and structural changes in the industry complicates the process of professionalization of young specialists, consisting of two main stages: professional adaptation and professional development. A specific feature of the personnel policy of the Joint Stock Company "Russian Railways" (JSCo "RZD") is the systematic horizontal and vertical rotation of personnel. This makes it possible to activate the internal activity of employees aimed at replenishing specialized knowledge and skills, but increases the level of influence of socio-psychological risks associated with joining a team, effective communication, maintaining labor discipline, making professional decisions in conditions of high personal responsibility. This situation necessitates the formation of professional mobility of future railway transport specialists as an integrative personality characteristic that allows them to successfully implement administrative and managerial functions. The totality of qualities that motivate development, improvement, self-realization and effort includes the phenomenon of perfectionism. The results of a pilot study of the initial level of development of characteristics in the structure of perfectionism and their correlation with the level of socio-psychological adaptation proved the need for the formation of indicators of positive (healthy perfectionism) in the process of professional training of students. The study involved 4th year students of the Samara State Railway University (96 people). The purposeful development of professional mobility of students-future specialists of railway transport will be facilitated by active forms and means of education (multimedia technologies, interactive tools, project activities, modeling and role distribution), stimulating motivation to achieve success, developing constructive communication skills, leadership qualities and abilities to stage and achieving goals.

Formation of professional mobility of future social workers by means of volunteer activity

Formation of professional mobility of future social workers by means of volunteer activity

RESEARCH OF THE PROJECT-BASED TECHNOLOGY LEARNING POTENTIAL AS A MEANS OF FORMATION OF ENGINEERS-TEACHERS’ PROFESSIONAL MOBILITY

The article substantiates the expediency of using project-based learning technology as a means of forming future engineers-teachers' professional mobility in the computer technology area. This is due to the general trends of the modern economy and the growing role of specialists’ professional mobility in the technology modernization in all industries. It has been emphasized that project-learning technology is an important component of professional training of future specialists in engineering and pedagogical education. It has been established that the organization of the above-mentioned technology is based on project activities that contribute to the educational process adaptation to innovative changes. The methodology of engineers-teachers' professional mobility formation in the computer technology area, which provides project-based learning technology application, has been proved. It has been noted that the use of project-based learning technology in professional mobility formation contributes to the intensification, efficiency and quality of the educational process. The range of problem-based learning methods (active, contextual, research, interactive, computer), which are the basis of project technology and expand the integration possibilities of engineering and pedagogical knowledge to solve professional problems, has been described. The efficiency of project-based learning technology in forming future engineers-teachers' professional mobility in the computer technology area has been proved. Emphasis has been placed on activating the need to reflect on one’s own experience, perform research, realize professional creativity essence, and develop the ability to professional design.

Formation of professional mobility of future specialists in the process of choreographic education

One of the main conditions for the success of students of the specialty "choreography" in the modern labor market is professional mobility. This article is therefore aims to address the problem of forming professional mobility in higher educational institutions. The essence and significance of the formation of professional mobility of students of the specialty "choreography" was determined by the methods of analysis of psychological, pedagogical, scientific-methodological and special literature. Through the analysis of educational programs of Bachelor's degree in "choreography" in higher educational institutions, new opportunities and content for the formation of professional mobility of future choreographers are identified. With the help of systematization and evaluation methods, the results of improving the formation of professional mobility of students studying in the educational programs "choreography" were summed up. It was concluded that the formation of professional mobility of future choreographers should be a purposeful and systematic process, covering all stages of students' assimilation of educational programs, and must be guided by the achievement of high indicators of the formation of professional mobility.
 
 Keywords: choreographic education, future choreographer, professional mobility, University, content of choreographic education, formation of professional mobility

