The relevance of the problem is determined by the general trends of pre-university education in the Russian Federation and the need to ensure the professional self-identification of school students in social and pedagogical professions, the creation of a network of psychological and pedagogical classes, which makes it essential to assess the teachers’ readiness to implement the ideas of pre-professional pedagogical training of school students. The purpose of the article is to develop and describe the level indicators for a teacher of pre-professional pedagogical training of school students. As the leading approach to the problem evaluation, a systemic approach was used, which made it possible to study the professional competence of a teacher within the context of the complex pre-professional training system. We have studied the professional competence of the teacher at the metasystemic level (following Belkina and Tsirulnikova’s classification, in which the subsystemic (intrapersonal) level, infrasystemic level (educational institutions), systemic level (social institutions) and metasystemic level (social and cultural pedagogical space) are distinguished in the system of pre-professional pedagogical training of school students). We regard teacher’s professional competence as a causal superstructure of universal pedagogical competencies acquired by students of psychological and pedagogical classes. As a result, the structure of the competence of the teacher of pre-professional pedagogical training of school students has been defined, competence levels have been identified, indicators for each level have been developed and described. The proposed materials fill to a certain extent the gaps existing in scientific studies in regards to the content and indicators of the competence of the teacher (trainer) of pre-professional pedagogical training; they may be applied in further scientific and methodological development of diagnostic tools and training programs for teachers of pre-professional education.
Keyword(s) : competence
Competence of the Modern Educator: In Search of Finding Values (Brazilian case)
The idea of competence is widely discussed in education, accompanied by fierce controversy, when it is strictly associated with work training and, therefore, is criticized. This process of seeking solutions to problems reveals someone’s competence. In light of this, the competence of modern educators should deserve to be treated with more attention than a research topic. It is crucial because teacher competence is fundamental to developing student competence which should be the school’s priority function. Having as a premise the controversies that involve the concept of competence, the relevance of developing competence in a humanistic perception, and also the centrality of the Attitude dimension (values) in education, we set out to reflect on how teacher competence influences the development of the student’s competence. The methodology involved was bibliographic research. The results indicate that the association of the competence concept with the corporate world and the lack of a clear and shared definition of competence need to be overcome to favor that it could be developed.
Teacher Professional Development and Media Education in a Virtual Learning Environment
The digital and media environment has brought new challenges that demand the development of specific skills to face them. Teachers are aware of the importance of using technology and social networks in educating new generation. However, they do not feel prepared to provide media education. The issue of education in values still receives less attention than necessary. The aim of the study is: to develop a Teacher Professional Development (TPD) program that allows participants to be better prepared to work with media education, focused on the Ideology and Values dimension. Research methods: to develop the TPD in the LMS it will be necessary: 1st. definition of educational objectives related to media education, focused on the Ideology and Values dimension; 2nd. To carry out a survey of media products that can promote reflection, analysis, synthesis and discussion that will be transformed into Digital Learning Object-DLO, instructional components that can be reused in different contexts and accessed through the Internet; 3rd. selection of didactic strategies, using the DLO, to be developed to reach the objective. Conclusions and recommendations: The design of the TPD program, in the LMS, with a playful perspective and active participation of teachers, enables the organization of classes and activities online using various resources in the form of a learning object.
Telehealth Communication Strategies of Medical Students in the Context of the COVID-19 Pandemic
Telehealth in the context of the spread of COVID-19 requires doctors to use a new set of communicative skills in medical practice: good diction, the ability to conduct interviews with a patient, active listening skills, summing up, empathy, acting techniques.
The aim of the study is to theoretically substantiate and experimentally test the effectiveness of telehealth communication strategies of medical students in the context of the COVID-19 pandemic. The leading methods of the study: Test “Assessment of communicative skills” by Karelin (2011); Yusupov’s Ability to Empathy Test (Ilyin, 2011); Online simulators “Development of Communication Competencies of a Doctor” (Kamalova & Gaifullina, 2022).
