Professional Training Of Specialists Research Articles

APPLICATION OF STEM-TECHNOLOGIES IN THE PROFESSIONAL TRAINING OF SPECIALISTS IN THE FIELD OF HUMAN HEALTH

The article examines the current aspects of the use of STEM technologies in the professional training of specialists in the field of human health. Focusing on scientific and technical disciplines such as materials science, engineering, computer science and mathematics, the article highlights the benefits and challenges of applying STEM approaches in the educational process. The impact of the specified technologies on the development of key competencies and increasing the efficiency of professional training of future specialists in the field of health care was studied. The article also considers the possibilities of integrating STEM education into training programs, thereby contributing to the creation of better conditions for the successful implementation of these technologies in the field of training specialists in education and human health.
 The purpose of the article is to analyze scientific approaches to defining and studying the features of STEM education; the study of existing educational practices related to the development and implementation of STEM subjects and the determination of ways of their respective implementation in the educational process for the purpose of health protection.
 Methodology. The methodological basis of the research is a systematic and person-oriented approach to the analysis of psychological-pedagogical literature and pedagogical experience on issues of social-pedagogical activity. The work uses a multi- level systematic analysis of scientific sources, which is based on philosophical, general scientific and partly scientific and specific scientific levels of knowledge.
 Scientific novelty. The scientific novelty of this article lies in the in-depth study and analysis of the impact of STEM technologies on the professional training of specialists in the field of human health. The work highlights the latest approaches to the use of scientific and technical knowledge and skills for health maintenance, revealing in detail their role in the development and improvement of the quality of education in this field. In addition, the article offers innovative strategies and methods of introducing STEM approaches into educational programs to optimize the process of professional training, which contributes to the continuous improvement of educational practices in the field of human health.
 Conclusions. Studies of the use of STEM technologies in the professional training of health professionals indicate the significant potential of these innovations in the field of improving the quality of education and improving the practical skills of future medical workers. The use of STEM approaches allows not only to effectively combine scientific knowledge and technical skills, but also stimulates critical thinking, creative approach and the ability to solve complex problems in the medical field. The results of the analysis indicate the need to integrate STEM education into pedagogical programs to provide students with a wider range of competencies, taking into account the development of technologies in the modern world. At the same time, it is important to take into account the specifics of human health education and provide adapted STEM strategies to ensure their optimal effectiveness in the context of human health. In general, the use of STEM technologies in the training of specialists in the field of human health is a promising direction that can contribute to raising the quality of health education and training qualified personnel for the challenges of the modern public health system.

Lessons learned from health system rehabilitation preparedness and response for disasters in LMICs: a scoping review.

Disasters such as earthquakes, conflict, or landslides result in traumatic injuries creating surges in rehabilitation and assistive technology needs, exacerbating pre-existing unmet needs. Disasters frequently occur in countries where existing rehabilitation services are underdeveloped, hindering response to rehabilitation demand surge events. The primary aim of this scoping review is therefore to synthesize the evidence on rehabilitation and assistive technology preparedness and response of health systems in LMICs to the demand associated with disasters and conflict situations. A secondary aim was to summarize related recommendations identified in the gathered literature. A scoping review was conducted using the Arksey and O'Malley framework to guide the methodological development. The results are reported in accordance with PRISMA-ScR. Four bibliographic databases were used: CINHAL, Cochrane, Pubmed, Scopus and. Key international organisations were also contacted. The search period was from 2010-2022. Eligible publications were categorized for analysis under the six World Health Organization health systems buildings blocks. The findings of this scoping review suggest that rehabilitation is poorly integrated into health systems disaster preparedness and response in LMICs. Of the 27 studies included in the scoping review, 14 focused on service delivery, 6 on health workforce, 4 on health information systems and 3 on the leadership and governance building block. No study focused on financing nor assistive technology. This review found the most frequently referenced recommendations for actions that should be taken to develop rehabilitation services in disasters to be: the provision early and multi-professional rehabilitation, including the provision of assistive technology and psychological support, integrated community services; disaster response specific training for rehabilitation professionals; advocacy efforts to create awareness of the importance of rehabilitation in disasters; and the integration of rehabilitation into disaster preparedness and responseplans. Findings of this scoping review suggest that rehabilitation is poorly integrated into health systems disaster preparedness and response in LMIC's, largely due to low awareness of rehabilitation, undeveloped rehabilitation health systems and a lack of rehabilitation professionals, and disaster specific training for them. The paucity of availableevidence hinders advocacy efforts for rehabilitation in disaster settings and limits the sharing of experiences and lessons learnt to improve rehabilitation preparedness and response. Advocacy efforts need to be expanded.

