Stage Of Higher Education Research Articles

THE PROBLEMS OF THE TRAINING SYSTEM OF SCIENTIFIC AND TEACHING STAFF IN POSTGRADUATE SCHOOL

The article considers the main problems of the efficiency of the system of the preparation of scientific and scientific-teaching staff in contemporary conditions of the reformation of system of higher and postgraduate education in the Russian Federation. The integration into the Bologna process has the number of advantages, but became the reason of the series of objective difficulties, unavoidable under the conditions of the projecting of the European approach to higher education system on the existing post-soviet system. One of a such of difficulties is the reconsideration of the approach to the levels of higher and post-graduate education, which has significantly and disputable influenced to the efficiency of the current system of preparation of high-qualified staff. The establishment of the postgraduate school as another stage of higher education and the definition of the getting of a diploma of “researchist. teacher-researchist” as the main purpose of educational process instead the previous main purpose of the preparation and defense of a candidate’s dissertation means the significant change of postgraduate school’s priorities. It seems, that the educational component of this system has the secondary character, by primarily promoting the establishment of a postgraduate student in the role of a researchist, also including the preparation to the teaching process in a university. With that, the preparation of researchist as the high-qualified staff is highly demand not also within the framework of scientific and teaching community, but also in the system of the governing of the field of science and higher education, expert, legislative and other types of activity. And the most markable feature in the labor market is the presence of scientific degree in the relevant field of knowledge, but not the post-graduate school diploma, if the defense did not become the logical finish of study. The indicated problem requires the gradual, multi-stage reformation of the current legislation, which has to be focused to the correct prioritizing in the existing system of preparation of high-qualified staff, their careful selection and further stimulating.

Psychological determinants of manifestation of a person’s creativity at the stage of higher education

Despite the significance and effectiveness of numerous studies, the role and relationship of internal (psychological) and external (environmental) factors in the development of creativity at the stage of studying at a university are not clearly determined. The conducted study aims to analyze the psychological prerequisites for the development of a person’s creativity at student age. The study tests the hypothesis that students demonstrating a higher level of creativity have several individual psychological features including genetically predetermined ones. The deployed psychodiagnostic methods include the “creativity” scale of the Self-actualization diagnostic questionnaire “SAMOAL” (A.V. Lazukina, as adapted by N.F. Kalin), “Questionnaire for diagnostics of the dominating instinct” (V.I. Garbuzov); the Eysenck Personality Inventory (EPI), and “The method of diagnostics of the learning style parameters” (A. Soloman, R. Felder). The obtained results provide for a more precise description of the psychological portrait of a student with high creativity level as well as indicate the presence of genetically predetermined factors of predisposition to the development of creativity as a creative attitude towards life.

TASK APPROACH IN THE SYSTEM OF METHODICAL TRAINING OF INFORMATICS TEACHERS

The classifications of pedagogical tasks are analyzed, and revealed the peculiarities of their use in the system of methodical training of future teachers. The methodical task in which the pedagogical situation in the plane of studying of a subject is modeled is allocated. The expediency of professional training of future computer science teachers with the use of educational and methodical tasks at all stages of higher education is substantiated, examples of such tasks are considered and the stages of their solution are generalized.

FORMATION OF PROFESSIONAL COMPETENCE IN FUTURE TEACHERS

The relevance of the stated research topic is determined by the urgent importance of the formation of professional competencies of future teachers in the process of their education in higher pedagogical education, as a factor that determines the success of their further professional activities. The aim of the article is to study the peculiarities of the formation of professional competencies of future teachers and to determine the main criteria that influence this process. At the same time, the authors took into account both the stage of students’ education in universities and their pedagogical practice in schools. The leading methodological approach in this research work is a combination of methods of systematic analysis of the process of formation of competence of the future teacher at the stage of his education in higher education, with analytical study of prospects for professional competence of future teachers in the process of direct entry into the profession and gradual mastery. pedagogical skills. The results of this research clearly demonstrate the importance of forming professional competence in future teachers at the stage of their education in higher education, in terms of understanding the basics of the teaching profession and creating future teachers the right level of motivation to perform their professional duties in the future. The results and conclusions of this research are of great practical importance for future teachers who learn the basics of professional skills at the stage of higher education, as well as for employees of the education system interested in improving their own professional competencies.

