Formation Of Professional Mobility Research Articles

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

ФОРМУВАННЯ ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ ЯК УМОВА ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ ТЕХНОЛОГІЙ ДО ІННОВАЦІЙНОЇ ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ

The dynamic development of modern society, a short life cycle of new high-tech industries, modification of not only separate technologies, but also the groups of technologies require an equally rapid awareness of the need for new professionals and upgrading of existing models of training which involve the formation of mobile qualified handicrafts teachers, who inhere dynamism, constant search, commitment to learning and innovation both in teaching and technological activities. The formation of professional mobility of future handicrafts teachers should be considered as mutually agreed system of psychological, pedagogical and methodological procedures governing joint training activities of teachers and students and positively influencing the formation of their readiness for innovative educational activities.In the context of the abovementioned issue we considered scientific and educational aspects of the future teachers’ occupational mobility formation as one of the important conditions of the preparation for innovative educational activities and further professional development. Using a set of research methods, organizational and methodical ways were proved, the most advanced, in our view, practical approaches: adaptive, training, assessment and corrective were singled out.It is determined that, study of the formation of occupational mobility as a condition for training of future handicrafts teachers for innovative educational activities requires further definition and scientific substantiation, namely: an organizational process (logistics of universities, the organization of the educational process, practices); semantic nature; special resources (teaching and learning materials); staffing; monitoring the quality of training.

METHODS OF FORMATION OF PROFESSIONAL MOBILITY OF FUTURE TEACHER IN THE HIGH SCHOOL

The modern educational paradigm is based on such priorities as self-development, self-organization, self-education – the subjective components of the pedagogical space. Nowadays the responsibility of the teacher for the results of their activities is increasing. The teacher must be proficient in the methods of managing educational processes, be able to develop and implement innovative technologies, focusing primarily on the development of students' abilities, and not only on the transfer of knowledge and skills. For the successful performance of professional functions in a dynamic professional environment, a teacher must have professional mobility, which determines the ability to quickly change their status or position in the social, cultural or professional space, flexibly adapt to new conditions. For this, it is necessary to reconsider the methods of training future teachers, taking into account the needs of the modern labour market for professionally mobile specialists. The purpose of the article is concretization of methods of the formation of professional mobility of a future teacher in higher education. Research methods: analysis and synthesis of scientific literature (to clarify the key concepts of the study), systematization (to identify existing scientific approaches to solve this problem), conversation, study of experience (to identify features of professional mobility of future teachers), theoretical generalization (to formulate final provisions and conclusions). It is established that professional mobility of a teacher is an integrated quality of a teacher, which provides developed professional abilities and personal traits, the ability to effectively use a system of generalized professional techniques to perform pedagogical tasks, as well as willingness to move from one type of activity to another in the field of "human-human". The formation of professional mobility of the teacher involves the use of certain teaching methods – training, brainstorming, analysis of a specific situation, business game, discussion. These methods are aimed at developing interests and abilities to pedagogical activity and professional mobility (motivational-value component), mastering knowledge, skills and abilities to design their pedagogical activity and predict its consequences (cognitive-activity component), formation of ability to evaluate results of own practice (reflexive component of professional mobility).

On the issue of the level of estimation for professional mobility of the future expert in the field of operating security

The article discusses the most important problem associated with the formation of professional mobility of future specialists in the field of life safety in educational institutions of the Ministry of Emergencies based on modular training. The modern social and economic situation actualizes the personality professional educational problem, the initiatives and competent, corporate, professional and mobile preparation in higher school. The authors, based on indicators of the formation of professional mobility and psychodiagnostic techniques that allow us to assess the level of formation of each of the selected indicators, identified and substantively characterized the levels of formation of professional mobility of cadets-future employees of the Ministry of Emergencies: partial, potential, updated.