Biology teaching that develops the metacognitive aspect of learning: How to learn competence

Higher-order thinking and metacognition are closely related and are part of learning to develop competence. The goal of this research was to determine the practice of teaching biology that develops metacognition and evaluate whether teachers require specific professional training for this purpose or if broader cognitive-focused training can also enhance metacognitive development in students. The original Teaching Observation Form (TOF) has been adapted for research objectives.  A survey was designed to capture the subjective perspectives of 292 students and their teachers regarding metacognition development. Additionally, the research involved six biology teachers who were professionally trained in a program focused on higher-order thinking. The survey results indicate a self-assessed good teaching practice for the development of metacognition. However, analysis of the first lesson's video recordings showed that some components had been eliminated from biology classes which hindered students' ability to develop metacognition. Although higher-order thinking and metacognition are interconnected phenomena, professional development training focuses solely on higher-order thinking whose impact we established through analysis of other lessons does not induce the necessary positive changes for the comprehensive development of metacognition in students. In a nutshell, explicit professional development programs aimed at fostering metacognitive awareness among teachers need to be designed. These programs should instruct teachers on how to model the development of metacognition in students through their teaching.

COMPARATIVE ANALYSIS OF PROFESSIONAL TRAINING TRENDS FOR CIRCULAR ECONOMY SPECIALISTS IN THE REPUBLIC OF FINLAND, THE REPUBLIC OF POLAND, AND UKRAINE

This article presents a comparative analysis of trends in the professional training of circular economy specialists in the Republic of Finland, the Republic of Poland, and Ukraine. The relevance of the issue lies in the global emphasis on environmental preservation and the overall ecology of the planet. In response to these global challenges, the adoption of circular economy models and the professional training of specialists in this field play a significant role. The widespread importance of implementing the circular economy concept in higher education is evident in the active sharing of experiences by various countries in developing educational programs for circular economy specialists. To investigate trends in the professional training of circular economy specialists, Finland, a European leader in circular economy implementation, and Poland, rapidly transitioning to circular economy models, were chosen. A crucial step in summarizing the research results involved conducting a comparative analysis of the organization, content, forms, and methods of professional training for circular economy specialists, identifying common and specific trends in Finland, Poland, and Ukraine. The comparison of trends in professional training for circular economy specialists in Finland, Poland, and Ukraine was conducted based on predefined criteria: motivational, organizational, content-processual, and prognostic-perspective. Proposed further research directions address the crucial issue of professional training for circular economy specialists, vital for the post-war recovery of Ukraine.

Особенности компетенции судебного эксперта в профилактической деятельности

Introduction. Due to transformations in the methodology of education and professional training of specialists in the field of forensic expertise, there is a need to pay attention to such a professional competence as the ability to prevent offences in according to the specifics of expert activity. Preventive tasks are fixed in the job instructions of experts carrying out their activities in the framework of criminal and civil proceedings. However, there is uncertainty in the normative documents concerning recommendations of preventive activities to be provided by a forensic expert unit.
 In practice, the implementation of preventive tasks is out of the sphere of forensic examination. This requires a detailed analysis of the organisational and methodological side of professional training, as well as the creation of a special course on expert preventive activities.
 Methods. In the process of research, the author used methods of analysing normative documents (including regulations), comparative legal, statistical, and formal logic methods.
 Results. Based on the results of the research, the author makes a conclusion that in order to solve the existing issues it is reasonable to develop unified scientific, methodological and organisational approaches by conducting scientific research at the interdepartmental level, as well as to form a separate special course on expert prevention activities.

