Readiness For Professional Activity Research Articles

Mental Map Compilation Technology as Means of Knowledge Visualization in Electronic Environment

Training of modern students of higher educational institutions is subordinated to the main purpose-formation of their professional competence. In terms of competence-based approach, higher schools seek to implement training methods that provide ample opportunities for the development of a competitive specialist capable of systematic, independent activity. In this regard, teachers introduce mental maps into educational process that contributes to logical alignment of the student's activities. The purpose of the article is to consider the technology of drawing up a mental map in the study of pedagogical courses by students. The authors reveal the functions of mental maps and the stages of their development in electronic environment . The presented study allows us to draw conclusions about the need for the use of mental maps in the training of students. Students who took part in the development of mental maps master courses more quickly, while the quality of its reproduction increases which contributes to better preparation for professional activities. In the course of the study, we have identified broad possibilities of mental maps which are a promising direction in learning. The positive results of the experiment indicate the need for further implementation of maps in the training of higher educational institutions students.

ОЦІНКА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ ФІЗИЧНОЇ КУЛЬТУРИ І СПОРТУ В СИСТЕМІ “КОЛЕДЖ-УНІВЕРСИТЕТ”: РОЗУМОВИЙ КРИТЕРІЙ

The article deals with some aspects of theoretical training of future specialists of physical culture and sports in the “college-university system”. The basic requirements to the level and quality of the specialists’ preparedness for future professional activity are analyzed and the criteria for their evaluation are determined. An overview of the structure of vocational training is conducted and its main components are determined. They are: personal, motivational, cognitive and praxiological components. The article examines the cognitive component, the formation of which is estimated by the mental criterion, because it reflects the level of theoretical willingness of future specialists of physical culture and sports and their readiness for professional activity. These components are interrelated and play an exceptional role in the whole training system. The research is based on determining the level of theoretical knowledge (mental criterion) of the students of the third course of the faculty of physical education in the disciplines of the cycle of vocational training, which are studied on the first and second courses of the university and the first – third courses of the college of the respective specialty. Thus, it is found that college graduates who continue their studies in the university demonstrate a higher level of theoretical knowledge. This result can be explained by the fact that they are already graduates, ready for practical activity and continuing their studies at the university’s senior courses is a improving of their theoretical knowledge and practical skills at a higher professional level. This testifies to the effectiveness of the “college-university system” itself, but provided that the educational process has to be organized exclusively on a continuity basis. This circumstance should be one of the reasons while determining the directions of optimization of the substantive implementation of professional disciplines in the “college-university system” and the expediency of further researches in this direction.

КРИТЕРІЇ ТА ПОКАЗНИКИ РІВНІВ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИКИ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ

Introduction. Criteria and their indicators of levels of future computer science teachers’ readiness for professional activities are identified to determine the effectiveness of the model of future computer science teachers’ training.The purpose of the article is to substantiate the choice of criteria and indicators to characterize the levels of future computer science teachers’ readiness for profe-?sional activities. Methods. To achieve this goal, such methods as analysis and systematization of the results of scientific and pedagogical research on the future computer science teachers’ preparation of for professional activities; generalization of different approaches to the choice and substantiation of criteria and indicators of future computer science teachers’ readiness for professional activity were used. Results. To establish the level of computer science teachers’ readiness for professional activity, the following criteria have been developed. Theoretical criterion determines the formation of a system of knowledge (professional, psychological, pedagogical, methodological) about the essence of computer science teacher, where indicators are the depth and scope of students' knowledge. Technological criterion determines the presence of future computer science teachers ability to perform professional tasks necessary for productive activities in the specialty, an indicator is the level of performance of procedural actions by students. Personal criterion assumes the presence of the formation of personal qualities of the student for future pedagogical activities, where the indicators are the motivation of future professional activity and the ability to self-analysis. The corresponding indicators of computer science teachers’ readiness for professional activity characterized each of the criteria. Indicators of the theoretical criterion are "volume of knowledge" (set of facts, concepts, rules, judgments, conclusions, phenomena and processes mastered by future computer science teachers) and "depth of knowledge» (the correct ratio of the structure and elements of knowledge, understanding of the system of educational material, its most important ideas and patterns, characterizes the ability of students to use EER in cognitive and practical activities). The indicator of the technological criterion is "procedural actions" (the presence of future computer science teachers’ ability to perform professional tasks necessary for productive activities in the specialty. The indicator of the personal criterion is "motivation" (motivation to use EER) and introspection" (ability to reflect on professional activities). The originality and novelty of the work are in the development of the author's diagnostic apparatus to determine the levels of future computer science teachers’ readiness for professional activities. Conclusions. Criteria and indicators of computer science teachers’ professional readiness allow to cha-racterize the levels of readiness for professional activity. Depending on the degree of computer science teachers’ readiness, there are four levels: factual, operational, analytical-synthetic, and creative.

