Stages Of Professional Training Research Articles

Professional formation of college students at the stage of their pre-professional development

The subject of the study is the formation of components of professional formation (professional identity, motives of professional choice, ability to build time prospects) of college students at the stage of their pre-professional development. In the course of theoretical analysis it was determined that professional formation is a long, discrete segment of life, which is characterised by phases with alternating turning points at the milestone stages. The stage of pre-professional development includes two stages: the stage of preparation for professional choice and the stage of professional training. Among the most important indicators of successful process of professional development at the stage of pre-professional development are the formation of motivational sphere, awareness of professional choice, ability to plan and build time prospects. As a result of the study, it was revealed that in the group of students under study, the predominant identity is uncertain identity, indicating the unconsciousness of professional choice. Students build their professional future not considering their own interests and needs, but in order to avoid criticism and admonition of others. Students with a pronounced imposed identity easily relate to the events of the present and put hope in their future and the opportunities they define for themselves in it, but the prevailing motivation for planning their future in them is also external negative motivation. Students at the stage of "crisis of choice" evaluate the events that happened to them in the past as a positive experience, they perceive the events of the present objectively, thoughts and actions are aimed at building their professional future. The data obtained in the course of the study indicate the need to develop a system of psychological support of students' professional development, aimed at the formation of their active, subjective position in mastering the chosen profession.

Субъективная семантика представлений о творчестве у курсантов-психологов

Background. The necessity of studying perceptions of creativity in psychology cadets is conditioned by the fact that the “soft” skill of creativity is associated with the ability to go beyond the given conditions and to act effectively in uncertain situations, and also by the fact that the successful adaptation of a young specialist to work depends on whether his perceptions of his activity coincide with its real content. Objectives. The research is meant to identify the peculiarities of representations of creativity in psychology cadets at the adept stage. Study Participants. A total of 201 people (122 men and 79 women) participated in the study, including representatives of different professions: working professionals and trainees, students and cadets. The average age of the sample was 31 years. Methods. Psychosemantic methods were used in the study: group associative experiment and card sorting method. They allow to construct a subjective semantic space reflecting the peculiarities of perceptions of creativity. Results. As a result of the associative experiment, a list of 86 frequent words describing professional activity was obtained. Sorting of the obtained 86 words by cadet psychologists, psychology students, and psychologists of the scientific platoon revealed significant differences in the content and structure of representations of creativity. Comparison of the semantics of creativity in psychologists at the adept stage shows that university students have a more complex structure of representations in comparison with cadets, connected with the allocation of a separate cluster “hobby, interest, development” and at the same time similar in content to the representations of working psychologists on the proximity of “labor, work” with creativity. At the same time, the similarity of clusters in the description of creativity by students and cadets indicates that the ideas about it are laid down at the early stages of professional training. Conclusions. Reconstruction of subjective semantics of creativity by the method of semantic spaces in psychology cadets is a promising qualitative description method for specific characteristics of professional activity.

Psychological well-being and the value-semantic component of the systemogenesis of the professional development of a psychologist as a subject of labor at the stage of pre-professional development

The article presents data from an empirical study of psychological well-being and the value-semantic component of the systemogenesis of the professional formation of a psychologist as a subject of work at the stage of pre-professional development. The stage of pre-professional development of the subject of labor includes two stages: the stage of preparation for professional choice and the stage of professional training. In the article, the author examines the stage of professional training, which plays an important role in the formation of a psychologist as a professional. The introduction presents the concepts of psychological well-being and the value-semantic aspect of professional development of the individual that are central to the study. The empirical study involved 817 1st–4th year students of psychological and psychological-pedagogical fields studying at leading Russian universities. To study the connection between psychological well-being and the value-semantic component of the systemogenesis of professional development, the following methods were used: «Psychological Well-Being Scale» by K. Riff (adapted by T.D. Shevelenkova, P.P. Fesenko) includes the scales: «Positive Relationships», «Autonomy», «Environmental Management», «Personal Growth», «Goals in Life», «Self-Acceptance», «Psychological Well-Being» (generalized indicator), «Affect Balance» and «Core Beliefs Questionnaire» R. Janoff-Bulman (in adaptation by O. Kravtsova) allows you to analyze the results according to general categories of beliefs: «The favor of the world», «The meaningfulness of the world», «The value of one’s own self». The study of the relationship between these variables was carried out on the basis of the correlation analysis procedure, which was used in the version of Spearman's rank correlation. Based on the results obtained, it is concluded that the systemogenesis of the professional development of a psychologist at the stage of professional training assumes a relationship between psychological well-being and the value-semantic component. Psychological well-being contributes to the formation of positive values and meanings in professional activities, and the value-semantic component contributes to the achievement of psychological well-being.

