Keyword: «professional competences»

Innovation and evolution are necessary for a man, a nation and humanity to survive and progress. Innovations in education are particularly important as education plays a crucial role in creating a sustainable future. Educational innovations should be considered as an instrument of necessary and positive changes. The purpose of this work is to acquaint readers with the successful experience of the educators of Bauman Moscow State Technical University on the introduction of innovative educational technologies by designing a new generation multimedia course book "English in the digital age" for engineering students. The article is based on the review and analysis of domestic and foreign literature, and authors' research. The authors describe the method of designing a multimedia course book for students of technical universities, offer an analysis of the results after the testing of the course book and come to the conclusion that the use of interactive teaching methods while creating a multimedia course book helped to obtain high-quality results of teaching English, redistributed types of educational activities in the classroom and students’ autonomous work. One of the most important conclusions of the study is that innovations stimulate saving time for training students and increase the efficiency of training. The practical use of the work consists in practical recommendations in creating a basis for innovations in English language learning, in improvement of their efficiency, especially by means of ICT and multimedia learning tools. The originality of the article consists in the comprehensive classification of innovations, new arguments for the innovative technologies efficiency, with the application of innovative educational technologies in the field of vocational education.

The relevance of the study is due to the discrepancy between the traditional criteria and their indicators for assessing the conformity of professional competences levels of bachelors in the field of environmental protection at the University with the requirements of professional standards. The analysis of psychological and pedagogical literature shows that the authors ambiguously interpret the concepts of “criterion” and “indicator”, some of them do not differentiate their meanings. The questions of criteria and indicators selection for determining the formation of professional competences among students of various areas of training were examined in sufficient detail in scientific studies, but their discussion for bachelors in the field of environmental protection at the university was not adequately reflected. In connection with the updating of federal state educational standards of higher education, there is also a need to specify and justify the criteria and their indicators, which allow to identify the levels of formation of professional competences among bachelors in the field of environmental protection at the university. The purpose of the article is to determine the criteria for the formation of professional competences of bachelors in the field of environmental protection at the university. To solve the research problems, the authors used methods of analysis of psychological and pedagogical works, pedagogical modeling and design; the study and generalization of pedagogical experience made it possible to identify the criteria for the formation of professional competences of bachelors in the field of environmental protection at the university, to determine the configuration of their indicators, structural components and levels of formation. It has been found out that the criteria for the formation of professional competences of bachelors in the field of environmental protection are considered as a set of objective indicators representing a qualitative characteristic of its condition, through which it is possible to identify its features and evaluate the formation of structural components in the process of environmental protection activity. The identified criteria and the proposed diagnostic tools allow us to determine the level of formation of the structural components of professional competences in the educational process at the university, as well as to identify promising areas of work that will increase the efficiency of the process of forming professional competences for bachelors in the field of environmental protection at the university, and in the system of continuing education for experts in the field of environmental safety.

The article examines aspects of transition to implementation of a new professional educational program in accordance to FSES 3++

The relevance of the research is due to the need to develop the modern content of higher professional education of teaching staff, taking into account the practice-centered principle. Specialists working with families with children should have appropriate professional knowledge and skills related to the ability and readiness to provide pedagogical and psychological support to children and their families with risks of desocialization and maladaptation, as well as those in need of social services. The main reason for the emergence of such a need is usually associated with a violation of the process of personal social development, which is due to the improper implementation of the leading activity, personal losses, violation of attachment, parental alienation. The article presents the characteristics of the results of domestic and foreign studies of social development and social learning models: a model of human development (child, adult), a model of psychological and pedagogical work with a loss, attachment theory, theory of social learning. The purpose of the article is to theoretically and empirically substantiate the significance of the content core of the «Model of social development and social learning» in the main educational program in the training area 44.03.02 “Psychological and pedagogical education” and specialization profile «Family education». Analyzing the problem of studying models of social development and social learning in the content of the main educational programs of higher pedagogical education, we relied on the following scientific approaches in our study: personal, socio-cultural, salutogenic and competence-based. The main results of the study are related to the characteristics of the main educational program in the training area 44.03.02 “Psychological and pedagogical education” and specialization profile «Family education» in the context of the content core of the «Model of social development and social learning». The theoretical significance of the research lies in the fact that the results can be used in the development of the content of the main educational programs at the bachelor's (master's) level for the professional training of specialists working with socially vulnerable categories in the social sphere. Practical significance - the solution of the scientific problem to develop the content of higher professional education of teaching staff through the substantiation and introduction of modern practice-oriented content of the basic educational program for training specialists in the social sphere at the level of bachelor's degree studies. The article presents the characteristics of the experience of implementing the basic educational program for the bachelor's degree level, training area 44.03.02 - psychological and pedagogical education, «Family education» profile at the Institute of Pedagogy and Psychology of the Moscow State Pedagogical University.

The rapidly developing information society imposes special requirements on graduates of secondary vocational education. The necessary qualities and abilities corresponding to the modern stage of life are reflected in the federal state standards of both secondary general education and state standards for the profession. The requirements are set for personal, subject, meta-subject results, as well as for general and professional competences. The importance of the formation of meta-subject results and general competences of students of secondary vocational education is increasing, since this process and the means for its implementation have been studied extremely poorly. In this regard, the problem of the formation of meta-subject results and general competences of students of secondary vocational education is actualized. The main means of solving this problem is characterized ‒ tasks with multicomponent drawings that have educational potential and can be applied to the formation of both meta-subject and general competences in the professional training of students of a multidisciplinary technical school. A structural and functional model of the application of the meta–subject potential of tasks with multicomponent drawings in the professional training of students of a multidisciplinary technical school is constructed by means of pedagogical modeling. The purpose of the article is to characterize the components of the model of the application of the meta–subject potential of tasks with multicomponent drawings in the professional training of students of a multidisciplinary technical school. The article substantiates methodological approaches to research: meta–subject, competence–based, personal activity-oriented and cognitive-visual ones. The principles of personal and professional self-determination, universality, reflexivity, interdisciplinarity, integrativity, variability are defined within the framework of the selected approaches. The objective, theoretical and methodological, structural and technological, substantive and evaluative–effective components of the model based on the use of tasks with multicomponent drawings in the professional training of students of a multidisciplinary technical school are characterized. In addition, the core of the model is clearly presented in the form of the formation of meta-subject (personal, regulatory, communicative, cognitive) results and general competences that allow us to reach the level of a highly qualified specialist through appropriate universal learning actions, while using the learning tool we are studying. The significance of this model in the form of a social order and the direct purposefulness of the model itself is formulated in the target component. The theoretical and methodological component reveals the approaches, principles and concepts necessary to disclose the content of this problem. The structural and technological component reveals the technical, technological and structural elements. The content component helps to identify the elements and didactic functions of the meta-subject potential of tasks with multicomponent drawings. The evaluative-effective component contains assessment tools that allow us to monitor the dynamics of the formation of meta-subject educational results and general competences of students of a multidisciplinary technical school through the use of tasks with multicomponent drawings. The theoretical significance of the study lies in the substantiation of the components of the structural and functional model of the application of the meta–subject potential of tasks with multicomponent drawings in the professional training of students of a multidisciplinary technical school. The practical significance of the study lies in the possibility of applying the developed structural and functional model in the educational organization of the secondary vocational education system.