We have proven that a patient-centered approach is an effective communication strategy. We developed a special course “Communicative competence of future doctors” for medical students majoring in “Medical business”. Online simulators have been developed to assess the medical students’ use of a patient-centered approach to communication with patients, posted on the Online Test Pad platform. The results of the study can be used in the professional training of medical students majoring in “Medical care”.
A Competency-based Approach to Environmental Education: Learning About “Radioecology”
The research objective was to develop a new approach and methodology for the discipline
of “Radioecology.” This ensures that the education is practice-orientated, with the possibility
of distance and independent learning, skills improvement, and the development of interdisciplinary
relationships. The research methods used a theoretical and methodological analysis of scientific and
educational literature, logical and semantic modeling of the learning content, design, theoretical
analysis and synthesis. The research achieved a new curriculum for “Radioecology,” the creation and
implementation of a theoretical course and the development of the practical part of the discipline.
This was differentiated by difficulty levels and aimed at solving specific situational problems. The
work proposed the creative component of the practical part in the form of individual tasks requiring
the learner to resolve a specific production problem situation. It also created a laboratory workshop
with the development of modern scientific methods a textbook on radioecology and an electronic
version of the methodological support of the discipline, facilitating independent training and
making distance learning possible.
The Development of Digital Competencies and Digital Literacy in the 21st Century: A Survey of Studies
The development of digital competencies and digital literacy in the 21st century is one of the most
urgent in the theory and practice of modern education. The need for an understanding of the analysis
of scientific knowledge on this issue is confirmed by the high demand for digital competencies of
specialists in the labor market. The paper organizes and presents publication trends in the field of
human digital abilities, with an emphasis on in-depth study of topics in higher education. Reviews
and analytical work were carried out using the Web of Science, Google Scholar, RSCI (eLibrary).
The analysis was based on the 120 most cited publications for the period from 2000 to 2020 and this
article provides a final overview of 55 articles. The results are presented in visual-graphic form. In
particular, the concepts related to digital abilities used in scientific everyday life are presented in the
form of a pyramid of concepts: from the basic concept of ‘digital skills’ to the broadest meaning of
the concept of ‘digital literacy.’ The word cloud reflects the most frequently used words in scientific
works describing human abilities in the digital sphere. The article presents a graphical visualization
of the factors influencing the formation and development of digital literacy and digital competencies
of university students. The results obtained will be of interest to researchers of digital literacy
and digital competencies, teachers, and university leaders in the implementation of educational
programs.
Diagnostics of Student Teachers’ Pedagogical Thinking Based on a Competence Approach
In the didactics of higher education, the issue of professional thinking development (so-called
pedagogical thinking) for students majoring in pedagogics remains insufficiently studied. At the
same time, pedagogical thinking, and the methods of its development and diagnostics can provide
clear guidelines for teaching individualization and correction mechanisms. These methods should
focus on fostering the professional qualities for future teachers.
The purpose of the article is to describe the proprietary technology for diagnosing the level of students’
pedagogical thinking – future preschool teachers – using the group expert assessment method.
Research methods and techniques. The study was carried out through a competency-based approach,
which coordinates the competence-oriented goals of future teachers’ professional training with the
level of their pedagogical thinking. The method of the group expert assessment was used to justify
the structure, content, and students’ pedagogical thinking levels. We involved qualified university
instructors and pre-school teachers as experts.
Findings. We determined the basic structure of pedagogical thinking and its development levels for
these students. This helped to define the choice of teaching aids and targeted assistance to students
within individual educational pathways. The article shows the interrelation of components and
interdependence of the pedagogical thinking for students with the structural components of the
professional and pedagogical competence for a bachelor degree student.
The novelty of the research. The authors propose a methodology for diagnosing the development
level of students’ pedagogical thinking which is coordinated with the competence-oriented goals
of their professional training. The federal-state educational standard of higher education and the
Professional standard “Teacher (pedagogical activity in the field of preschool, primary, basic and
secondary education)” determines the content of these goals.
Practical significance. The findings of the research can be applied by administrative authorities and
university instructors for planning individual educational pathways of undergraduate students, as
well as of post-graduate students studying the current issues of preschool education.