Risk and subjective rationality as decision-making factors in the professional activity of Police Officers

The relevance of the study is conditioned by the lack of development of the problem of forming the decision- making ability at the stage of professional training and the need to improve the modern daily practice of future law enforcement officers to ensure the accuracy and timeliness of decisions made against the background of a constant increase in the volume and complexity of incoming information. The purpose of the study was to determine the conceptual basis for the influence of subjective rationality and risk readiness in the decision- making system in the professional activities of police officers. The paper uses the method of comparative and correlation analysis, and statistical analysis of primary data. According to the results of the study, significant correlations were established between rationality and risk factors in decision-making among police officers in groups with different levels of experience and professionalism. The current study focuses on intra-group variations in risk maximisation and the use of rational traits, particularly vigilance, procrastination, avoidance, and over-vigilance in decision-making. These psychological phenomena are explained by studying the main group of law enforcement officers (n=116), divided by the sample according to the criterion of experience in practice (n=59, n=57). A significant difference and psychological difference in the decision-making process component was found between groups with and without practical work experience in law enforcement. This provides an opportunity for further expansion and development in this area, defining the main approach to creating professional skills, forming the ability to make decisions in law enforcement officers without practical experience, and consolidating the basic skills of law enforcement officers with practical experience. The practical significance of the study lies in the prospect of developing psychocorrective programmes and trainings aimed at various employees of law enforcement agencies, depending on the practical experience gained and the area of activity. The research materials can be used in the process of optimising the educational process in professional institutions

Sexual differentiation as a determinant of the cognitive sphere of programmers in professional activity and at the stage of university training

Introduction. The relevance of the work is due to the rapid changes in the field of education associated with widespread digitalization. In this regard, the training of specialists whose activities are aimed at working with digital means is especially significant. The aim of the work was to study the problem of explaining the specifics of programmers’ activity according to the criterion of sexual differentiation, both at the stage of university training and at the stage of professionalization, which is relevant in theoretical and practical terms. Within its framework, a comprehensive study of the basic cognitive determinants of this activity at the level of their structural organization was carried out for the first time. Materials and methods of research. R. Amthauer's test was used to diagnose the main parameters of the cognitive subsystem, as well as to determine its overall potential. Methods of mathematical and statistical processing were also used (multivariate correlation analysis, the method of structural analysis of intercorrelation matrices, etc.) and methods based on the methodology of structural psychological analysis. The study involved 284 people (of which 178 students of specialized specialties of the Yaroslavl University named after P.G. Demidov, Yaroslavl and 106 IT specialists). The results of the study. For the first time, it was established that differences in the content of cognitive support for programmers’ activity between men and women take place mainly at the structural level of the organization of the cognitive subsystem of the psyche that is in terms of the content and structure of the organization of basic cognitive qualities. This is manifested in the qualitative heterogeneity of such structures according to the criterion of sexual differentiation. So the coherence index in men significantly exceeds that of women (ICSm=33 and 34 students and specialists, respectively, ICSf =21 and 29 students and specialists), All the revealed differences are found, first of all, at the stage of professional training, whereas in relation to the stage of the actual professional activity they become significantly less pronounced. Therefore, the differences themselves in the structural organization of the cognitive sphere and the specifics of their manifestations in the activity of programmers are more determined by the factors of sexual differentiation. Their role, however, becomes less pronounced with professionalization, and it is replaced by an increasing degree of activity determination proper. Conclusion. A number of new data have been obtained that reveal and explain the general pattern, which consists in the fact that differences in the cognitive support of programmers’ activity between men and women are determined mainly by structural features and patterns, that is, localized at the structural, and not at the analytical level of their organization. They consist in varying degrees of severity of integrative means and mechanisms in men and women. In turn, the implementation of these tools is based on the mechanism of generating system qualities and generating, as a result, new functionality of the integrated components: individual cognitive processes and qualities. Thus, there is an increase in the functional capabilities of their totality and the expansion of the overall functional resource of the cognitive subsystem, which is most important for the implementation of complex and cognitively saturated types of activity, especially programming.

