Keyword: «professional competencies»

The article presents one of the aspects of mentoring in education. Educational activities in the procedural field of the future teacher plays an important role. A non-standard form of pedagogical mentoring is proposed – the participation of pedagogical university students in a social project. The implementation of the educational project contributes to the successful formation of professional competencies of teachers. The mentor helps them to unlock their potential, develop skills of independent search for solutions, and build value orientations.

The article examines the meaning of the concepts of “competence” and “competence” in the context of student learning. Different points of view on the interpretation of these concepts are given. The features of the formation of professional competencies among students of future educators are also highlighted.

This article describes the educational technologies used at the VII All-Russian Student Olympiad “Foresight Pedagogy 2024” and reveals the specifics of their application. Ideas for using this practice of organizing educational events at the school and higher education levels are proposed. The experience of the authors' participation in the Olympiad is described.

Advanced Engineering School (AES) is an innovative educational project that is implemented with the co-operation of Russian universities and industrial partners. Its main goal is to achieve technological sovereignty of Russia. The project is required on the one hand because of the requirements of the modern labour market, which needs specialists ready to be engaged in independent scientific and inventive activities, and on the other hand because of the peculiarities of the industrial sector functioning, which is interested in working on both domestic and foreign markets. The aim of this study is to analyse the conditions in which domestic advanced engineering schools are created, their main activities, and problems faced by teachers and students during educational activity. General scientific methods (inductive-deductive analysis, specification and generalization) and specific scientific methods (systematization and generalization of concepts, content-analysis) served as the methodological basis of the study. The scientific novelty of research consists in analyzing the prerequisites for the creation of the AES project, identifying the main directions of theoretical works of the active AESs. Using specific examples, the main results achieved in less than three years of implementing the federal project are examined, and the prospects for each of the schools considered in the work are studied. The results of the study include current requirements for the competences of a modern engineer, identified conditions for the implementation of the AES project; analysis of foreign experience in organizing additional education, in particular, tutoring technology, which can be used in domestic advanced engineering schools for motivation and personal orientation of young specialists. The theoretical significance of the study is in identifying problems in the development of advanced engineering schools, assessing the leading areas of AES activity, and the specifics of introducing project-based learning in training future engineers within the AES. The practical value of the study is in the analysis of the regulatory framework and practical experience of universities in creating AES, which can be applied by universities to develop their own engineering schools.

The article defines the areas of interaction between the Pedagogical Institute and the Center for Preschool Pedagogy of Vyatka State University. The experience of organizing interaction between the university and preschool educational institutions with the aim of developing professional competencies of teachers and practicing the acquired practical skills is considered.