ВИКОРИСТАННЯ МЕТОДИЧНИХ ЗАДАЧ У ФАХОВІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ІНФОРМАТИ

The article is devoted to the disclosure of the peculiarities of the use of methodological tasks in the professional training of future teachers of computer science at higher education institutions. Based on the meaning of the term «task», attention is paid to the method and process of solving the problem. The content of the pedagogical problem, the process of modeling its content and methods of solution are analyzed, the stages of solving are described, highlighting the mental activity of the teacher. The methodological task is considered as a specially created contradiction, which reproduces the professional activity of the teacher (teaching process) and educational-cognitive activity of students (learning process), the solution of which integrates methodological, psychological-pedagogical and subject awareness of the higher education student. The peculiarity of methodological tasks is to take into account the specific content of the subject and didactic and methodological features of its study, the reflection of individual components of the methodological activities of the teacher. The methodological task integrates the main elements of methodological activity concerning planning and designing of educational process and its management by the teacher, and also predicts educational and cognitive actions of pupils. In the context of the content of the methodological activity of a computer science teacher in a general secondary education institution, the stages of solving the methodological problem are highlighted and their peculiarities in specific conditions are revealed. Examples of tasks from the discipline «Methods of teaching computer science» and the course of their solution are given. It is established that the process of solving methodological tasks cannot be fully algorithmized in the form of a clear sequence of actions of all participants in the educational process, and, therefore, it must contain standard professional actions of teachers, elements of creative decisions, based on awareness of the value of knowledge and experience which are reached in these conditions. Attention is drawn to the fact that the tasks should be worked out by students at all stages of higher education in sequence: from simple to complex, but with different didactic purposes and in compliance with organizational and pedagogical conditions. The analysis of the content of the future teacher’s activity at the analytical-design, constructive-activity and reflective stages of the problem-solving process proves that in practice there is no clear distinction between the stages, as they interpenetrate and complement each other. Methodological tasks reflect the interpenetration of educational and professional activities, as the sequence of professional actions selected by students allows to move from theoretical awareness to activities in the specialty in a real simulated practical plane. The results of a survey of students studying in the specialty 014 Secondary Education (Informatics) to determine the difficulties they encountered during the development of syllabi for lessons in computer science and their reproduction in a simulated educational process are presented. It is noted that the appropriate and balanced involvement of students in solving methodological problems is based on the competence, activity paradigm in combination with a personal approach.

Information Platforms and the Global Network Economy

Research background: The research investigates the formation of the intellectual elite; a radical modernization of the education system is necessary with the use of IT technologies and the introduction of innovations created on the basis of scientific achievements. The development of human capital is crucial for the transition from a traditional economy to a knowledge economy. Purpose of the article: The aim of the article is to show how human capital plays a very important role in the country’s economy, the knowledge that is concentrated in it, allows you to develop a knowledge economy - a type of economy based on the use of this capital. The formation of human capital is associated with investment and high-quality modern education. Modernization of higher education is closely related to the use of information and communication technologies and the introduction of innovations. Distance education can be the beginning of a new stage of higher education. Methods: The method of observation, concretization and abstraction, comparative analysis, abstract-logical, economic-statistical, theoretical and practical assessment were used in the study of various aspects of the research. Findings & Value added: Large-scale reforms carried out in the state have led to an improvement in the standard of living of our society, and it has become possible to improve social infrastructure: housing, its construction, social and cultural facilities, health care systems, education, sports and fitness facilities, etc.

Research on the infiltration of cross-cultural awareness in higher education stage in the background of globalization

At the university level, the penetration of cross-cultural awareness is of great significance to talent training. This article uses empirical research to study the cross-cultural adaptability of international students, and on this basis, puts forward four suggestions for the penetration of cross-cultural awareness among university students. This is of great significance for strengthening the penetration of cross-cultural awareness during colleges and universities, cultivating and enhancing the cross-cultural communication skills of college students, and adapting to the trend of global international communication.