Monitoring a cohort of trainees: changes over time and associations between health literacy, health behaviour and health

BackgroundFor many entrants, the initial stages of professional training are a challenge. Demands at work can lead to new physical and psychological stress, as well as new social requirements. These new requirements can influence the health behaviour and the state of health of young employees. In recent years, there have been many studies on health literacy (HL). HL represents resources and potentials that allow individuals to achieve improved control of their health and of factors that influence health. Thus, HL can influence both well-being and health. In the present study, the health of trainees in different branches (health and welfare services, office, sales, technology) is monitored over time ending in the period of the COVID-19 pandemic. Furthermore, the association between health literacy and health or health behaviour has been examined.MethodsIn 2017/18, a baseline survey (T0) was performed on trainees in various sectors (office, sales, teaching, nursing and social welfare, engineering, hairdressers), who had been contacted through vocational colleges in four federal states in north Germany. The trainees were surveyed again in the in the first year after training in 2021 (T3). Demographic data were collected, as well as information on health literacy (HLS-EU-16), health behaviour (physical exercise, nutrition, smoking and alcohol) and state of health (BMI, psychological well-being and subjective state of health). Recognition, satisfaction at work and thoughts of leaving the profession were surveyed with the Copenhagen Psychosocial Questionnaire (COPSOQ). Statistical analysis was performed with tests for paired samples and multivariate regression analysis in SPSS 26.Results129 data sets were evaluated, with a follow-up rate of 10.2%. 85% of the trainees were female. The mean age at follow-up was 25.6 years. 56% were employed in the health service or social welfare. 35% worked in the office, sales or engineering. At T3, 47% of the employees exhibited limited health literacy, 67% low levels of exercise and 30% risky alcohol use. 42% exhibited overweight and 42% poor psychological well-being. An association between health literacy (HL) and psychological well-being was only observed in cross-section (HL inadequate vs. HL adequate OR: 3.2 95% CI: 1.07–9.49, p = 0.037). The odds ratio relative to subjective state of health was also increased, although the association was not statistically significant (HL inadequate vs. HL adequate OR: 2.7 95% CI: 0.72–9.78, p = 0.143). In the sector for health service and social welfare, there was statistically significant deterioration over time in all COPSOQ variables (recognition, satisfaction at work, thoughts of leaving the profession).ConclusionsFor a group of trainees in the first year of work during the covid-19 epidemic, the present findings show that there is a need to prevent risky health behaviour, overweight and poor psychological well-being. Health literacy was shown to be a modifiable parameter, that apparently is associated in cross – but not in longitudinal section with the health of young employees. It would appear to be reasonable to modify developing health literacy in the setting of work and school.

Aproximaciones a la capacidad de autodesarrollo informativo del futuro profesor: Una mirada política del fenómeno

The purpose of the study was to develop a critical approach to the informative self-development capacity of the future teacher, from a political point of view. Methodologically, the authors of the research used models such as: the laws of dialectics, the principles of objectivity, determinism, development, systematicity and interaction, to reveal the dynamics of the pedagogical educational process, leading to the application of the concept of development of social maturity; identifying in the discursive process, its contradictions and the interrelations of quantitative and qualitative changes inherent in the development of personality, at the stage of professional training in an institution of higher education; also studying, for this purpose, the patterns of progress of the subjects of pedagogical education in the context of updating the informational culture of society. In the conclusions, the study showed that scientists associate the solution of the problems of informational self-development capacity, as a communicational phenomenon detached from politics, which is a mistake, since any process of self-development essentially implies an empowerment of the subject, with different implications in the relations of knowledge and power of which it is a part.

