The problem of the formation of professional competencies of specialists in economic security is
caused not only by new technologies, but also by the transformation of existing spheres of professional
activity. Russian universities provide training economists in the field of Economic Security in the
lack of a corresponding professional standards set officially approved by the Ministry of Labor of the
Russian Federation. Thus it updates the search for evidence-based practices that allow formation of
majors’ professional competencies based on corresponding job functions, occupational profile and
adequately responding to the labor market demand. To solve it, a theoretical justification is given
and an algorithm for the formation of professional competencies.
The aim of the study – is to justify the link between theory and practice for implementing
a competency-based approach to training economic security professionals by developing an
algorithm formation of professional competencies in unity with the sequence of determining
indicators of their achievement based on the consistency of the provisions with the requirements
of the labor market.
The methodology and methods of the study are based on the application of the following general
scientific and special research technique: gathering of empirical data, comparison, abstraction,
specification, analogy.
Research results provides a short summary of recommendations for ensuring the effectiveness
of the indicators of professional competencies formation during university tenure based on the
experiential learning and theory opportunities for students in the field of economic security to apply
the needed knowledge and skills set they gain.
A model has been developed for the formation of professional competencies of an economic security
specialist, which provides universities with tools to determine the necessary knowledge, skills and
abilities in the field of professional activity, which can be diagnosed using appropriate indicators.
Keyword(s) : professional competence
The psychological model of the specialist-defectologist’s readiness for professional and acmeological development
In this study the author proceeds from the assumptions that the professional competence of a specialist
who works with people with disabilities is based on psychological readiness as an integral
personal quality of professional assisting people’s professions that are directly related to the willingness
of a subject of professional activity to professional acmeological development. However
the specialist-defectologist must, firstly, have a psychological readiness to work in the absence of
ready-made algorithms to provide assistance; secondly, to be able to predict in conditions of a deficit
of information because of the high degree of differentiation in the psychophysical development of
persons with disabilities; thirdly, constantly accumulate observations and use the increased volume
of information with the aim of its optimal adaptation and development as the main criterion for the
effectiveness of the correctional-pedagogical process.
Thus, the defectologists, listeners of advanced training courses, were taken as an experimental group
of this empirical research as a group of specialists who decided to develop additional educational
space.
The study was conducted with psychodiagnostic tools: valid and reliable questionnaires, a computer
program for statistical processing of SPSS data. Interpretation of the data was carried out according
to their compliance with N (0.1) and a high level of reliability: p≤0.001*** and p≤0.01**.
As the result within the framework of the psychological model of readiness, the potential factors for
expanding the zone of professional competence of the defectologist were determined: “self-respect”,
“adaptability” and a system-forming indicator with high factor load (from the block of motivational
personal characteristics of psychological readiness) – “motivation to achieve success”.
Formation of professional competence of the future Teacher of Music
Against the background of the current globalization process, technocratic development of society, it is particularly important to prepare future teachers of musical art training to the professional activities fo-cused on the development of the spiritual, high moral standards and multicultural personality. The changes involve the development of new requirements for the specialist training that makes it necessary to adjust all the structural components of the educational process. The relevance of the work is the need to improve the effectiveness of music education, aimed at training teachers to creatively become active person that is capable of professional musical activity in the contemporary socio-cultural environment. The search for new approaches contributes to maximum interaction of musical arts and teacher education, provide a harmonious combination of general and professional (music-theoretical and performance) preparation, intensifies personal-professional development of the teacher. Formation of professional competence of future specialist as a result of the activity of musical-pedagogical education system is an important problem of modern pedagogical science and practice, and affects not only the content but also the forms, methods, means of training and reflection teaching. This article discusses the characteristics of professional competencies; analyzes existing approaches to the definition of this concept, as the unity of practical and theoretical readiness of the person to the profession; structured the professional competence of the future teacher of music, including personal, metasubject, subject, professional communication and information competence; we have determined the optimal conditions for the training of specialists in the area of musical art to professional activity, such as the axiological concept of education of personality, the use of metasubject relations, the implementation of a permanent reflection of own activities, designing the pedagogical process; the creation of cultural and educational environment, the use of modern information technologies in the educational training of the future professionals.