Psychological and Pedagogical Potential of Improving the Quality Management System of Higher Education

The unification of the quality management components in the educational organization was implemented on the basis of the acceptance of graduates' readiness for professional activity as the goal and the system-forming factor of the vocational training quality management system. As a result of psychological and pedagogical support of the process of formation of graduates' readiness for further professional activity, the quality management system is able to provide an interrelated impact on all components of professional training by adequately regulating the diverse relationships between different substructures of the educational organization of higher education.

Взаємозв’язок та взаємозалежність самостійної роботи студентів і потенціалу соціуму

The article describes the components of future specialists' readiness for professional activity (cognitive, practical and personal), which are the structural components of the system of professional training of students of higher education; the essence of independent (extra-auditory) work of students is determined, which contains educational-research, scientific-research work of students with the purpose of mastering basic knowledge, professional abilities and skills of activity on a profile, experience of creative, research activity and promotes the development of independence, responsibility to address educational and professional issues as well as an organized process. Characterization of the potential of the society, which is a collection of social phenomena internally individual, interindividual and metaindividual, is given. It is proved that: student's independent work is a kind of social activity, which is aimed at assimilation of social experience, although it is individual in nature, but is social in content, as it creates for social activity a meaningful result; the difference between the student's and society's independent work is that it is only an element of society, the purpose of which is to increase the level of knowledge, skills and abilities based on the use of diverse social experience, and in general - to use the potential of society to solve their own problems. On the basis of the activity of all subjects of the organization of independent work of the student (teacher, tutor, representatives of social institutions and the student), it is determined that it can be considered as a social factor of constituents of society and development of opportunities of the student.

Обоснование модели исследования готовности преподавателей вуза к профессиональной деятельности в условиях цифровизации образования

One of the key problems of modern higher education is the development of programs and teaching methods relevant to the conditions of the digital educational environment, characterized by openness, variability, multiculturalism, polymodality and dynamism. At the same time, the question of the psychological readiness of teachers for activities in the new conditions comes to the fore. The article gives a brief overview of the works on the issue of readiness. The predictors of the university teachers’ readiness for activities in the electronic informational and educational environment are described. The role of the variative and invariant aspects of teachers’ readiness for changes in the system of higher education is shown. A model of the university teachers’ readiness for professional activities in the context of digitalization of education is proposed, which includes selfregulatory, motivational, value-semantic, and operational components; possible methods for diagnosing these components are described.

Motivational Aspect and Readiness of Teacher Assistant to Professional Activity

The article deals with the problem of motivational aspects creation, definition of motive groups and students’ readiness to perform professional activity of teacher assistants, namely to cooperation with a teacher and teaching children with special needs. Determined, that the effectiveness of the professional training of future teacher assistants is largely due to the motivation for training. The purpose of the article is to analyze the results of study motivation study students and readiness for professional activity and determination of reasons for unpreparedness to fulfill their professional obligations. To study the peculiarities of the motivation of teaching future correctional teachers, the use of the following methods were followed: modified A. Rean, V. Yakunin; questionnaire According to the results of the methodology, the predominance of cognitive motifs of learning, in particular, "to become a highly qualified specialist" and "to receive a scholarship" was found. Dominant the social motivation for learning is "keeping up with classmates", "getting a diploma". The results of the survey showed that most of them students make the choice of the future profession unknowingly, that in the process of education is manifested in insufficient the formation of a positive and active attitude to learning. Low wages in our country repel students to work in the chosen specialty. According to the results of the questionnaire, students are not all ready to work in the inclusive class with children with special needs. A generalized analysis of the results showed the need for professional formation directed motivation of training and readiness for work. The article outlines the reasons for the unpreparedness to fulfill their professional obligations in the process of training in higher education institutions, testing of which will be promising direction of research.