Academic education in a distance form - reflection on the praxeological dimension of e-learning

The article is devoted to the issue of distance education, which was implemented in Polish higher education due to the epidemiological situation caused by Covid-19 in March 2020. The introduction signaled the need for reflection on a distance learning place using new technology resources. In the theoretical part, the basic conceptual apparatus related to e-learning was analyzed, as well as legal acts specifying the conditions that must be met so that teaching classes at the stage of higher educa-tion could be conducted using modern technologies and ICT tools. Finally, based on the collected empirical material, reflection was made on the preparation, implementation and evaluation of classes in remote mode, indicating the potentials and disadvantages of total remote education. In describing the distance learning process, the experience of academic teachers was cited and development per-spectives in the use of new technologies in pedagogy were outlined.

Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review

In this systematic umbrella review we aggregate the current knowledge of how virtual and augmented reality technologies are applicable to and impact remote learning in higher education; specifically, how they impact such learning outcomes as performance and engagement in all stages of higher education from course preparation to student evaluation and grading. This review was done as part of a state wide research effort of Latvia, to mitigate the impact of COVID-19 and specifically to provide a framework for a technological transformation of education in this context. In this work we search the Scopus and Web of Science databases for articles describing the use of virtual and/or augmented reality technologies in remote learning for higher education and their impact on learning outcomes. We identified 68 articles from which, after multiple screening and eligibility phases, nine review articles were left for extraction phase in which 30 structural elements with corresponding interventions and measured effects were extracted. Of these, 24 interventions had a measured effect on student performance (11 positive, seven negative, six no impact) and six interventions had a measured effect on student engagement (all six positive).

Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review

Currently, the use of technology has become one of the most popular educational trends in Higher Education. One of the most popular methods on the Higher Education stage is the Flipped Classroom, characterised by the use of both face-to-face and virtual teaching through videos and online material, promoting more autonomous, flexible and dynamic teaching for students. In this work, we started to compile the main articles that used Flipped Classroom within the mathematical area in Higher Education, with the aim of analysing their main characteristics, as well as the impact caused on students. To do so, the method of systematic review was used, focusing on those empirical experiences published in Web of Sciences and Scopus. The results indicated that, in most cases, the implementation of Flipped Classroom led to an improvement in students’ knowledge and attitudes towards mathematical content and discipline. In addition, aspects such as collaborative work, autonomy, self-regulation towards learning or academic performance were benefited through this method.

Structural and functional model of the system of the future railway transport specialists professional education in the conditions of lifelong education

The research is an attempt to substantiate the system of professional education of future railway transport specialists in the conditions of lifelong education as the unity of such blocks as purposeful, informatory, operational and effective. The components of each block are analyzed, as well as the relationships between them. The essence and analysis of key characteristics of the definition of «pedagogical system» are revealed. The professional education of future railway transport specialists must meet the demands of society, as well as reflect the level of development of science and technology. Future railway transport specialists must have professional competence, which is considered to be crucial quality of specialist in the context of European integration processes, labor market mobility and growing demands of employers. The system-creating factor is the goal, that is the formation of professional competence of future railway transport specialists in the system «college-university». The research purpose is to substantiate and build the structural and functional model of the system of the future railway transport specialists professional education in the conditions of lifelong education. The research methods are analysis of psychological and pedagogical literature on research problems, pedagogical modeling, comparative analysis, systematization and generalization of results. The results. Building an authorʼs system of professional education for future railway transport specialists should be an attempt to improve the traditional system of vocational education. Such system should be based on humanistic principles, according to which each individual is of the greatest value, along with its individual characteristics, inclinations and abilities. The key methodological approaches of professional education system of future railway transport specialists should be personality-oriented, activity-oriented and competence-forming. The key principles of building the system are continuity, professional orientation, system and consistency, continuity of education, «education for the future». Conclusions. To study the system of professional education of future railway transport specialists, a structural-functional model of such a system has been built, which reflects the functional connections between the structural components of the system. The development of the model makes it possible to search for ways to improve the system of professional education of future specialists in this field. The introduction of professional education system of future railway transport specialists in the educational process will increase the efficiency of the process of training future specialists at different stages of higher education.