Semantic Guidelines and Conceptual Basis of a Social Education Teacher Professional Mobility in the Pedagogical Science

The article is dedicated to enhancing urgent scientific problems, which is considered the formation of professional mobility of future teachers of professional training as one of the main components of the modernization of their professional training system. The purpose of the article is to show the results of the scientific search for semantic guidelines and the structure of professional mobility of future teachers of professional training in the conceptual basis of pedagogical science. The main goal of this research paper was a kind of report on the author’s vision of the essence of professional mobility of future teachers in the structure of their professional readiness and scientific results, and acquaint readers with the opinion of scientists on the semantic guidelines and structure of professional mobility of future teachers based on a review of various information sources on selected topics; The leading idea of the publication of the article “Semantic guidelines and structure of professional mobility of a teacher in the conceptual basis of pedagogical science” is to share the experience of identifying the semantic guidelines and structure of professional mobility of future teachers of professional training. Then the concept of "the formation of professional mobility of future teachers of professional training" will be presented as a motivated, focused, and informed process of professional training, reflecting the dynamics of the development of its components and providing predicted changes, professional self-realization, and a quantitative increase in the indicators of the transition of subjects from a low level of mobility to a higher one by creating a system of pedagogical tools.

ОСОБЛИВОСТІ СТРУКТУРИ ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ ВИКЛАДАЧА ВИЩОГО ВІЙСЬКОВОГО НАВЧАЛЬНОГО ЗАКЛАДУ

Introduction. The relevance of the study of professional mobility of a teacher at a higher military educational institution is exacerbated by a rather rapid complication of the tasks of professional activity of teachers and a lack of cadets awareness of the need to acquire professional mobility in the process of professional training; the need for purposeful formation of professional mobility of specialists of higher education institutions.Purpose. It is theoretically possible to substantiate the peculiarities of the structure of professional mobility of a teacher of a higher military educational establishment.Methods. The following methods were used: analysis of psychological and pedagogical literature, synthesis, analogy in combination with induction to determine the theoretical foundations of the professional mobility of a military specialist, its formation in the system of vocational training; generalization and systematization of conceptual theoretical provisions.Results. It is determined that when determining mobility criteria, two aspects must be taken into account: professional readiness and readiness for an active reaction to problem situations, the individual’s ability to quickly predict and respond. It is proved that the degree of its integrity, that is, the unity of the personality qualities of a specialist, became the criterion for distinguishing the levels of readiness for professional activity of a teacher of a higher military school.Originality. The essence of the concept of "professional mobility" in relation to the content of the activity of the future teacher of a higher military educational institution as an integrated quality, manifested in the unity of key and professional competences; ability for autonomous professional activity, conscious and flexible management of personality resources, professional behavior; the structure, criteria, indicators and levels of professional mobility of future teachers of a higher military educational institution are highlighted.Conclusion. Thus, it can be noted that in the structure of professional mobility of a teacher of a higher military school, the following components are most often distinguished: activity, adaptability, openness, communicativeness, competence.

НАУКОВІ ПІДХОДИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ МАЙБУТНЬОГО ТРЕНЕРА-ВИКЛАДАЧА З ВИДУ СПОРТУ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article deals with theoretical and methodological basis of formation of professional mobility of sports coaches-teachers in higher educational establishments. It has been noted that under conditions of modern labor market, professional education promotes establishment of a competitive personality only in case of formation of its mobility, topicality of which is related to social demand. Scientific category of “professional mobility” is viewed as a systematic multi-level phenomenon that calls for interdisciplinary approach of research. The aim of the article is to define scientific approaches to formation of professional mobility of future coaches-teachers in higher educational establishments; he author has defined external and internal factors that affect its formation. Scientific approaches to formation of professional mobility of a specialist in physical culture and sport have been analyzed under conditions of a higher educational establishment. The author has defined the following conceptual approaches of formation of professional mobility of a future coach-teacher in higher educational establishments: systematic, activity, personal, competence, akhiological, synergetic, prakhiological. Implementation of the obtained results envisages the following: analysis of professional mobility as an integral system that comprises interrelated and interdependent components (systematic approach); development of professional competences (mostly competence, activity components); orientation of the content of professional training of future coaches-teachers on search of more optimal ways of achieving goals in coaching practice, orientation of such methods of work on future sports teachers who would provide training of not only high-quality specialists, but also high-moral citizens (akhiological approach); formation of professionally important qualities and practical skills as means of self-development, self-organization, self-education, its growth as a subject of professional activity (personal, synergetic approaches); improvement of the process of formation of professional mobility of future physical-culture and sports-profile specialists to ensure their success in future professional activity, ability to efficiently plan and execute professional activity in future (prakhiological approach). Key words: professional mobility, formation of professional mobility, coach-teacher, scientific approaches.