Развитие у студентов саморегуляции как компонента психологической готовности к профессиональной деятельности

Развитие у студентов саморегуляции как компонента психологической готовности к профессиональной деятельности

Організаціїя самостійної пізнавальної діяльності майбутніх юристів в коледжах як складова їх підготовки до професійної діяльності

У статті здійснено обґрунтування організації самостійної пізнавальної діяльності майбутніх юристів в коледжах як складової їх підготовки до професійної діяльності. Автор зазначає, що в процесі навчання в коледжі майбутній юрист має здобути максимум знань, умінь та навичок, що дасть йому можливість самореалізуватися як професіоналу. Чітко організована самостійна пізнавальна діяльність виступає засобом формування професійних нань, умінь та навичок майбутнього юриста. Це відповідає завданню сучасної освіти сприяти перетворенню мети навчання на засіб розвитку пізнавальних можливостей майбутнього фахівця, а його самого – на суб’єкта свого професійного розвитку.

PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS OF PROFESSIONAL ACTIVITY PREPARATION FOR FUTURE TEACHERS OF GEOGRAPHY

The article defines psychological and pedagogical conditions of preparation of future teachers of geography for professional activity on the basis of competence approach. These features are: the formation of a system of value orientations aimed at effective professional activity and self-development in future teachers of geography; updating the content of vocational training for future teachers of geography in accordance with the requirements of the information society and education reform; the use of blended learning in the preparation of future teachers of geography; formation and development of algorithmic thinking of future teachers of geography. Values orientations determine the vector of activity of the future teacher of geography and determine the efforts that the teacher can make to its implementation. An important role in this structure is given to the motives, aspirations and values of the future teacher of geography. Due to the formation of a system of value orientations aimed at effective professional activity and self-development for future teachers of geography, future teachers of geography will be more active in learning, acquiring knowledge, forming skills that are important for further professional activity. The implementation of the second psychological and pedagogical condition will help to form an independent theoretical and practical base for the preparation of future teachers of geography for professional activity on the basis of a compensatory approach. The implementation of the third psychological and pedagogical condition will increase the efficiency of training of future teachers of geography by providing accessibility, flexibility and taking into account the individual educational needs and capabilities of each student. In addition, the use of blended learning will enhance the motivation, independence and intensification of future teachers of geography, as well as provide them with the skills necessary for effective professional activity. The main tool that can be used to deliver blended learning to future teachers of geography is a content management system that provides an online (distance) component of learning. Information technologies may also be useful for creating visual aids (presentations, diagrams, maps, etc.), teaching materials for students (instructions, manuals, guidelines, etc.), as well as electronic diagnostic tools (electronic testing and on-line systems, online testing. The implementation of the fourth psychological and pedagogical condition will provide an effective process of formation of future geography teachers' readiness for professional activity on the basis of a competent approach on certain roadmaps.

THE CROSS-BORDER EDUCATIONAL SPACE OF THE UKRAINIAN DANUBE REGION: UPDATING THE COMPETENCE PARADIGM

The European vector for the development of higher education necessitates the reproduction of the best national educational traditions, as well as the updating of the system of training of future specialists in the field of education in accordance with European educational standards. A significant difference between the changes in the transformations of the present is the increasing requirements for the professional training of future science teachers, given the multidimensional specificity of their professional activities.One way of updating the content of education and matching it with contemporary needs is competency education as a strategically significant factor in enhancing the competitiveness of future teachers. In addition, the range of competences associated with many factors is becoming more relevant today as they are indicators of future teachers’ readiness for professional activity. It is obvious that the training of a competent specialist capable of effective pedagogical activity in the conditions of the new Ukrainian school is a priority area for the professional training of future science teachers in the parameters of European standards.It is clear that a modern higher education institution cannot respond in a timely manner to the dynamics of environmental changes affecting global, national and regional levels. The most competent approach in the preparation of future educators involves the creation of a kind of environment oriented to integrate scientific and educational potential, the use of international cooperation opportunities in the creation of a single educational space. Internationalization and globalization of higher education in this perspective are the founders of state educational policy and determine the rethinking of the phenomenon of the university as a social institution, its specific role in the development of regional, national and international multicultural space.Cross-border cooperation at the higher education level is becoming a powerful conglomerate of the mutual influence of national higher education systems and a bilingual didactic component of vocational training. In terms of the issues raised, it should be noted that cross-border cooperation lays a solid foundation for realizing the competency potential of modern HEA. Thus, the removal of any barriers becomes the leitmotif of contextual analysis of the concept of competence in the dimension of cross-border updated understanding.