K.D. Ushinsky as a teacher and mentor of Russian national pedagogy (to the 200th anniversary of his birth)

Considering the analysis of the scientific research, the author turns to revealing and understanding the pedagogical heritage of the outstanding teacher and scientist Konstantin Dmitrievich Ushinsky in the field of scientific knowledge. The paper focuses on the conceptual ideas of K.D. Ushinsky, which present the main provisions of the education and upbringing of the younger generation, the stages of professional training of the future teacher, the popular image of the teacher. The importance of the teaching profession for modern society is emphasized. The author pays special attention to the popularization of the teaching profession, the recognition of the special status of teaching staff, including mentoring, which is of particular importance in the Year of the Teacher and Mentor. The practical significance of the study is in the integration of pedagogical science and practice in the context of the challenges of the 21st century as a construct for the implementation of modern educational practices in the innovative activities of a teacher, tutor, mentor, facilitator by organizing and holding the International Competition for Research and Creative Works of Students In the World of Wise Thoughts K.D. Ushinsky. The presented results of the study update the pedagogical heritage of K.D. Ushinsky in modern pedagogical science and practice and can be used as a tool to attract students to the teaching profession.

FORMATION OF POLYPROFESSIONAL MOBILITY OF FUTURE MANAGERS-ECONOMISTS IN THE CONDITIONS OF EUROINTEGRATION

The article deals with the problem of polyprofessional mobility of students of higher educational institutions of future managers in the conditions of European integration; the role of the mobility of modern specialists in the conditions of fast socio-economic conditions that are rapidly changing is shown; types of mobility (professional, social, academic, international) are considered. It is stated that the trends in the development of higher education in modern conditions necessitate the transition from "monoprofessional to polyprofessional training", which implies, first of all, the formation of readiness to destroy professional stereotypes, which will provide students with entry into very different professions and relevant social groups; the acquisition of such experience will allow, even at the stage of professional training, to develop the ability for professional activity in the conditions of socio-economic transformation. The definition of polyprofessional mobility of a future specialist is given as a personality quality that provides an internal mechanism for human development; human activity, determined by environment-changing events, the result of which is the self-realization of a person in the profession and life; the process of transformation by a person of himself and his professional and living environment; on the basis of a competent approach, the components of polyprofessional mobility were determined through the development of certain competencies, socio-communicative, educational, general scientific, value-semantic general cultural competencies, which ensures the readiness of future specialists for socially approved productive activities and contributes to the awareness of the need for continuous self-education, constant motivation for learning throughout life, defining the values necessary to live in a complex democratic society, mastering a high level of pedagogical culture.

MODEL OF FORMATION OF ECONOMIC COMPETENCES OF SPECIALISTS IN TECHNICAL SPECIALTIES IN THE CONDITIONS OF EUROPEAN INTEGRATION

The quality of education is an important condition for the competitiveness of the economy, it determines the political, scientific and socio-economic direction of the state's development. Global processes of integration significantly change the requirements for the training of educational specialists for professional development. The modern human resources system should be focused on the training of highly qualified specialists who are able to think strategically and are ready to work in complex modern conditions. It was established the internationalization of all spheres of social life requires the integration of educational process.An important prerequisite for the creation of a single European educational space is the provision of commonwealth and cooperation, as well as the preservation of one's own ethnic and cultural diversity. It was established that the rapid development of scientific and technical progress and new forms of organization of production put forward new requirements for the training of specialists in technical specialties. An innovative vector of development based on the integration of education and science at all levels has been determined. The importance of forming a basic level of economic competence among specialists in technical specialties is emphasized.The ability and skills to achieve an effective solution of professional tasks, taking into account economic factors, by a specialist in a technical specialty are highlighted. The educational space of a competitive specialist has been formed. An important point in the training of a technical specialist of the European model is the integration of his personal qualities with the assimilation of the disciplines of professional and practical training and relevant economic competenciesOn the basis of the conducted research, modeling of the process of formation of the system of economic competence of technical specialists was carried out, taking into account the requirements of the highly competitive labor market and in the context of the European vector of modernization of modern educational process. It was determined that the developed model covers all stages of professional training of specialists, ensuring the achievement of the set goal: the formation of a system of economic competence among specialists in technical specialties, which will be manifested in their readiness and ability to solve professional technical tasks with their qualified economic justification.