FORMATION OF LEADERSHIP QUALITIES IN FUTURE TEACHERS OF HUMANITIES

The article examines the problem of the formation of leadership qualities in future teachers of humanitarian disciplines. The purpose of the article is to define, substantiate and investigate the role of leadership in the activities of future teachers of humanitarian disciplines and to compare the opinions of future teachers and future engineers regarding leadership and the ways of its formation within the educational process of the university. In the article, methods of analysis, synthesis, systematization, comparison, classification, generalization of theories of leadership, development of leadership qualities, as well as interviews of future teachers of humanitarian and technical specialities have been used to study the state of the problem of formation of leadership qualities during the professional training of future specialists. The role of humanitarian disciplines in the formation of leadership qualities and their importance for the formation of a pedagogical leader is determined. The possibilities of using the potential of humanitarian disciplines for the formation of leadership qualities of future specialists of various profiles are pointed out. Pedagogical leadership is shown as one of the qualities of a teacher, which is a characteristic of their ability to organize activities, to generate new pedagogical ideas, to have the ability to use the latest technologies in the educational process, to have a positive influence on others and knowledge how to lead them. The problem of leadership qualities of a leader is considered in different directions: scientific, educational, planning, and visionary ones. Some historical aspects of the formation and development of the doctrine of leadership, starting with Ancient Greece, which are reflected in the writings of Socrates and Xenophon, are considered. They considered military commanders as leaders. For example, the activity of Alexander the Great was considered, and one of his features was a humane attitude towards soldiers. The transition from the concept of “military commander” to the term “leader” is presented. Among the characteristic and mandatory features of leaders-commanders are “moderation, justice, insight, friendliness, presence of spirit, tact, humanity, compassion, kindness, courage, generosity, attentiveness”. It is shown that the problem of leadership began to be researched the most at the beginning of the 20th century. During this period, the psychological and pedagogical foundations of the problem of leadership, and ways of forming leadership qualities were developed. The concept of “pedagogical leader” was introduced, which reflects the general development of teachers and students, promotes the development of their professional qualities, while not forgetting about their own development, which will give them the opportunity to be a leader. These qualities ensure self-affirmation of the leader, establishment of their active position in life. It was the emergence and research of pedagogical leadership that contributed to the introduction of new learning technologies, methods, forms and means in teaching and educating students. The process begins with the preparation of future teachers, who need to be taught exactly how they can apply their leadership qualities, how much they will influence subordinates, fellow students, and the teaching staff. But future teachers need to be taught this. A survey was conducted to study the expediency of forming leadership qualities in representatives of pedagogical and engineering specialties. Analysis of the survey results has shown that students have knowledge about leadership and the leader; determine the role of this phenomenon in the professional training of a specialist. But the vision of leadership and the need for it are different for future teachers and future engineers. The future teachers answered that the teacher is obliged to be a leader, because the future of the country is under their control. The ability of specialists to make non-standard decisions, take responsibility for results, rally like-minded people around them, and creatively approach tasks depends on the formation of leadership qualities. Among future engineers, the role of a leader did not find a particular echo in their aspirations to become a specialist in their field. They adhere to the opinion that it is better to be a good, knowledgeable performer in production.