ДОСЛІДЖЕННЯ ГЕНЕЗИСУ ПОНЯТТЯ “ПРОФЕСІЙНА МОБІЛЬНІСТЬ”

The article deals with the historical and philosophical analysis of the “professional mobility” concept in the context of would-be computer engineers training. The growth and complexity of social, economic and professional information is described to require engineer-teachers quickly update their knowledge, be successful and necessary, ready for any changes in professional activity, be able to adapt quickly and effectively to new conditions of the labor market – that means to be mobile. The concept of the professional mobility field, which shows definitions (profession, professionalism, mobility and others), adding the studied concept with common meaning, purpose and functional similarity, is outlined. They determine the formation of professional mobility of computer engineers-educators, allow to understand more its essence and to define ways of its development in the conditions of university education. Historical, philosophical, and pedagogical approaches to defining the phenomenon of occupational mobility in the light of would-be computer engineer educators training have been considered. It has been found that today mobility is determined not only from the standpoint of social philosophy and sociology, but also in economic, psychological and pedagogical aspects. Professional mobility is proved to be determined by the social attitudes, orders, values, goals and other motivational factors that really determine the behavior of a subject in society. It is closely linked to, caused by, and influenced by social change. In shaping the professional mobility of the would-be engineer-teachers in the field of computer technology, attention is paid to the need to analyze the qualitative side of this phenomenon, the study of value aspirations and the system of personally meaningful characteristics of the would-be specialist, which will allow realizing themselves successfully in various forms of interaction and self-development. Key words: professional education, mobility, professional mobility, computer engineer educators, would-be computer engineers training.

Artists-Teachers’ Professional and Personal Mobility: Methodology and Practice

The article reveals the importance of the phenomenon of a person’s professional mobility in the context of comparing two models (paradigms) of education—fundamental training of specialists (characteristic of the domestic, Russian, educational system) and training of specialists of "narrow" specialization (in accordance with the requirements of the competenсy-based approach in education). System historical and evolutionary approach is analyzed as the methodological basis for studying the scientific problems of professional and personal formation of an artist-teacher and formation of their professional mobility. On its basis, a scientific hypothesis is put forward on the need for comprehensive support and development of the entire complex of inherited, congenital and acquired inclinations and abilities, both actualized in practical activities and constituting an internal and yet unclaimed resource of the individual. This creates the basis for the formation of professional mobility of artists-teachers and helps them to develop a strategy for professional and personal formation under conditions of dynamically developing environment (sociocultural, professional, leisure, etc.). The article reveals the unique experience of training artists-teachers in the Russian system of artistic education. Directions of continuity of studies in the Imperial Academy of Arts and one of the leading universities of modern Russia, Academy for Watercolours and Fine Arts of Sergei Andriiaka, are indicated. The approaches of modern professional artistic and pedagogical education for the training of specialists who possess a wide range of profiles and specializations are shown.

Contribution to the Development of Labor Resources as a Strategic Task of Labor Law

Development of labor market institutes, employment growth and the efficient use of hired labor directly depend on improving labor mobility. Increase of the labor market flexibility is to be achieved by improving the regulatory framework in the field of labor, enabling the development of professional mobility based on professional development, training and retraining. The article analyzes the possibilities of legislative regulation of labor mobility. Different types of labor mobility are considered: territorial, professional, functional. The connection of the innovations of the labor legislation to the economic needs of society and the modern state economic policy is traced. The author offers the ways of improving the regulatory framework in the field of labor in order to implement the labor mobility idea. The necessity of revision of some traditional approaches to legal regulation of issues related to labor function, transfers and some others is proved.Connection between professional standards and professional mobility of workers is revealed, writer makes the conclusion about the stimulating role of professional standards in increase of educational level and vocational training of workers. Taking into account that the idea of continuous professional education during all labor life has to be put in a basis of professional mobility formation and competitiveness of experts as it is recommended by the ILO acts, necessity of correction of the Labor code standards for the purpose of establishment of guarantees for the persons who independently increase their professional level is summarized.