A Competency-based Approach to Environmental Education: Learning About “Radioecology”
The research objective was to develop a new approach and methodology for the discipline of “Radioecology.” This ensures that the education is practice-orientated, with the possibility of distance and independent learning, skills improvement, and the development of interdisciplinary relationships. The research methods used a theoretical and methodological analysis of scientific and educational literature, logical and semantic modeling of the learning content, design, theoretical analysis and synthesis. The research achieved a new curriculum for “Radioecology,” the creation and implementation of a theoretical course and the development of the practical part of the discipline. This was differentiated by difficulty levels and aimed at solving specific situational problems. The work proposed the creative component of the practical part in the form of individual tasks requiring the learner to resolve a specific production problem situation. It also created a laboratory workshop with the development of modern scientific methods a textbook on radioecology and an electronic version of the methodological support of the discipline, facilitating independent training and making distance learning possible.
Competence-based Approach in Vocational Education and Training: Systematic Review of the Russian Literature
The article is devoted to analysis of the Russian literature related to the implementation of the competence-based approach in vocational education and training (VET). The objective of the study is to systematize existing publications on this issue and to formulate an agenda for future research. The paper presents a systematic literature review: a uniform description of a sample of publications from the most influential Russian journals for the period 2005-2019 within a pre-defined category system. Moreover, the research includes an in-depth study based on content analysis that reveals how different aspects of the competency-based approach are currently elaborated in the literature. The results include some basic conceptual features of the construct that underlies the competence- based approach in Russia. It summarizes the data on the conceptual and terminological apparatus used in the discussion on competency-based vocational education. The paper also presents the data on the dominant research methods and the target audience of the articles in the sample. The most important result of the study is an evidence of deficiencies in research that support the introduction and adaptation of competence-based approach in the Russian VET. In particular, there are practically no judgments, which indicate that researchers understand or delve into changes in assessment of educational outcomes that are reformulated in terms of competences.
The practical use of the results will fill the gaps in scientific support for the implementation of the competency-based approach in the Russian VET. The article will be useful for representatives of the research community, pedagogical and managerial personnel of vocational schools as well as for decision-makers in the field of VET policy.
Using technology to prepare graduates for careers in hospitality and tourism
The relevance of the problem at issue in the article is due to the need to develop multifunctional
competence of future managers of hotel and touristic system: these managers face tough competition
for jobs, have to know modern information and communication tools, hotel and tourism business,
that is, have multifunctional competences. However, universities still do not have a single integrative
(interdisciplinary) basis for training such specialists, there is no package of training information
and technical means, strategies and technologies of training, sound organizational and pedagogical
conditions.
The purpose of the study: basing on the analysis of organizational and pedagogical conditions for
training specialists for professional activities in the sphere of hotel service and tourism to determine
the content, structure, features for developing multifunctional competence of future specialists.
The research methodology is based on the concept of key competence. This methodology involves
systematization, classification of significant (key, resultant, autonomous, etc.) problems; developing
on this basis the matrix of significant problems and defining the overall strategy, technology
management process of professional development.
The novelty of the research is that the matrix of significant problems of master’s training of future
specialists for working in the sphere of hotel service and tourism has been developed; strategies and
technologies for developing their multifunctional competence have been defined.
The results of the study are implemented in the form of content, structure and organizational and
pedagogical conditions for the preparation of future specialists to work in the sphere of hotel and
tourism services.
An integrative binary lesson as an example of innovative educational technologies in a higher education
This article describes the findings of a theoretical analysis of scientific literature on binary lessons –
a form of team-teaching in which two teachers present differing perspectives in the form of a dialogue
between two viewpoints and contrasting viewpoints. It examines the potential for this innovative
educational technology, in a competence approach. The analysis shows that Russian and foreign
studies classify binary lessons into problem binary lesson, interdisciplinary project binary lesson,
and active binary lesson. There are some difficulties with the definition of the concept of the binary
technology, which the authors tested in 2014-2016. The article suggests the term «integrative binary
lesson» as a psychological and pedagogical technology, that includes a systematic and consistent application
of interdisciplinary complex of educational classes, realized in active form.