THE ROLE OF MUSEUMS OF HIGHER EDUCATION INSTITUTIONS IN THE VOCATIONAL TRAINING SYSTEM

The development of higher education, professional training of highly qualified future specialists necessitates the use of various forms, methods, and means of organizing the educational process.Today, questions about the peculiarities of university museum complexes, their specific features, as well as how their involvement in the educational process will contribute to the improvement of the professional training of specialists, are gaining relevance and cause considerable interest, since there are very few significant works and studies in this field.In the context of the integration of the educational process and museum activities, the issues of museum pedagogy as a separate interdisciplinary direction of research are becoming more and more relevant.The article reveals the role of museums of higher education institutions as a unique scientific and educational space in the professional training system.The author highlighted the activities of the Museum of History of Kherson State University – a structural unit where educational classes, research projects, meetings of scientific schools are held, scientific research is underway to research new unknown pages, study the history of each faculty.At the Kherson State University, the museum is a structural unit where educational classes, research projects, meetings of scientific schools are conducted, scientific research is underway to research new unknown pages, and study the history of each faculty. Many forms of work have become traditional for preparing young scientists: the annual summary of the student project «From student to professor», «Science schools of the university in the professional self-determined specialist».
 Postgraduate students studying the history of pedagogy take an active part in the work of the Center for Regional Historical and Pedagogical Research. Also, the museum and archive center is successfully used in the study of individual educational modules of the disciplines «Introduction to the profession», «Management in education», «History of pedagogy», «Pedagogy and psychology of higher education».It was found that the museums of educational institutions are a unique scientific and educational space that expands the possibilities of high-quality professional training of future specialists using modern information technologies. The specified aspects are promising for further scientific research and practical activities of museums of higher education institutions in the system of professional training.

THEATRICAL ACTIVITY AS A MEANS OF FORMING MUSICAL CULTURE OF FUTURE PRESCHOOL AND PRIMARY EDUCATION SPECIALISTS

The article analyzes the problem of using theatrical activities in the process of forming musical culture of future specialists in preschool and primary education. The purpose of the publication is a comprehensive scientific analysis of the problem of using theatrical activities in the process of forming musical culture of future specialists in preschool and primary education. In particular, the importance of professional training of future specialists in preschool and primary education by means of theatrical activity has been determined. During the research, the following methods were used: theoretical ‒ analysis of regulatory documents and philosophical, psychological-pedagogical, cultural, methodological literature, as well as abstraction, systematization and generalization of data in order to determine the state and theoretically justify the investigated problem; empirical ‒ a role-projective method for studying and analyzing the results of theatrical activity. The significance and influence of theatrical activity on the development of a child’s personality, as well as the importance of preparing students to ensure the appropriate development of children of preschool and primary school age, are emphasized. Attention is focused on the importance of such a characteristic of theater art as the syntheticity (regarding different types of arts and the stage performance of an actor). The issue of forming musical culture of future preschool and primary education specialists by means of various forms and types of theatrical activity is highlighted. The main forms of organizing this process are lecture, practical and laboratory classes (in the disciplines “General pedagogy”, “Fundamentals of culture and speech techniques”, “Fundamentals of stage and screen art with teaching methods”, “Organization of theatrical activities in preschool education institutions”, “Methodology of music education”, “Theory and methods of conducting events and entertainment in PEI”, etc.) and extracurricular forms of students’ the atrical activities (theatre studio, theater circle, etc.). Mini-creative projects, which can be a component of control classes of any discipline or be used as an independent type of theatrical activity of extracurricular forms of work, are defined as important types of theatrical activity for the formation of future specialists’ musical culture.
 Keywords: formation of musical culture; future specialists of preschool and primary education; theatrical activity; children of preschool and primary school age; forms of work organization; professional training of specialists; types of musical activities; creative mini-projects.

Нормативы специальной профессиональной подготовки сотрудников полиции в обеспечении практико-ориентированного содержания профессиональных образовательных программ