ФОРМУВАННЯ У СТУДЕНТІВ ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ В УМОВАХ ПРОФЕСІЙНО ОРІЄНТОВАНОГО НАВЧАННЯ ІНШОМОВНОГО СПІЛКУВАННЯ


 
 
 The article is devoted to the problem of professional mobility as a stable integral characteristic of a future specialist which determines the content, direction and success of an activity in the process of professional development in the conditions of modern higher education. Professional mobility is considered in the totality of professional knowledge and skills, specified in the ability to implement professional competencies in a particular professional activity. The author analyzes the formation of professional mobility and mastering of foreign language skills based on the linguistic-communicative competence. Different educational aspects of the formation of future specialists' professional mobility which allows optimizing professional knowledge, skills and abilities are described.
 
 

ПРОБЛЕМА ВЗАЄМОЗВ’ЯЗКУ АКАДЕМІЧНОЇ ТА ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ СТУДЕНТІВ

У статті розглянуто взаємозв’язок академічної та професійної мобільності студентів. Визначено, що професійна мобільність передбачає готовність фахівця до зміни виконуваних професійних завдань, робочого місця, здатність швидко освоювати нові спеціальності. Доведено, що академічна мобільність – це найпотужніший чинник формування професійної мобільності і розвитку загальносвітового освітнього та наукового простору, засіб підвищення якості освіти та розвитку культурного обміну. Вона збільшує рівень затребуваності випускника закладу вищої освіти на ринку праці, надає можливість для професійної самореалізації, самовдосконалення, підвищує рівень кваліфікації трудових ресурсів національної економіки.

ФОРМИРОВАНИЕ ГОТОВНОСТИ БУДУЩИХ ЮРИСТОВ К ПРОФЕССИОНАЛЬНОЙ МОБИЛЬНОСТИ

The problem and the goal. The article is devoted to the problem of the formation of professional mobility readiness in future lawyers. The importance of communicative and professional competence, participation in international programs for the future specialists in the formation of professional mobility of students is shown. The purpose of the article is to analyze the formation of professional mobility in future lawyers. The research methodology consists in the analysis and generalization of research works by foreign and domestic scientists recognized by scientific community. Results. On the basis of activity, competence and contextual approaches, the main competencies that contribute to the formation of professional mobility are formulated. It was important to determine its components of the process of developing professional competence in future lawyers, such as: a set of knowledge, skills and attitudes; criteria (cognitive, operational, personal); indicators and levels (high, sufficient, critical). This research task was carried out during the study. Conclusion The author’s concept of professional mobility formation in future lawyers suggested in the article can be implemented in the variable part of training. The results of the work can be used as recommendations for preparing graduates to effectively adapt to the conditions of the labor market, or when choosing a profile of a master’s program based on the core and related professional competencies formed in the process of mastering.

THE PEDAGOGUE'S MOBILITY AS THE WAY OF REALIZATION CONDITIONS OF THE NEW PEDAGOGICAL CONCEPT OF EDUCATION

The article deals with professional mobility (the ability for successfully switching another activity or change the type of work) as a necessary quality of a modern pedagogical worker. It is highlighted the main qualities, which are important in the process of forming a professional mobile specialist. The result of the formed qualities is the creation of a professional style in accordance with the views of specialists, personal principles and orientations; constant search for optimal educational forms of learning, the implementation of a pedagogical experiment, production and generalization of experience in educational activities. The proposed criteria for evaluating pedagogical activity of educational workers according to the standards put forward by the society (professional self-development, professional skills, introduction of innovative technologies into the educational process, creativity in the period of reformation and modernization, the latest pedagogical technologies of activity). It is outlined the importance of the employees' professional mobility formation in accordance with the tasks of the new Concept of Pedagogical Education Development: the formation of universal skills of activity ensuring mobility as a personality; orientation to innovation activity; provision of fundamental social and humanitarian training as a mastering of professions of another profile; provision of wide professional training as a basis for possible mastering of other professions; strengthening of managerial training of future pedagogical staff; The result of the educational staff professional mobility formation is a sharp increase in the quality of training of all future teachers. The presence in society of a sufficiently large number of active, professionally mobile teachers becomes a guarantee of increasing its sustainability.