Развитие организационной самостоятельности студентов в образовательной среде высшей духовной школы

The article raises the actual problem of the formation of the educational environment of the theological school, which goes beyond the historically established framework of the dogmatic environment and is understood as a dogmatic and creative vector of the formation of the environment, which ensures the development of personality traits of seminary students, which include organizational independence as a manifestation of their activity. The article states that this vector makes it possible to understand spiritual education as an integrated polyfunctional concept, in which quality is ensured by the synthesis of dogmatic and creative vectors of development (according to V. A. Yasvin).Materials and methods. Based on the experience of a qualitative and substantive examination of the educational environment of the Penza Orthodox Theological Seminary, the conditions and opportunities for developing the ability to self-organize, increasing independence and responsibility in the learning process in a higher theological educational organization are revealed. The features of the adaptation of students of the zero and first years of study to the dogmatic and creative educational environment are described. The results of assessing the ability to self-organization of students of theological seminary studying in the field of study 48.03.01 "Theology" (undergraduate level), obtained using the questionnaire E. Yu. Mandrikova, are presented.Results. The article presents the experience of forming the educational environment of the theological school and describes the organizational and pedagogical conditions that contribute to self-organization at the stage of professional training of theologians. The results obtained indicate that the organizational independence of students is formed with a different view of the personality, which means that it allows building other learning strategies in a reasonable combination of strict rules of the dogmatic environment and elements of the creative environment with the possibility of building an individual development trajectory.Findings. It is concluded that the educational environment of the theological school should be aimed at helping students develop a high coefficient of organizational independence in a balanced combination of dogmatic and creative educational environments.

Teaching Russian to foreign master’s students of non-humanitarian profile in modern educational conditions

The relevance of the study is due to the lack of a methodological concept and training program for foreigners entering the Russian magistracy after completing bachelor's degree in their home country. As a rule, these students are not well-trained in Russian. This negatively influences the formation of their professional and communicative skills and abilities necessary for mastering the subject competence in the university. The aim of the study is to propose a methodology of professional language education of foreign non-humanitarian undergraduates in the conditions of linguistic educational situation with reduced teaching time, weak general language preparation of students and/or lack of understanding of the language of the specialty. The authors used the methods of direct and indirect observation of teaching and communicative activity of undergraduates while studying the teaching material according to the proposed methodology, accompanied with the analysis, fixation, description and generalization of accompanying changes, as well as the analysis of students’ communicative needs and mistakes. The research is based on practice of teaching scientific speech to non-philological first-year bachelor and master foreign students of the Academy of Engineering, Institute of Environmental Engineering, Faculty of Science of RUDN University, and also conducting entrance, intermediate and final tests. As a result of the research, the teaching program with the system of text and lexical-grammatical tasks for both classroom and independent work adapted for the students, was developed. The given technology allows to form and improve not only linguistic but also cognitive and metacognitive skills of undergraduates, extending possibilities of self-education, abilities to take independent decisions. It seems promising to use the obtained results to create a full-fledged textbook on scientific speech not only for undergraduates, but also for PhD students who have completed the previous stage of professional training in their home country.