Research on Blended Teaching Path of Online and Offline In the Higher Education Stage

Research on Blended Teaching Path of Online and Offline In the Higher Education Stage

CONDITIONS FOR THE FORMATION OF PROFESSIONAL IDENTITY OF LAW STUDENTS

The article is devoted to the study of the relationship between the organization of the educationalprocess and the formation of the professional identity of law students. Of particular importance forthe formation of professional identity is the period of study at the university. The multidimensionalnature of legal activity makes it necessary to create an idea of the peculiarities of work in the field ofjurisprudence at the stage of higher education. The creation of an idea of specific activities in variouslegal specialties by students during the training process is a guarantee of the correct choice of the fieldof activity and the successful professional implementation of graduates of law universities. The articleconsiders the most significant conditions for achieving the professional identity of students masteringeducational programs in the field of training Jurisprudence. Based on the analysis of regulatory legalacts, the authors propose an option for organizing the educational process in legal universities, allowingthe student to identify himself with a certain professional community and make a choice of the futuredirection of activity

Negative Effects of Reforming Russian Graduate School: Analysis and Ways to Minimize

The transformation of Russian graduate school into the third stage of higher education hasn’t increased its effectiveness. The number of theses and graduate students has decreased. The interest of young people in science declines and well as the prestige of scientific activity. Graduate school does not fulfill its primary function as a social institution. It does not ensure the reproduction of research and pedagogical staff in Russia. The purpose of entering graduate school is far from writing a thesis. Hence, the review of the ways and methods of reforming the system of graduate school is necessary. The aim of the study is to analyze the negative consequences of turning graduate school into a higher education level and to develop practical recommendations to minimize these consequences. Research methods: analysis of statistical and sociological data, materials of scientific periodicals, including the articles about preparation of graduate students in other countries. The results of this study. The author structures the factors that generate the above situation and formulates three possible scenarios/alternatives for the development of Russian graduate school, which are “Targeted Support”, “Western Model”, “One Graduate School – Two Trajectories”. The first is formulated as a zero alternative, the “Western Model” – as a radical one. The scenario “One Graduate School – Two Trajectories” is considered as a prior alternative. Perhaps, the scenario will be able to solve the problem of graduate school in current conditions. This alternative suggests that the pedagogical (professional) degree is introduced in addition to the scientific degree in graduate school. Graduate school remains the level of higher education, but at the same time is divided into research branch and pedagogical one. Accordingly, two types of educational programs are required to be created. They should be oriented on different sets of competencies and give different results. This scenario is considered as a temporary measure. It will allow educational institutions of higher education not to lose graduate school as such, especially at those universities where programs of social and humanities branches are implemented. In addition, it will allow to individualize the educational trajectories of graduate students, because it takes into account the capabilities and the inclinations of graduate students. In conclusion, the author presents the practical recommendations that allow this scenario to be implemented.

Analysis of the determining factors of good teaching practices of mobile learning at the Spanish University. An explanatory model

The use of mobile devices in education is becoming standardized at the higher education stage. However, it is necessary to evaluate good teaching practices of mobile learning (m-learning) in order to set proper application of mobile devices and favourable learning outcomes for students. The purposes of this paper were, on the one hand, to determine the degree of implementation of m-learning and good teaching practices in Spanish universities; on the other hand, to know the causes that lead university professors not to integrate mobile devices and to determine the socio-demographic factors that influence the development of good teaching practices of m-learning. In relation to the researching method, it was used a quantitative approach focused on the implementation of an online survey. A total of 1544 university professors attached to the Faculties of Education throughout Spain, aged between 20 and 77, participated in the study (M = 45.29; SD = 10.45). The results obtained revealed that: 1) More than 70% of Spanish university professors use mobile devices in the classroom; 2) The main reasons whereby mobile devices are not used in the classroom are ignored, belief that they are a distraction, resistance to change and perceived uselessness; 3) Only 39.56% carried out good teaching practices; 4) The main and possible influential factors good teaching practices of m-learning were professional category, line of research in educational technology, other teaching innovations, believes in the adequacy of mobile devices and the expansion of m-learning in the coming years. Finally, the practical implications of this study are discussed, highlighting the wealth of collected data from this pioneering research on the evaluation of good teaching practices of m-learning.