Textbook on rhetoric: an attempt of authors reflection

The article is devoted to the textbook on rhetoric published at Altai State University. Two key points determined the main subject of consideration they are orientation toward the graduate students of philology and their preparation for professional activities in a multi-ethnic environment. The need for a book is justified by the features of the socio-communicative situation in the countries of Greater Altai. The authors' attention is focused on issues of general and professional rhetorical, theoretical and practical training of graduate students of philology, their mastery of communicative and rhetorical competencies as well as the development of research skills. It is shown that the content of the textbook, reading-book and case-studies contributes to theformation of the academic and educational competencies of graduate students in the field of rhetoric, the development of independent work skills and also improvement of verbal (rhetorical) practice; that the formation of knowledge in the field of Kazakh national rhetoric requires an understanding of the priority over the speecheloquence, the concept of speech relevance, or conscious “speaking”. Orientation of graduate philologists to the work in a multi-ethnic environment reveals the importance of interculturalal communication, understanding the specifics of interpersonal relations between the speaker and the listener. In the field of higher education didactics, the research prospects are due to the improvement of the rhetorical culture of the teacher’s personality and his role as a person providing successful group communication.

Використання інтерактивних технологій у підготовці майбутніх юристів

У статті обґрунтовано доцільність використання інтерактивних технологій у підготовці майбутніх юристів. Висвітлюються особливості традиційних та інноваційних педагогічних технологій. Метою інтерактивного навчання вважається створення педагогом умов навчання, за яких студент сам відкриватиме, здобуватиме й знання та здійснюватиме самопідготовку до професійної діяльності. Автором зазначено, що доцільність використання інтерактивних технологій у підготовці майбутніх юристів визначається специфічними особливостями цього процесу та вимогами, які пред’являє суспільство до професійних якостей фахівців-юристів. Серед методів вивчення юридичних дисциплін виокемлюється метод “групового обговорення”. Звертається увага, що використання методу “групового обговорення” відповідає головно-му призначенню процесу підготовки майбутніх юристів – розвитку самостійного юридичного мислення, комунікативних умінь та навичок, що є важливим для формування професіоналізму майбутнього юриста.

Formation of special working capacity of future food industry technologists in the process of physical education classes

Physical education in the higher education system should be based on new teaching technologies, which will ensure the physical and psychophysiological readiness of students to fulfill their professional responsibilities. In the current conditions of scientific and technological progress, profiling physical education of students in higher education institutions of Ukraine becomes important. Preserving and promoting the health of the student youth, forming in it the readiness for professional activity, national – patriotic and cultural – spiritual education, the need for physical perfection and a healthy lifestyle is one of the tasks of physical education. At the same time, noting the scientific and practical interest in the problem of physical training of students, it can be noted that this trend in the system of physical education requires further study and improvement. Therefore, finding ways to improve the effectiveness of physical education with students in higher education institutions in Ukraine is one of the priority areas of scientific research in the field of physical education.

ФОРМИРОВАНИЕ ГОТОВНОСТИ СТУДЕНТОВ ФИЗКУЛЬТУРНОГО КОЛЛЕДЖА К ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ В УСЛОВИЯХ ПРАКТИКО-ОРЕНТИРОВАННОГО ОБУЧЕНИЯ

Statement of the problem. The problem is revealed of the formation of students’ readiness for professional activity. The purpose of the article is to determine the readiness of students at a vocational school of physical education for professional activities. The article considers the need for practice-oriented training in professional educational organizations, which ensures the quality of graduate training in accordance with the requirements of the federal educational standard for the preparation of future-competent professionals. Materials and Methods. The study involved 140 students of the Vocational School of Physical Education (the third- and fourth-year students) of two departments: Physical Education and Olympic Reserve, of which 50 people were educated using updated teaching methods. The study was conducted at the Krasnoyarsk Vocational School of Olympic Reserve in 2019 in the city of Krasnoyarsk. Research results. Based on the activity, competence-based approaches, the basic requirements are formulated for the improvement of the program-methodical support in the context of practice-oriented training, aimed at developing readiness for the professional activity of students at vocational schools of physical education. Conclusion. Based on the obtained results, it was concluded that it is necessary to update the educational program.

