Keyword: «abilities»

The article presents a number of personal and professional characteristics of a teacher work-ing in the conditions of digital transformation of education.

The article considers the features of the formation of the educational and professional competence of cadets of a military aviation university in the aspect of the characteristics of the dependence of its formation on the abilities of cadets. The degrees of the ratio of academic performance and the efforts of cadets to achieve it are characterized, the factors that can distort the picture of the manifestation of abilities are determined. The main tasks of professional development of future navigators in the military aviation university are defined.

This article discusses the basic concepts and ideas of the competency-based approach, its relationship with other educational paradigms. Represented in higher education. It is shown that this approach to education appeared not so long ago and over the past period not only has not lost its relevance, but its relevance has reached a qualitatively new level. In the educational paradigm, the goals and planned learning outcomes were formulated in the form of knowledge, abilities and skills (KAS). However, in reality, teachers and methodologists for decades have focused on the transfer of knowledge rather than its application in practice. The importance of the ability to solve a variety of problems and tasks, many of which do not have ready-made solutions, is growing. It is believed that a competency-based approach can solve this problem.

The article is devoted to the pedagogical experience of creating conditions for the development of mentoring in vocational educational institutions of the Ryazan region, in particular the medical college. Teachers of foreign languages at the Ryazan Medical College believe that young specialists experience difficulties and discomfort at the initial stage of employment, in relationships with colleagues and students, therefore it is necessary to create favorable conditions for the adaptation of young teachers. Mastering a specialty is a fairly long process that involves the development of professional competencies and the formation of professionally significant qualities.

Teaching a foreign language in any educational institution is a complex, diverse system of knowledge transfer and the formation of linguistic skills. The authors consider the methodology of teaching a foreign language in special (correctional) educational institutions. The article provides an example of the specifics of teaching a foreign language at a Ryazan school for blind children, and provides reasons for the specifics of working with children with disabilities.