The modular equipment for training based on the semiconductor lasers

The description is given of the study and research a modular-type training complex for studying the radiation of semiconductor lasers generated in the region of 400 – 950 nm. Structurally, the complex consists of emitter modules (there are 8 of them in the presented set, but in principle their number is not limited by anything), power and control modules, registration modules, and some additional measuring equipment to provide research on the energy, spectral, spatial, polarization and dynamic characteristics of the output radiation. The modular structure provides high variability of the complex and allows you to implement (in the presented version) more than 40 laboratory works, and also allows students to get skills in working with modern equipment and different data processing methods. This complex is focused on educational activities, but on its basis it is possible to carry out research work up to the second stage of higher education. A number of laboratory works based on the use of the complex have been tested at the department of laser physics and spectroscopy of the physics faculty of the Belarusian State University.

Негативные Последствия Реформирования Российской Аспирантуры: Анализ И Пути Минимизации (the Negative Effects of Reforming Russian Postgraduate School: Analysis and Ways to Minimize)

Russian abstract: Актуальность. Превращение российской аспирантуры в третью ступень высшего образования не привело к росту её эффективности. По количеству поступающих в аспирантуру и защищённых аспирантами диссертаций Россия практически вернулась на 25 лет назад, к уровням 1995 г., хотя роль научных исследований и разработок в развитии общества за это время объективно выросла. Контекстом реформирования аспирантуры выступает снижение интереса молодёжи к занятию наукой и падение престижа научной деятельности. В настоящее время аспирантура перестаёт выполнять свою основную функцию как социального института. Она не обеспечивает воспроизводство научно-исследовательских и научно-педагогических кадров в стране. Мотивы поступления в аспирантуру становятся далёкими от написания диссертации. Всё это обусловливает необходимость пересмотра путей и методов дальнейшего реформирования отечественной системы подготовки кадров высшей квалификации. Целью исследования выступает анализ негативных последствий реформы аспирантуры и разработка практических рекомендаций по их минимизации. Методы исследования: анализ статистических и социологических данных, материалов научной периодики, в том числе по подготовке аспирантов в других странах. Результаты исследования. Автор структурирует факторы, порождающие проблемную ситуацию, и формулирует три возможных сценария-альтернативы развития российской аспирантуры: «адресная поддержка», «западная модель», «одна аспирантура – две траектории». «Адресная поддержка» формулируется как нулевая альтернатива, западная модель – как радикальная. Сценарий «одна аспирантура – две траектории» рассматривается как приоритетный вектор решения проблемы в сложившихся условиях. Он предполагает, что в аспирантуре в дополнение к научной вводится профессиональная степень. Аспирантура остаётся уровнем высшего образования, но разделяется на исследовательскую и педагогическую/преподавательскую. Соответственно, создаются два типа образовательных программ, ориентированных на разный набор компетенций и с разным конечным результатом. Данный сценарий рассматривается как временная мера, позволяющая не утратить аспирантуру как таковую образовательным организациям высшего образования, особенно реализующим программы социально-гуманитарного направления. Кроме того, это позволяет индивидуализировать образовательные траектории аспирантов и учитывать их возможности и склонности. В заключение представлены практические рекомендации, который позволят реализовать данный сценарий. English abstract: Relevance. The transformation of Russian postgraduate school into the third stage of higher education hasn’t increased its effectiveness. The number of theses and postgraduate students has decreased. The interest of young people in science declines and well as the prestige of scientific activity. Postgraduate school does not fulfill its primary function as a social institution. It does not ensure the reproduction of research and pedagogical staff in Russia. The purpose of entering postgraduate school is far from writing a thesis. Hence, the review of the ways and methods of reforming the system of postgraduate school is necessary. The aim of the study is to analyze the negative consequences of turning postgraduate school into a higher education level and the development of practical recommendations to minimize these consequences. Research methods: analysis of statistical and sociological data, materials of scientific periodicals, including the articles about preparation of postgraduate students in other countries. The results of this study. The author structures the factors that generate the above situation and formulates three possible scenarios/alternatives for the development of Russian postgraduate school, which are “Targeted Support”, “Western Model”, One Postgraduate School - Two Trajectories”. “Targeted Support” is formulated as a zero alternative, the “Western Model” as a radical one. The scenario “One Postgraduate School - Two Trajectories” is considered as a prior alternative. Perhaps, the scenario will be able to solve the problem of postgraduate school in current conditions. This alternative suggests that the pedagogical (professional) degree is introduced in addition to the scientific degree in postgraduate school. Postgraduate school remains the level of higher education, but at the same time is divided into research branch and pedagogical one. Accordingly, two types of educational programs are required to be created. They should be oriented on different sets of competencies and give different results. This scenario is considered as a temporary measure. It will allow educational institutions of higher education not to lose postgraduate school as such, especially at those universities where programs of social and humanitarian branches are implemented. In addition, it will allow to individualize the educational trajectories of postgraduate students, because it takes into account the capabilities and the inclinations of postgraduate students. In conclusion, the author presents the practical recommendations that allow this scenario to be implemented.