Strategic guidelines for increasing the professionalism of lecturers in higher educational institutions
The article examines the problem of establishing a modern higher education institution as a lifelong
learning institution by forming a creative and flexible educational environment in which the individual
profile of the trainees is fully disclosed. It follow the guidelines in two key documents: The
National Lifelong Learning Strategy (2014-2020) and the Strategy for the Development of Higher
Education in the Republic of Bulgaria (2014-2020). The search for adequate solutions to this problem
highlights the need to constantly increase the professionalism of the teachers in higher schools.
This is primarily achieved through the formation and development of their pedagogical and andragogical
culture, as a guarantee of the high quality of the education process.
Issues of interaction of the components of the student teacher vocational and legal competence
Student teachers need to study the basics and further development of the legal competence as dictated
by the requirements of the teacher’s professional standard. The article deals with the interpretation
of the term “professional and legal competence” and its components: in particular, cognitive-
legal, motivational-legal, social-legal, special-legal, reflexive-legal. Project training provided
the means to form a professional legal competence. It was implemented as a step-by-step complex,
systemic and personality-oriented process. The research demonstrated the correlation between the
components of professional and legal competence in the first year of study. A correlation constellation
of the components of the graduate course was compiled using the data from the students’
implementation of the project activity.
Duolingo e-learning platform as means to intensify foreign language teaching at technical universities
Abstract
The article examines the use of Duolingo foreign languages e-learning platform as a resource to
intensify teaching foreign languages at engineering universities. The reduction of guided training
hours, allocated for the teaching of foreign languages at technical universities, and the uneven level
of students’ language proficiency has created an urgent problem. To solve this problem, we proposed
a program that combined modular learning technology, didactic units consolidation, a point-rating
system, a thesaurus and competence approach. For the compilation of the modular program was
based on the Federal State Educational Standard of Higher Education of the Third Generation
(FSES) for the program “Civil Engineering” (FSES code: 08.03.01). The competencies, formed within
this modular program are also considered. The research indicated that the average level of foreign
language proficiency in the experimental sample significantly increased, while in the control sample,
the resulting change was within the range of statistical error.
The model of a future teacher’s risk-recognizing competency formation in the process of preparation for innovative educational activities
The next generation of teachers will need to engage in innovative activities that carry risk! There is insufficient development of the theoretical, methodological and procedural aspects of secondary school teacher education, so that they are ready to innovate. The research reported here led to a model for developing the competence of student teachers to recognise risk when preparing for educational innovation. The model combines cognitive with practical activities, using interrelated targets, procedures and effective components. Simulation was used to help students to make and take responsibility for innovation. The article identifies the characteristics of the model and justifies the conceptual provisions. The aim is to improve the efficiency of processes for developing risk awareness in teacher education, and help them apply their knowledge, skills and experience to prevent and reduce risk in educational innovation.
Pedagogical speech studies in professional training of students: technology, methods, means of practice-based learning
The article is concerned with the problem of use of Speech Studies in the process of professional training of students. The relevance of the chosen topic is determined by the fact that the extent of prior research in the context of a practice-oriented professional training of future teachers is not fully devel-oped. The purpose of the study is to identify and classify the major components of Speech Studies on the basis of the functional analysis of knowledge-resource potential of multifunctional professional activity of a teacher. These major components can be regarded as characteristic values of renewal of professional content and process aspect of teaching. The main technologies of the research are: the technology of professional and pedagogical Speech Studies, the technology of acquiring the types of speech activity with the proper speech making rules, the technology of use of multilevel and multidirectional Speech Studies components that contribute to the implementation of spiritual and moral consolidating potential of humanitarian disciplines in educational institutions.
In addition, we used the technology of aspect-integrated learning; self-motivation, technologies of personality-oriented communication, etc. The article reflects the results of this work, during which stu-dents acquired necessary and sufficient competences, which can be considered as indicators of mastery of professional communicative competence in general. The article can be useful for practical professional activity of teachers of higher educational establishments and secondary school teachers.