Abstract: Introduction. The system of personnel training for internal affairs bodies of the Russian Federation has a task to implement professional educational programmes with a short period of training: to increase the recruitment for training in the specialty of secondary professional education 40.02.02 «Law enforcement» and to start the recruitment for training in the direction of higher education (bachelor’s degree) 40.03.02 «Ensuring law and order». Secondary professional education and practical oriented bachelor’s degree programmes should be filled with sets of professional competencies that can be measured and assessed. The authors propose to use control tasks (norms) of special professional training as measurable professional competences. There are no norms on special professional training (except for norms on physical and firearms training) for police officers. This fact determines the relevance of the research.
 Research methods: dialectical method of scientific cognition and closely related to it private-scientific and special methods.
 Results. The necessity of taking into account the experience of implementation of professional educational programmes of practical oriented bachelor’s degree and secondary professional education of the Federal project «Professionalism» is shown. The theoretical result of the research is the formulation of the definition of the normative of special professional training of police officers and the criteria of classification
 of these normatives. The methodology of validation and development of norms is proposed. An example of practical use of theoretical and methodological results of the research is given – a group of norms of service and combat training of police officers and their approximate list are presented.
 Conclusions. The use of standards of special professional training and control tasks developed on their basis in the educational process will ensure the practice-oriented content of professional educational programmes. Control tasks and standards should be developed on the basis of studying the most effective techniques and methods of actions of police officers in carrying out operational-service and service-combat tasks. One of the promising directions to reduce the adaptation period of graduates of educational institutions of the Ministry of Internal Affairs of the Russian Federation to duty activities is the implementation of professional educational programmes in a network form with the organisation of educational and practical centres (clusters) of the Ministry of Internal Affairs of the Russian Federation. The means of assessing the professional competencies of graduates of educational organisations of the Ministry of Internal Affairs of Russia and the means of testing the special professional preparedness of police officers of the corresponding categories should be identical. Prospects for further research include the development of control tasks (standards) for academic disciplines (modules), designed to assess the formation of professional competencies of graduates of educational institutions of the Ministry of Internal Affairs of Russia, based on the areas of training, mastered by students of professional educational programmes.

METHODOLOGICAL APPROACHES TO THE DEVELOPMENT OF PEDAGOGICAL SKILLS IN AN INCLUSIVE ENVIRONMENT

The study is devoted to one of the most pressing problems of training personnel of educational institutions with inclusive education. In particular, the methodology of personnel training (methodological, synergistic, optimization of the educational process, selection of training content) is considered. Methodological approaches are highlighted as leading in the professional training of a special student-centered educational institution with inclusive education. The key concept of "system" is considered as an integral complex of elements interconnected in such a way that when one changes, the others change as well. Based on the new conceptual foundations of the modern social development, the ways of reforming the education system are outlined. The introduction of courses aimed at acquiring new professional skills and changing attitudes towards children with special educational needs is identified. The focus is on the initial ideas of the concept of training multidisciplinary specialists and outlines methodological approaches: axiological, systemic, integrative, student-centered to the training of special education specialists to work in an inclusive educational space, which determines the overall scientific strategy. The factors influencing the formation and development of inclusive education in Ukraine are described. The problems of special professional training of highly qualified teachers of inclusive education are covered in detail. Particular attention is paid to the importance of improving the system of the training of special education specialists. It is summarized that modern educational reforms require a change in approaches to the organization of the content of the inclusive education.

ChemDive – a classroom planning tool for infusing Universal Design for Learning

Abstract The increasing diversity in todays’ classroom environment is a general challenge for modern societies and requires also for future chemistry teachers specific professional training. For that reason, the Universal Design for Learning (UDL) is part of our university’s master program. It is designed as a framework for an approach which also serves to make chemistry lessons more accessible. However, while implementing the UDL in the specific planning of chemistry lessons problems might often occur. Therefore, based on the UDL and on established approaches to lesson planning in chemistry education we have developed the planning tool ChemDive (Chemistry for Diversity) with different functions, allowing teachers to practice the effective planning of more accessible lessons. ChemDive is taught as part of a master’s degree seminar in preparation for a semester-long practical phase at school. We carried out the evaluation in chemistry teachers’ training in addition to the development of the tool. The study is designed as an intervention study with repeated measures at the beginning and the end of the seminar. Initial results of the quantitative evaluation (during the seminar; pre-post) of lesson planning show that students implement significantly more UDL elements after being taught the planning tool than they do without.

Have we made progress in taking care of adolescents and young adults with cancer? Results of a European multi-professional survey.