CONTENT AND STRUCTURE OF THE FORMATION OF SOCIAL RESPONSIBILITY OF FUTURE SOCIAL WORKERS

The analysis of the structural and dynamic characteristics of social responsibility from the different point of various scientific studies makes it possible to consider social responsibility as an integral personal quality, which is basic in the structure of the professional model of a social worker and manifests itself in such aspects of his practical activity: personal - through a responsible attitude towards clients, before a professional affair, to himself; functional - in different directions of the social worker's activity and subject-oriented - which serves as the basis for professional and personal development and self-development of a social worker and is an indicator of his readiness for professional activity. Analysis of scientific research suggests that the process of establishing social responsibility of future social workers during education in the Institution of Higher Education is marked by certain features of the development of its structural components, such as: cognitive, motivational-affective, activity-behavioral. The formation of social responsibility of future social workers depends on the content and procedural component of the training of a modern specialist. The level of social responsibility of students of specialty 231 “Social work” was determined on the basis of a set of techniques: Questionnaire “Determination of the level of knowledge about social responsibility”, Questionnaire “Attitude to the profession of social worker”, questionnaire “Motives of learning”, Method “Valuable orientations” M. Rokycha. Quantitative and qualitative analysis of the results for the research shows that the average social responsibility level (50%) is prevalent among future social workers, the high level is inherent - 32.4%, the low level is 17.6%, which requires the development of a system for improving the educational process in institutions higher education. The pedagogical conditions for the effective formation of social responsibility as a professionally significant quality of a social worker in the process of professional training are: stimulation of motivation, organization in the educational environment, pedagogically grounded application of interactive learning technology, introduction of the course “Social responsibility of the future social worker”, usage of the potential of the industrial practice and independent work of students; creative self-realization in the conditions of industrial practice.

Management of Mature Employee Career at Various Stages of Their Professional Activity

In the labor market, we have recently observed many changes concerning the area of demography (aging of the population), shortages of employees. In organizations, more and more often we work in teams diverse in terms of age and cultures. The percentage of employees about to retire is increasing, as well as those who use the opportunity to work while collecting a pension. In the event of problems with recruiting specialists and the occupational potential of employees retiring, an important issue may be the answer to the question: “Whether in the management of employees’ careers should be included in their preparation for professional activity also in the period of retirement or even retirement?”. One of the career definitions treats it as a continuous process, referring not only to professional advancement, but also social one (Penc, 2003).

Прикладные и проблемно-ориентированные аспекты и подходы к оптимизации мотивации профессиональной деятельности

The object of the work is the motivation of professional activity, its enhancement and stimulation. The subject are techniques and methods of psychological, educational, and other value-orienting activities aimed at the formation and provision of professional-relevant motivation. The purpose of the research is to establish and define the basis of professional motivation, consideration of applied and problem-oriented aspects and approaches to optimize problem solving, increase professional motivation. The research methodology represents a complex of general scientific and private scientific methods of scientific cognition: dialectic, historical legal, comparative legal, system analysis, formal logical, sociological, etc. motivation of professional activity. The use of the system analysis method contributed to determine the place of motivation among other factors determining the content of professional activity.
 The scientific novelty of the research is expressed in the obtained new knowledge as a result of the research by the author of the traditional doctrinal approach to the consideration of the main institutional and functional foundations of the existing system of professional motivation. The formulated main provisions of the work allow defining reasonable approaches to studying and analyzing the practice of organizing and ensuring the motivation of professional activity, form an idea of the place of motivation as one of the key elements of the system of preparation for professional activity at the present stage of existence and improve the system of personnel training, theory and practice of personnel work .

Activity-technological criterion of future speech therapists' readiness for professional activity

Activity-technological criterion of future speech therapists' readiness for professional activity

Formation of Readiness of Future Physical Culture Teachers for Professional Activity

The article substantiates the experimental program of the formation of future physical culture teachers' readiness for professional activity at school. The level of the students' motivation for physical and health care activities was found out; the level of physical fitness of students was examined; the levels of activity component formation of the students were determined. The investigation was conducted in Zhytomyr Ivan Franko State University in 2016–2018. 364 students of the faculty of physical education took part in the investigation. The students were tested through the next exercises: for male students – 100-m race, pull-ups, 3000-m race; for female students – 100-m race, push-ups, 2000-m race. Research methods: conceptual and comparative analysis, structural and systematic analysis, synthesis, generalization, testing, questionnaire survey, observation, experiment, statistical analysis. At the end of the experiment, the level of physical qualities was found to be significantly better (p˂0.001) among the students of EG, in comparison to CG. It is determined that the number of the students of EG who have a high level of the activity component of the future physical culture teachers' readiness is increased at the end of the experiment comparing to CG, that proves the efficiency of the experimental program.