Creative Eco-Educational Activities in the Process of Teacher Training in Natural-Geographical Disciplines
The purpose of the article is generalization of creative ecological and pedagogical activity on the example of the creative Union of the group of rural small schools – the institutions of professional development for teachers of natural-geographical disciplines. Education for sustainable development requires the learning experience of the creative activity of the teacher key competences, formation of which is considered on the example of an ecological path in rural school. The conceptual study was based on the development of the corporate culture of teachers within the same team, solving problems dissociation of subject learning and skills, synthesis of knowledge to form a unified scientific picture of the world, the formation of a continuous ecological education. International research on the state of biosphere; the UN Conference on environment show that the solution of global environmental problems must begin from the local level. Years of experience on the given problem allows to generalize the theory, the hierarchy (in our case the institutions of secondary, higher and postgraduate education) in the framework of the theoretical concept of creative pedagogical system. The problem of education for sustainable development requires enrichment of experience of creative activity of teacher of natural-geographical disciplines core competencies. The inclusion of ecology in the structure and content of Russian school education is not resolved. It is important to develop methods of ecological education in the system of qualification improvement and professional retraining of teachers included in the system of continuous environmental education. The study is based on the interest in knowledge existing in the subject and related fields; the study of the theoretical and methodological bases of ecological and pedagogical knowledge; knowledge of analytical and evaluative methods pedagogical work; knowledge of basic psychological and pedagogical patterns of education and training and the ability to apply them. Reviewed historical and pedagogical preconditions of the development of environmental education in the teachings of the great teachers, educators and educational systems; systemic-structural analysis the content of environmental education; interaction of educational institutions with the use of ecological paths; pedagogical conditions of enhancing the quality of environmental education for school age children; organization of interaction of students with nature as a condition of environmental education; the structure of competencies of teachers of natural-geographical disciplines; the implementation of succession in educational and extracurricular activities in secondary and postprofessional educational institutions; the problem of scientific generalization of the rural environment as a pedagogical conditions of formation of ecological culture of schoolchildren; the development of research exercises and skills in the process of implementation of environmental-oriented works on the ecological path, the rationalization of instructional time and the mastery of applied knowledge, practical skills and skills for optimizing the impact on the natural and transformed environment. We share the point of view of L. V. Popova that creative activity at professional environmental education is planned research work, based on the complex of subjects studied and focused on learning new knowledge. Activity-organizational competence of a teacher appeared on the stage of creation of the ecological path: the observance of the organizationalmethodical requirements to the path, legal behavior of participants, emotional richness and the information capacity of the route, development of communicative culture, targeting of the path. Design- methodical competence of the teacher was considered from a conceptual point of view, the universality and the interdisciplinarity of environmental problems; resolution of problems of dissociation of subject learning, the possibility of formation of universal, generalized knowledge and skills with the aim of forming a unified scientific picture of the world, translation of the learning mode from passive to interactive. Design-methodical competence of a teacher on organizing the educational process in “natural” Cabinet required developing new forms of content and spatial reorganization of the educational process. In the overall hierarchy of the considered competences of the teacher design and research competences are cumulative, presenting the development of the corporate culture of teachers within the same team, trying to destroy the traditional isolation of teachers, the ability to cooperate in addressing their vocational and educational tasks to a high enough level of problems. The study in the advanced training program for teachers of natural-geographical disciplines included a special course “Methods of creating and using the author’s program”. We identified the barriers to the use of ecological path in the educational process and the conditions for proper formation and functioning of creative ecological-pedagogical activity with the use of ecological path.
Research competence: basic characteristics of the concept
Depending on what the concept is put into the base (competence, research activities), there are two approaches to the defi-nition of “research competence”; based on the main provisions of system-dynamic theory, the author proves the structure of the research activities competence, including a sequence of four interrelated components (indicative, creative, conversion, control); the basic properties (flexibility, multifunctionality, multidimensionality, preclusiveness, innovation) and identifies major features (methodological, developing, axiological, cultural) research competence.