It is well documented that traditional health care models do not meet the specific needs of Adolescents and Young Adults (AYA) cancer patients. We explore a map of the development of age-specific AYA cancer care across Europe, from the perspective of healthcare professionals with an interest in AYA care, in order to understand the specific challenges and map progress over time. An on-line survey was developed by international professional cancer organisations. We had 377 respondents from 60 countries. The majority of respondents were physicians 298 (79%), a minority of survey respondents (39, 10.4%) work exclusively with AYA patients, most respondents declared substantial and routine clinical service collaborations to provide care and treatment to AYA with cancer. Policy for the multidisciplinary management of AYA cancer patients commonly appears in Europe now, and was reported by 234 (78.52%) respondents. Specific professional training for AYA cancer care is not uniformly available. There is considerable opportunity for many organisations to work together in raising the profile of AYA cancer related issues, in providing education and in encouraging research and collaboration.

The Behavioral Health Sector Response to Child Sexual Abuse, Exploitation, and Trafficking: A Call to Action

Child sexual violence is a major public health problem in India and is associated with myriad short- and long-term behavioral health effects. Affected children are at an increased risk of post-traumatic stress disorder, major depression, anxiety disorders, behavioral problems, and substance misuse. Behavioral health professionals are highly likely to encounter patients at risk of or with a recent/remote history of child sexual abuse, sexual exploitation, or sex trafficking. Caregivers of patients may report a history of child sexual violence. Clinicians must possess the knowledge and skills to recognize and appropriately respond to suspected child sexual violence using a culturally responsive, trauma-informed, and rights-based approach. Many behavioral health professionals lack the knowledge of child sexual violence and the confidence of working with affected patients. Child sexual violence is not routinely addressed in medical school curricula, nor is it systematically addressed in postgraduate training programs. Practicing clinicians may feel ill-equipped to recognize and manage patients exposed to child sexual violence and may miss opportunities to offer critical support and assistance to vulnerable children and their families. The behavioral health sector needs an organized, systematic, and trauma-informed response to child sexual violence, and this requires specific training of professionals and development of organizational response protocols tailored to fit the needs of the organization and its patient population. Multiple resources are available in India to assist behavioral health professionals, and organization administrators accomplish these goals.

Including the issue of receiving payment for sex in intervention for substance use disorder: Professionals' intentions and interventions.

Studies have shown that a high percentage of individuals with substance use disorder (SUD) are involved in receiving payment for sex (RPS). The stigma associated with RPS may lead to non-disclosure of RPS in drug treatment services thus preventing fully benefitting from SUD treatment. Research on RPS in the context of SUD interventions is scarce. The current study examined the extent to which social workers believe they should attend to the issue of RPS as part of the treatment of addictions and the extent of their self-reported work with RPS, as associated with comfort in discussing sexual issues in treatment (CDSIT), professional self-efficacy, attitudes towards people who engage in RPS, and attitudes towards social justice. A sample of 171 social workers who had worked with individuals with SUD in addiction treatment centers completed an online questionnaire. The main analyses were only conducted on participants who completed the full questionnaire (n=124). Most social workers believe in the importance of addressing RPS issues in treatment of individuals with SUD, but mostly did not translate their beliefs into practice. Attitudes toward social justice and toward people who engage in RPS, and the interaction between self-efficacy and CDSIT were associated with the belief in the importance of addressing RPS in treatment. The main factor that contributed to the self-reported work with RPS was CDSIT. Policy-makers should promote specific training for professionals in the addiction field to address the issue of RPS when working with individuals with SUD, and increase levels of CDSIT.

Barriers to Efficient Knowledge Transfer for a Holistic Circular Economy: Insights towards Green Job Developments and Training for Young Professionals