Stimulating Reflections on This Issue

Back to table of contents Next article EditorialFull AccessStimulating Reflections on This IssueDanielle W. Lowe, M.D., Ph.D.Danielle W. LoweSearch for more papers by this author, M.D., Ph.D.Published Online:1 Mar 2023https://doi.org/10.1176/appi.ajp-rj.2023.180301AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail Sometimes a natural theme occurs in an issue of the American Journal of Psychiatry Residents’ Journal (AJP-RJ), and it would be remiss not to reflect on these articles as a group. The issue starts with a literature review of repetitive transcranial magnetic stimulation (rTMS) as a treatment for anorexia nervosa by Jae H. Kim, B.S., and colleagues (1). Although the efficacy data are limited in both number of trials and length of follow up, the possibility of integrating rTMS into a larger multidisciplinary treatment program to help reduce maladaptive processes in the frontolimbic system is appealing. This review is followed by two History of Psychiatry articles that explore the development and science of rTMS. Dallas Hamlin, M.D., and John Garman, M.D., review the roots of neurostimulation by intertwining the discoveries of electricity and magnetism within the field of psychiatry (2). Alexander Levit, M.D., Ph.D., builds on this foundation, discussing some of the technical details of current and emerging protocols (3). Together, these articles help integrate the reader’s understanding of the fundamentals and potential future directions of rTMS, and I hope you enjoy reading them, as I have.It is also exciting that this issue of the AJP-RJ is being released just a few days before the conclusion of our third virtual residency and fellowship match cycles. I encourage you to read Chris Wang, M.D., and colleagues’ discussion of the limitations and benefits of a virtual match from the perspective of having both types of interviews at different stages of professional training (4). Continued dialogue about how to balance equity and affordability while having a meaningful interview experience is critical. We know even less about the effects of the virtual match on well-being and burnout throughout training. Trainee burnout is not a new topic, and the Accreditation Council for Graduate Medical Education common program requirements include the assessment of and support for well-being (5, 6). However, with only two classes of virtually matched trainees matriculated to date, the longer-term effects of virtual interviews on program satisfaction and burnout are yet to be fully realized. How do virtual interviews contribute to the sense of lack of control during training? What effects did in-person interview dinners and applicant interactions have on trainees in the program? What additional burdens do virtual interviews have on trainees? The authors concluded that a curated group of trainees and faculty could provide enough information about an institution and community’s culture for the interviewee’s match list—but how virtual interviews change the larger residency and fellowship experience remains relatively unknown.Dr. Lowe is a fifth-year child and adolescent psychiatry fellow at the University of North Carolina, Chapel Hill. She is also an American Psychiatric Association Foundation Child and Adolescent Psychiatry fellow (2021–2023) and editor-in-chief of the American Journal of Psychiatry Residents’ Journal (2022–2023).

ИНФОРМАЦИОННО-СЕТЕВАЯ СОЦИАЛИЗАЦИЯ НА ЭТАПЕ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ СПЕЦИАЛИСТОВ ДЛЯ СУДЕБНОЙ СИСТЕМЫ В КОНТЕКСТЕ СОВРЕМЕННОГО РАЗВИТИЯ ОБЩЕСТВА

The problem of professional training of specialists for the judicial system is topical in the context of transition to the information-network stage of society development. The relevance of the stated topic is caused by: (1) the need to prepare convergent specialists for the judicial system, capable of competently addressing professional tasks in the context of information and communication society development; (2) the necessity to find the best ways of professional training for the judicial system in the context of the formation of new social subjectivity, contributing both to changes in the existing socialization institutions and the generation of its new forms, in particular the information-network socialization. The purpose of the study is to determine the current understanding of information-network socialization and justify the relevance of its formation and sustainable development at the stage of professional training of specialists for the judicial system in the context of the modern development of society. Materials and methods. The set purpose necessitated the use of the principles of dialectical logic and systematic approach to the study. In the context of these methods application: (1) the concept of “socialization” is supplemented by the author’s vision in the context of modern development of society and interdisciplinarity; (2) the evolution of the concept of “information-network socialization” is traced; (3) the preconditions for the origin of the information-network socialization with regard to the role of convergent technologies, including at the stage of future specialists training in all areas of life activities, such as in the judicial context is revealed;(4) the term “Homo Reticulum” is introduced, naming a new kind of modern man, formed in the society of the XXI century; (5) the authors' definition of the concept of “information-network socialization” with regard to the modern realities of society development is proposed; (6) the concept of development of professional training for the judicial system by pedagogical conditions of effectiveness of information-network socialization of future professionals is supplemented. The significance of the study is determined by the fact that the results obtained clarify the scientific interpretation of the studied concepts and contribute to the improvement of higher education pedagogy and theory of information socialization in the context of the transition to the information-network stage of society development.

Цифровая компетенция как один из компонентов профессиональной подготовки инспектора ПДН

Today, many researchers note the trend of digitalization, which represents the introduction of innovative technologies in all spheres of public life, while law enforcement is no exception. An absolute novelty of the current time has become the need for the interaction of the PDN inspector with the digital space, which is justified primarily by the increase in the activity of minors in the information space. In modern realities, the PDN inspector must be competent in matters of the digital space, moreover, the digital competence of an employee can help improve the efficiency of professional activities in general. The article substantiates the importance of the formation of digital competence in the PDN inspector, as one of the components of professional training. The subject of the study is digital competence as an integral element of the professional activity of a PDN inspector. 
 The purpose of the study is to substantiate the importance of the digital competence of the PD inspector, to determine the components of digital competence, as well as to identify the main components of the formation of digital competence. 
 Based on the results of the study, it was revealed that the formation of digital competence even at the stage of professional training of a PDN inspector allows a specialist to rationally interact with innovative products and apply digital technologies in the process of performing job duties, thus increasing the efficiency and effectiveness of professional activities in general.