МЕТОДОЛОГІЧНІ ПІДХОДИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ МАЙБУТНІХ ПЕДАГОГІВ

Purpose. The necessity of quick reaction to today challenges, improving the quality of modern training causes the formation of professional mobility of future teachers. So appear the problem of methodological support for training, finding appropriate approaches to ensure its effectiveness. Methodology. The methodological basis of the research consists of the philosophical propositions of dialectical unity of teaching theory and practice, conceptual propositions of philosophy, pedagogic and psychology though the prism of andragogical, contextual and gender approaches in the training of future teacher in higher education; fundamental works in the field of theory of professional education and activity; propositions of the role of continuing professional education in the process of forming competencies that ensure the professional mobility of the modern teacher. Results. The manifestation of professional mobility at the activity level and at the individual level with the corresponding characteristics is shown. The dependence of the essential content of professional mobility from its specifics of the industry to the features in the field of education is indicated. In the article are grounded methodological approaches to the formation of professional mobility of future teachers – andragogical, contextual and gender; the analyses of each of them with account their aggregate influence on formation of professional mobility. Originality. For the first time in the science of our country based on the analyses and generalization of scientific works of foreign and Ukrainian scientists, the expediency of relying on andragogical, contextual and gender approaches in the formation of professional mobility is substantiated. The need for a gradual transition to andragogical training in the Free Economic Zone has been identified. The generalization of the contextual approach potential confirmed the expediency of its use in professional mobility formation, as its provisions are consistent with the requirements for ensuring the quality of training of future teachers. It is determined that the application of a gender approach in the educational process provides opportunities for professional self-realization of different sexes members. Practical value. Developed methodological approaches to the formation of professional mobility of future teachers can be used in the educational process of high education institutions, in the system of non-formal education, as well as in the training of research and teaching staff in the system of advanced training. References 15, tables 1.

METHODS OF FORMING MATHEMATICAL MOBILITY OF FUTURE ENGINEERS IN HIGHER MATHEMATICS CLASSES

Continuous education today is a major feature of modern society. In order to ensure the competitiveness of future professionals who obtain higher education within the walls of the Institutions of Higher Education, the education process should be aimed at ensuring a high level of professional knowledge as well as the formation of graduates' adaptability to changeable modern production. Since for a future engineer knowledge of higher mathematics is the basis for solving complex problems of a production nature, it can be argued that they are part of professional mobility. The implementation of technologies for the formation of professional mobility in higher mathematics has made it possible to note that the readiness to change activities can be considered not only in the context of changing professional activity, but also in the process of students’ educational activity. And this, in turn, made it possible to determine the «mathematical mobility». The purpose of the article is to theoretically substantiate and practically test the methods of forming mathematical mobility of future engineers in higher mathematics classes. The experiment used competency-oriented tasks, test tasks in higher mathematics, built on the basis of Bloom's taxonomy, developed interactive methods for conducting practical classes in the process of studying higher mathematics. The results of the experiment showed the effectiveness of the proposed innovative technologies in the process of fundamental training of future engineers.

FUTURE ENGINEERING EDUCATORS’ PROFESSIONAL MOBILITY: CHALLENGES AND OPPORTUNITIES

The paper substantiates the rationale for professional mobility formation in engineering educators. We emphasize the importance of professional mobility as a quality parameter of future engineering educators’ training. The research outlines the main modernization tendencies in engineering and pedagogical education content contributing to future specialists’ professional mobility. The study substantiates the principle of proactive training aimed at making engineering and pedagogical training oriented towards future professional activity of higher professional education seekers. We note that proactive training is crucial in determining educational program content as well as the choice of learning activity organization forms and educational technology for the intensification of engineering and pedagogical training and professional mobility formation.
 Keywords: professional education, engineering and pedagogical education, professional mobility, engineering educator, proactive training, engineering and pedagogical training, professional education content, integrative processes.

SCIENTIFIC RESEARCH ACTIVITY AS A FACTOR OF THE FORMATION OF PROFESSIONAL MOBILITY OF A MODERN SPECIALIST

Transformational processes in the modern society, the market approach to training of specialists, increasing of competition in the field of employment determine the relevance of the development of professional mobility of the individual. In general, professional mobility characterizes the readiness and ability of the specialist to socio-psychological and functional-status changes, innovative transformations of themselves and the environment. Obviously, the development of this quality is one of the most important tasks of the vocational school. The most intensive formation of professional mobility is facilitated by various factors, one of which is scientific research activity. The purpose of the article is to characterize the phenomenon of scientific research activity of a modern specialist as a factor of the formation of his professional mobility. Research methods: analysis and synthesis of scientific literature (to clarify the key concepts of the study), systematization (in order to identify existing scientific approaches to solving this problem), theoretical generalization (to formulate the final provisions and conclusions). The phenomenon of scientific research activity is considered on the example of the specialty «Social work». Scientific research activity is an integral component of social work, which is formed through the separation of the scientific research subsystem in its system. This interpretation of scientific research activity allows us to identify its most important features: it is an empirical scientific research activity; it is purposeful and characterized by the relationship of certain elements, procedures and methods; it is built within the framework of logical and constructive schemes, methods and means of cognition inherent in research activities; it is performed in accordance with the research algorithm; relies on the facts that require empirical verification; the result is new knowledge about the objects of social activity; is a methodological regulation that sets the logical direction of choice of methods and means of activity. In the process of scientific research activity there is the development of professional, systematic, logical, reflective, creative and innovative thinking, the ability to predict the results of work depending on the conditions of activity.