Developing a model of professional training in the Discipline “Teacher education” at the Federal University
The topic of the article is relevant due to to the fact that there is a meaningful inquiry into the organization of teaching process at the Federal University in the discipline major- “Teacher Education”. The au-thors developed the educational standard of additional vocational training program in “Teacher Educa-tion”.
We offer the model of the organization of teacher education in the framework of professional train-ing, which is a project aimed at solving the problem of providing a new format of establishing and maintaining the training program for trainees, to focus on the competences specified in the federal state educational standard (GEF).
The purpose of the article is to describe the developed model of professional training, based on the implementation of the new structural and functional model of teacher training at the Federal University in the conditions of modern education.
The leading method to the study of this problem is the modeling method, we consider this issue as an integrative model of teacher training, which is based on flexible bachelors curricula of classical training areas (physics, chemistry, biology, etc.) and provides the opportunity to change for pedagogical training profiles after the third or fourth year of study or after graduating from the University.
The model assumes the implementation of different trajectories (tracks) to “enter” teacher education through the organization of training under the program of professional retraining. The structure of the organization of different trajectories (tracks) of the retraining is propounded. We developed and proposed the model of organization of psychological monitoring and support of teacher training for discussion within professional training program.
Тhus, one of the possibilities to continue the construction of a new model of Teacher Education is to include it in the KFU Strategic Academic unit (SAE) “Teacher of the XXI century”. The area of teacher education transformation allows “in the framework of classical university, the development and imple-mentation of several models of teacher education organizations” (Tayurskii, 2016). One of these models is the model of the additional professional education (retraining) in the major of Teacher Education.
The bases of the model described are the following principles (Novik, 2015):
– Negotiation of dominance of normative over subjective;
– Change of orientation from decision making to solving problems;
– Negotiation of dominance of analysis towards the composition of solutions;
– Negotiation of dominance of “subject-object” orientation in teaching.
The term “learning outcomes” was proposed in order to determine exactly what a student should achieve, in terms of “forms of education” and “diagnostic procedure” which refers to the way he achieves this and the way he is able to demonstrate his achievements.
On the formation of professional pedagogical competence of teachers (gender aspects)
The relevance of the problem is determined by the modern criteria of evaluation of the professional activity of a pedagogue. The aim of the article is to reveal the peculiarities of professional teacher-training competence of a pedagogue due to the gender-based aspect. The leading approach to the study of this problem is the competency-based approach and the gender-based ap-proach. The article may be useful for teachers, teaching methodology experts, scientists and executives of educational establish-ments.
Optimization of didactic units of educational material in development of professional competence of future radio engineers
The professional competence of an expert is characterized by the ability to assess their activities, to keep track of newly available information, to form new competencies and improve the already developed to use them, taking advantages of modern technology.
The analysis of radio engineering practice shows that the existing pedagogical conditions are not sufficient to form and de-velop the identified competencies that imposes the need to identify and justify additional or improving existing teaching conditions.
The purpose of the article is a theoretical justification and experimental verification of the effectiveness of logical optimiza-tion of didactic units of the content of the lecture and laboratory teaching material in the formation and development of profession-al competencies of future radio engineers.
The leading method when the logical structuring of didactic units in the content of educational material is simulation method which allows to consider the problem as a holistic and task-oriented process of formation and development of the student’s specif-ic professional competencies in radio engineering.
The article is illustrated by a model of logically structured content of training material based on the integration of the system, activity and competence approaches. Didactically tried-and-true on the basis of these approaches, the process of formation and development of professional skills of the future radio engineers in the context of decision-making in the unity of instrumental and substantial levels is required for both a potential production manager and the particular performer.
The algorithm for gradual formation and development in educational and cognitive activity of the professional competencies was developed and tested and the adaptive learning environment, in which the conditions for their assimilation has been created, was proposed. The materials of the article can be also useful for other engineering specialties.