Current trends in the development of pedagogical systems of ukraine in the conditions of digitalization of society

The purpose of the work is to analyse the current trends in the development of domestic pedagogical systems in the context of digitalization of society.
 The research methodology consists in the use of methods of scientific analysis, pedagogical positions on the issues of digitalization of education, implementation of systemic and integrative approaches.
 The scientific novelty consists in highlighting the main trends of the prospective pedagogical system. The main trends include: humanization and humanitarianization; national orientation; openness; science; continuity; digitalization. An analysis of each trend is presented and their role in the development of education is determined. It has been established that the digitalization of education creates prerequisites for the wide implementation of psychological and pedagogical developments in pedagogical practice, which allow to intensify the educational process, implement learning ideas, including within the framework of new models.
 Conclusions. Summarizing the analysis of the main trends and features of pedagogical systems at the current stage, it is very important to take into account the orientation of global educational processes. This is primarily an orientation to the individual, development of creative potential; openness of education as a condition of professional flexibility, mobility of a specialist, his ability to self-education and professional self-development; the need for interconnection and coordination of various stages of professional training, retraining and advanced training. Therefore, in order to modernize the pedagogical system of Ukraine, the national traditions and prospects of the country should be determined, taking into account the current trends in the development of digital technologies and the experience of foreign education systems.

ИНФОРМАЦИОННЫЕ ТЕХНОЛОГИИ В ПОДГОТОВКЕ СТУДЕНТОВ ТЕХНИЧЕСКИХ ВУЗОВ К ИНЖИНИРИНГОВОЙ ДЕЯТЕЛЬНОСТИ ПО СОЗДАНИЮ НАУКОЕМКИХ ТЕХНИЧЕСКИХ ОБЪЕКТОВ

The article presents the scientific results of the research carried out by the authors on the problem of teaching students of technical universities to create/develop intellectual property objects. Objects of intellectual property, unlike other types of property, have an intangible basis, are created on the basis of the latest knowledge of world science and technology. The main resource for creating objects/products of intellectual property are engineering and reengineering developments of scientists, engineering specialists and inventors to create science-intensive and high-tech technical, including transport objects of new generations, competitive on the world market and recognized as official state patents by departments in the aggregate of their distinctive properties from analogues and prototypes by objects of intellectual property. According to the Patent Law of the Russian Federation, objects of intellectual property are: objects of copyright, typology of integrated circuits, objects of industrial property and know-how. In turn, the industrial property cluster includes: technology patents, inventions, devices, utility model patents, industrial design patents, trademark certificates, computer programs and computer databases. It is extremely important that intellectual property as a commodity has its own value in the market of intellectual services and is an object of intangible assets of an enterprise/company. Authors-developers and enterprises/firms/corporations and the state as a whole are interested in creating intellectual property objects, since it makes a large contribution to the gross domestic product. Since it is impossible to teach how to create objects of intellectual property in a short time, the process of forming such a specialist must begin at the stage of professional training at a university.

Residency is a fundamental stage of professional training of an otorhinolaryngologist

To analyze the results of the assessment of the quality of training in the residency of the Sverzhevky Research Clinical Institute of Otorhinolaryngology according to the survey of residents. The study includes the results of an anonymous questionnaire survey of a sample group of residents of the residency of the Sverzhevky Research Clinical Institute of Otorhinolaryngology of the second year of study. The data obtained allow us to judge the satisfaction with the quality of training of the absolute majority of the interviewed residents, their active use of specialized electronic search engines, a high assessment of the level of lectures, the desire to improve their surgical training. The importance for the professional development of residents of participation in weekly scientific and clinical conferences of the Sverzhevky Research Clinical Institute of Otorhinolaryngology, meetings of the Moscow Scientific Society of Otorhinolaryngologists, traditional annual scientific and practical conferences of otorhinolaryngologists of Moscow, as well as in the activities of the Youth Council of the Institute is noted. The results of the survey create prerequisites for improving the educational process, the formation of professional competencies and readiness for independent work among residents.