TRENDS IN THE TRAINING OF IT SPECIALISTS: EXPERIENCE OF INTERUNIVERSITY COOPERATION

The active development of information technology determines the need to ensure the supply-demand balance of labour in the labour market. In modern conditions, it is necessary not only to increase the output of specialists with IT knowledge and skills, but also to orient all students, regardless of specialty, to receive other flexible digital skills. The main aim of the research study is to justify the need for the priority development of IT specialties and flexible digital skills in higher educational institutions, to identify its main trends at Polotsk State University, in the framework of cooperation with Rezekne Academy of Technologies, in particular. The research methodology is based on the principles of system analysis, formal logic and an interdisciplinary scientific approach. The novelty of the research is to generalize the unique experience of training specialists at the Faculty of Information Technology of Polotsk State University, based on the practical orientation of the learning process. In addition, the paper provides information characterizing the development trends of the IT sector in Belarus. The following recommendations are proposed: 1) the implementation of the principle of building up cross-functional skills by students at the first stage of higher education, and then this is a deep specialization of the workforce throughout life; 2) the use of creative educational technologies; 3) the creation of a web tool that implements the task of creating flexible digital skills among the population of older working age and children through training in the Republic of Latvia and the Republic of Belarus; 4) the implementation of joint educational programmes with a double diploma.

Training sessions for postgraduates to pass the English exam

Foreign language is a mandatory subject at all stages of higher education - from bachelors to doctoral studies. Knowledge of a foreign language at the present stage of development of science and technology is a very important skill for expanding the exchange of scientific ideas. It is impossible to conduct research in a single country without using world experience. Even with advanced technologies that no one else owns, scientists are forced to study the world’s experience in different fields of activity in order to develop them. Any sphere of human activity involves various developments, so all Sciences are interconnected. Training of young scientists in various fields of science is also based on communication. Without a language, both native and foreign, it is impossible to communicate and understand the subject of study. Reading scientific articles in a foreign language requires knowledge of language grammar and terminology, but as for scientists, this terminology should be narrowly focused. There can be no ambiguity or different interpretations. On the other hand, if we take English words as an example, most of them are polysemantic. Accordingly, it is necessary to operate with the meaning that is applicable in a specific area of use of the term.

Training highly qualified personnel for professional activities in the context of digital learning

The article actualizes the solution of the problem of highly qualified teaching staff “Researcher. Lecturer - researcher” in the system of continuing education to carry out professional activities in the conditions of the emerging digital educational environment and presents the main components of a multi-level system of training lecturers for professional activities in the conditions of digital education. In developed countries of Europe, graduates of the third stage of higher education, who are awarded the degree of doctor of philosophy (PhD) at the end of their studies, are the main players in the field of forming a “knowledge society”, which is distinguished by a departure from template solutions in various fields of activity.