There is a growing interest in adopting a holistic circular economy (CE) to reach a sustainable and economically viable future, thus there is an increasing need for professionals in the field to do so efficiently. In this regard, good education and knowledge sharing are crucial. This knowledge sharing is bi-directional across generations, with everyone gaining equally from the various viewpoints and experiences. CE strategy research and education are beneficial for the implementation of sustainable development that considers economic, social, and environmental spheres. Additionally, attention is being paid to the younger generation, which is now focused on addressing climate change, as evidenced by the growth of the post-Greta Thunberg phenomena. As a result, this paper proposes a set of recommendations to improve measures for circular economy education (ECE) in order to train future CE experts who can contribute to achieving successful sustainable development. This research proposes, through a literature review and case studies analyses, that enhancing ECE can cultivate future CE specialists who can contribute to the successful pursuit of sustainable development as the demand for green jobs grows. According to our preliminary understanding, widespread ECE can be a critical tool for bringing together experienced circular professionals, students, and younger generations, in meeting their needs and advancing circular development through various forms, including specific training and reskilling of professionals required. However, we discovered a lack of consensus across the case studies on the ideal CE expert or educational modality, which is mirrored in the literature, indicating the need for greater collaboration among different disciplines and stakeholders. There also appears to be a general lack of awareness about the benefits of the CE, necessitating the collaboration between the private and public sectors in providing educational opportunities, accessible study materials, and research funding to accelerate innovation and competitiveness. Thus, institutions and businesses could play a role in standardising basic circular principles and competencies in CE as a means of providing basic guidelines that could be supplemented with specialised courses and diverse content ranging from public knowledge to more specialised professionals or students aiding the implementation of CE strategies, which reduce local disparities increasing green jobs accessibility for youth. Conclusively, this paper looks to provide recommendations for improvements in this field.

ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ СОЦІАЛЬНИХ ПЕДАГОГІВ ДО МІЖОСОБИСТІСНОЇ ВЗАЄМОДІЇ

The article examines the importance of forming the readiness of future social work teachers for interpersonal interaction. The readiness of future social work teachers for interpersonal interaction is defined as an integral stable formation, a set of individual characteristics that determine the suitability of the teacher for the organization of the system of mutually determined with other participants of the social and pedagogical process of individual actions, ensure the success of the mutual influence of all the participants. The author defines the process of training of future social work teachers for interpersonal interaction based on specific principles: dialogization, problematization, personalization, positive emotional coloring, reflexivity. According to the author, the effective methods of future social work teachers' training for the constructive interpersonal interaction with all the persons of the social and pedagogical process is the professional training situations analysis and business games. Professional training situations are defined as real situations that are observed in social work teachers' practice, taken from literature sources, eyewitness testimony, and given to the students for analysis, determination of problematic issues, generation of hypotheses regarding the possible solution of such and similar issues, selection and justification of the optimal option for solving professional problems in specific conditions. A business game is considered as a form of an activity that is aimed at the reproduction of the future professional activity and behaviour of the game participants in accordance with specific rules, which is based on the previous detailed analysis of the specific professional training situation. The results of using the method of professional training situations analysis combined with business games are determined: future social work teachers inclusion into research, analytical activity that is a basis for such an activity in the future creative professional activity; mastering the skills to observe problems in usual situations; development of positive motivation to a productive interpersonal interaction and individual students' qualities: tolerance, criticism sensitiveness and self-criticism, responsibility.

Сетевое взаимодействие в профессиональной подготовке специалистов сферы физической культуры и спорта: теория и практика