ФОРМУВАННЯ ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ: ЗАРУБІЖНИЙ ДОСВІД

ФОРМУВАННЯ ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ МАЙБУТНІХ СОЦІАЛЬНИХ ПРАЦІВНИКІВ: ЗАРУБІЖНИЙ ДОСВІД

Content of Future Economists’ Professional Mobility in Researches of Foreign Scientists

Abstract The content of professional mobility of future economists in the writings of foreign scientists have been presented. The components of future economists’ professional mobility formation have been considered. It has been established that the possession of a combination of these components enables future specialists to achieve a high level of generalized professional knowledge, improve them and acquire them on their own, and also determines the ability to set professional goals, choose ways to achieve them and to control this process. It has been determined that an integral part of professional mobility is the activity of a person, professional development and personal growth of the learner. A professional mobile specialist who is capable of professional development, possessing theoretical knowledge in the field of economics and other basic sciences, is able to critically treat information, find and use information rationally, organize his day-to-day educational and professional activities, independently and promptly solve the task of a problem nature, quickly switch from one activity to another. It has been established that a professionally mobile specialist should be capable of professional development, be theoretically knowledgeable in the field of economics and other basic sciences, critically treat information, find and use information rationally, organize his day-to-day educational and professional activity, solve problems independently and promptly, quickly switch from one activity to another. As the modern labor market necessitates the training of specialists in various fields of activity, it substantiates the requirements for the formation of social and professional qualities of a future specialist on the basis of general knowledge, as well as on the development of the ability to solve non-standard professional tasks, think alternatively, constantly be ready to improve professional activity and specialists’ training, be capable of constant development for performance of various tasks.

Intellectual skills as a factor of forming professional mobility of future qualified specialists in machinery construction

In the article was determined the fact that success in professional activity, attainment of professional tops depends on internal and external preconditions. The internal preconditions are highly-developed general and special skills, emotional-volitional features, formation of professionally important qualities and education of human. The external preconditions are the influence of socio-economic and professional environment. Inclusion of future qualified worker in labor activity generates formation and manifestation of such personal quality as professional mobility that is necessary under conditions of the modern labor market. The essence of professional mobility in pedagogical theory and practice was grounded. It was proved, that professional mobility is an integrated personal quality, necessary for successful life activity under conditions of the modern labor market and provides readiness of qualified worker to the change of realized professional tasks, working place, ability to master new specialties fast. It was determined, that intellectual skills favor the formation of professional mobility of future qualified worker of machinery construction. They are some kind of reference point that provides the application of methods of actions under concrete conditions of professional task. Moreover this application is not realized automatically, it provides certain intellectual actions, directed on the change of the state of object or its properties. Having been fixed in time, these actions are transformed into intellectual skills, manifested in changed conditions of labor activity, in which structure the main place is occupied by the subject action, directed on the labor object, labor instrument, model and so on

Педагогічні умови формування професійної мобільності майбутніх керівників навчальних закладів

The article is dedicated to theoretical comprehension of scientific approaches to the concept "professional mobility". Professional mobility of a leader of educationalinstitution is a difficult integrative quality what afford in dynamic conditions to be community-minded, competitive, professionally competent, capable of self-realization,self-development and modernization of own activity; to generate unusual ideas, to solve professional problems quickly by choosing the best solutions in specific and extreme situations. Singled out pedagogical conditions that determine the effectiveness of the formation of professional mobility of the heads of educational institutions in the process of their professional training: integration of psycho-pedagogical and managerial knowledge; psychological and pedagogical readiness of the teacher to form the professional mobility of future leader of GEI; creation of the educational space of thehigher educational establishment as a medium for the formation of the professional mobility of the future manager.

Формирование профессиональной мобильности студентов технического вуза посредством решения частных педагогических задач

Формирование профессиональной мобильности студентов технического вуза посредством решения частных педагогических задач

Innovative Education as a Factor of Professional Mobility Formation with the Students of Economic Specialties

The article analyzes the phenomenon of economic students’ professional mobility. It studies different approaches to the problem of professional mobility and the conclusion is the following: professional mobility is simultaneously a personal trait, which provides a person with the grasp in the changeable professional surrounding, a type of activity, directed at the professional self-development, and a transforming process creating the inner and the outer professional environment. It’s stated that one of the most important factors in professional mobility formation is the innovative education and application of innovative educational technologies. In the context of forming the economic students’ professional mobility, such an innovative technology as project-based learning is studied. The paper also presents a program of diagnosing those competences, which are necessary to acquire in the process of professional mobility forming, including personal competences such as axiological, personal, self-regulation, social-communicative and intellectual competence. The above-mentioned program allowed making a conclusion about the effectiveness of forming economic students’ professional mobility by using the project-based teaching methods.