Conflict Competence of Pharmacy Students

Conflict competence is an integral component of the professional competence of pharmacists and an important characteristic of them as specialists. However, nowadays an insufficient attention is paid to the study of the pharmacists’ conflict competence specifics, and the developed general recommendations for the prevention and regulation of conflict situations do not always take into account the specific conditions that have developed in the pharmaceutical market. The aim of the work is to study the specifics of conflict competence of pharmaceutical students at the stage of professional training in order to develop recommendations for its development. In the empirical study, it was found that the most pronounced personality trait of the tested pharmaceutical students is "Conscientiousness", they are characterized by high motivation and persistence in their attitude to goals and actions. The level of readiness for negotiations and conflict resolution, as well as the level of empathy, is average in the majority of respondents. Pharmacy students, unlike psychology students, have a lower degree of extroversion, empathy for children, for characters in works of art, and for strangers or unfamiliar people, and in a conflict situation, they often resort to compromise. With the help of correlation analysis, the relationship between personality traits and behavior strategies in conflict was revealed. Subjects with the personality trait "Friendliness" in a conflict situation choose the adaptation strategy and avoid rivalry, with the personality trait "Conscientiousness" in the conflict choose the response strategy "Compromise". Ways to optimize the development of conflict competence at the stage of professional training are revealed.

The Possibility of Including “Inverted” Educational Resources in the Professional Training of Future Teachers of Mathematics and Computer Science

Purpose of research. The purpose of the paper is to describe the possibilities of including tasks for the design, development, use and experimental evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science for the development of their subject-methodical readiness. The formation and development of subject-methodical readiness is the main goal of professional training of future lecturers at a pedagogical university. The process of creating “inverted” educational resources requires from their author quite serious subject and methodological training. Potentially, the inclusion of tasks for the design, development, expertise, practical use and evaluation of “inverted” educational resources in the professional training of future teachers of mathematics and computer science can create conditions conducive to the formation of competencies of future teachers to create a comprehensive educational process in a digital environment. Since, on the one hand, in such didactic means, the educational content should be presented systematized and structured, have logic and hierarchical connections. On the other hand, the problematic issues included in the resources should reflect specific subject educational results in accordance with a given taxonomic model in the curriculum.Materials and methods. Based on the analysis of theoretical and methodological sources, the article substantiates the relevance of the problem of finding new ways and means of implementing additional subject training in mathematics and computer science for both schoolchildren and future teachers in the context of digitalization of education. The analysis of examples of “inverted” educational resources, which are the results of the implementation of project tasks by undergraduate students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev, is presented. Through theoretical and methodological substantiation, the main possibilities of including tasks for working with such resources at different stages of professional training of future teachers of mathematics and computer science at a pedagogical university are synthesized.Results. In this study, the problems related to the possibility of including “inverted” educational resources as digital didactic tools in the training programs of future teachers of mathematics and computer science were updated. The authors’ position on the issue of the purpose of such teaching tools in the context of the digitalization of education is presented and substantiated. Examples of the results of the implementation of project tasks by senior students during the 2021-2022 academic year were demonstrated. The key didactic and information technology features, possible tools for creating “inverted” educational resources are given. The definition of the subject-methodical readiness of the future teacher of mathematics and computer science as an essential component of professional readiness is concretized. The possibilities of strengthening subject-methodical training by including tasks for work with “inverted” educational resources are described: analytical – in junior courses when mastering disciplines related to the use of digital technologies in education; project – in the middle courses when mastering methodological disciplines; experimental and expert - in the senior courses when passing industrial (pedagogical) practice and mastering the final disciplines of the professional educational program of higher pedagogical education.Conclusion. On a final note, the results and conclusions obtained in the paper are summarized; the key positions of the authors on the inclusion of “inverted” educational resources in the professional training of future teachers of mathematics and computer science are given. The materials of the article may be of interest to lecturers of pedagogical universities who train future teachers, representatives of schools cooperating with organizations of higher pedagogical education, researchers in the field of digitalization and digital transformation of education.