THE ROLE OF FOREIGN LANGUAGE IN THE FORMATION OF PROFESSIONAL MOBILITY IN THE TRAINING OF FUTURE SPECIALISTS IN NON-LINGUISTIC UNIVERSITIES

The article considers the problem of the formation of professional mobility in the training of future specialists in non-linguistic universities, which has recently gained particular relevance due to the growing role of foreign language communication in the professional activities of future specialists.The requirements of higher education aimed at training competitive future specialists are taken into account. Foreign language education today becomes at the same level with professional education, integrates with it and significantly affects the success and competitiveness of future specialists in the labor market. This circumstance underlines the need to change the purpose, content, process and form of organization of the educational process of foreign language teaching. Actuality of the research topic is a result of the modernization of higher education and aimed at finding effective ways to train future specialists, meeting all the latest requirements of the labor market.The concept of “professional mobility” is considered. The role of foreign language in the formation of professional mobility in the training of future specialists in non-linguistic universities in the context of professional mobility is analyzed, the opportunities offered for higher education future specialists with foreign language skills are described.Modern higher education, as a channel of professional mobility, can help future specialists in vocational and personal development with professional mobility to become competent future specialists, creating specific pedagogical conditions and, thereby, the basis for their self-realization in the difficult social, economic, political conditions of society.
 Keywords: foreign languages, training, professional mobility, future specialists, non-linguistic higher education institution, formation of professional mobility, competitive future specialists, foreign language communication, professional activity.

ОСНОВНЫЕ НАПРАВЛЕНИЯ ИССЛЕДОВАНИЙ ПРОБЛЕМЫ ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ СТУДЕНТОВ

The article reveals the relevance of the social mobility formation. The positions of scientists on the problem of the development of professional mobility of the individual are revealed. It is indicated that mobility is a value and a factor in the socialization of future specialists. Methodological approaches, pedagogical conditions and factors infl uencing the formation of professional mobility, as well as the possibilities of the educational environment, youth and student associations are highlighted. The author points out the importance of synergetic, creative-activity, program-design, resource, competence-based approaches and pedagogical technologies in the formation of professional mobility of students.

MODEL OF INTEGRAL KEY COMPETENCE OF FUTURE QUALIFIED WORKERS OF SEWING PROFILE

The article raises the issue of the lack of a list of current key competencies required by the modern labor market of the garment industry in the State Standards of Vocational Education for the professions «Tailor» and «Cutter». The author analyzes the legislative and regulatory documents related to the topic of key competences of future skilled workers in the sewing profile; compared the results of the study of the labor market of the garment industry on the demand for key competences. The actual abilities of future tailors and cutters, which are necessary for their professional success, increase of competitiveness, formation of professional mobility and adaptation in the labor market of the garment industry, are determined. It is emphasized that creativity in the context of garment production is the basis for the development of many key competences of future garment professionals. The expediency of introducing the definition of «integral key competence of future skilled sewing workers» is substantiated. The definition of integral key competence of future skilled workers of a sewing profile is given and its structure consisting of value-motivational, cognitive-activity and personal-reflexive components is defined. Each of these three components in the future act as criteria for the development of the phenomenon under study. The author designed a model of integrated key competence of future skilled sewing workers, which reflects the relationship and interdependence of all its components, which structure the current abilities of future professionals in this field.

Pedagogical conditions for the formation of professional mobility of cadets of a military university

Pedagogical conditions for the formation of professional mobility of cadets of a military university

The model of formation of professional mobility of future sports coaches-teachers in higher educational establishments

The model of formation of professional mobility of future sports coaches-teachers in higher educational establishments