Актуальность статьи обусловлена структурными изменениями содержания и модели многоуровневого непрерывного профессионального образования, которые должны гибко реагировать на изменения рынка труда, соответствовать образовательным запросам и потребностям личности, предусматривать возможности ресурсной экономии. Ведущая идея исследования основана на значимости взаимосвязи между способностью к мотивированной подготовке будущих специалистов и готовностью их к профессиональной деятельности по спортивным специальностям в условиях сетевого взаимодействия и создания единого образовательного пространства. Цель статьи заключается в выявлении теоретических основ решения этой проблемы в спортивно-педагогическом направлении в системе «школа-СПО-ВУЗ». Методологией исследования явились общефилософские положения о взаимосвязи социально-экономического развития образования и общества, а также личности и требований к компетентности в области физической культуры и спорта (далее ФКиС); о непрерывном образовании как форме развития общества и личности; системности и целостности сетевого взаимодействия и педагогического процесса в системе школа-СПО-ВУЗ. Авторами раскрыта сущность сетевого взаимодействия в подготовке специалистов ФКиС в системе непрерывного образования, предложена модель сетевого взаимодействия субъектов образовательного процесса в непрерывной профессиональной подготовке специалистов сферы ФКиС, которая будет апробирована на базе Чурапчинского государственного института физической культуры и спорта (ЧГИФКиС Саха-Якутия). The relevance of the article is due to structural changes in the content and model of multilevel continuing professional education, which should flexibly respond to changes in the labor market, meet the educational needs and needs of the individual, and provide opportunities for resource savings. The leading idea of the research is based on the importance of the relationship between the ability to motivate future specialists and their readiness for professional activity in sports specialties in the conditions of network interaction and the creation of a unified educational space. The purpose of the article is to identify the theoretical foundations of solving this problem in the sports and pedagogical direction in the "school-SPO-UNIVERSITY" system. The methodology of the study was the general philosophical provisions on the relationship between the socio-economic development of education and society, as well as personality and competence requirements in the field of physical culture and sports (hereinafter referred to as FKiS); on continuing education as a form of development of society and personality; the consistency and integrity of network interaction and the pedagogical process in the school-SPO-UNIVERSITY system. The authors have revealed the essence of network interaction in the training of specialists of FKiS in the system of continuing education, proposed a set of organizational and pedagogical conditions for the effectiveness of network interaction of subjects of the educational process in the continuous professional training of specialists in the field of FKiS. Using the example of the systemic functioning of the Churapchinsky State Institute of Physical Culture and Sports (CHGIFKIS Sakha-Yakutia), we present material on the theoretical and methodological foundations of network interaction in the training of specialists of the FCIS.

Управление изменениями в отрасли дезинфекционных услуг

On the example of the Moscow City Disinfection Center, issues of improving the quality of work and the effectiveness of the organization providing disinfection services at the current stage, professional training of specialists, finding new clients and retaining contractual relations are considered. Keywords: disinfection, advanced training, marketing, quality of services.

Methods for the formation of professionally-based competence using digital technologies

This scientific article is dedicated to the study and development of methods for the formation of professionally-based competence using digital technologies. The purpose of this article is to develop methods for the formation of professionally-based competence of future foreign language teachers using digital technologies and to verify its effectiveness. The scientific and practical significance of the scientific article is that the results of the study can be used in the practical work of the university and school teachers, in the system of training and refreshment training of teaching staff. Theoretical and empirical methods were used to achieve the purpose of the scientific article. An analysis of local and foreign literature on the research topic was conducted. Methods for the formation of professionally-based competence using digital technologies were developed and their effectiveness was tested. 106 students of the Kazakh Abylai Khan University of International Relations and World Languages took part in the experimental work. The results of the scientific article reveal that professionally-based competence is successfully formed through using the developed methods of using digital technologies. The value of the study is that the developed methods for the formation of professionally-based competence using digital technologies can be used in teaching professionally-based disciplines. The practical significance of the results of a scientific article is reflected in the use of research results in universities and the professional training of specialists. Keywords: professional competence, professionally-based competence, digital technologies, digital educational platforms, digital content.

The STARS Project: A practical professional development program for higher education professionals who serve military‐connected students

AbstractCollege campuses are accustomed to serving various populations and typically offer professional development for faculty and staff to assist those students. However, most institutions do not offer specific professional training targeted toward serving military‐connected students—those students who have previously served in the US military, are currently serving, or those who are using benefits from a parent or spouse. This population is very different from the others on campus, and campuses need to do more to assist them reach their academic goals. The Supporting Transitioning and Returning Service Members (STARS) Project provides a research‐based, timely, and sustainable professional development program that is fully transferable and applicable to all institutions of higher education.Practical Takeaways Military‐connected students are a diverse group of students on campus who have very different needs than their peers; it is incumbent upon colleges and universities to assist them with the transition experiences and provide them the support they need to be successful. Most institutions of higher education do not offer specific training regarding how to best support military‐connected students; those that do often adapt an existing training without fully addressing the needs of this special group. Incorporating research, best practices, experts, and students, the Supporting Transitioning and Returning Service Members (STARS) Project is an original and comprehensive training program institutions can use as a template in order to best serve their military‐connected student population.