Keyword: «supervisor»

The article discusses issues related to the methodology of the course project and the organization of its management

In the context of dynamic changes in education, technology, and society, modern teachers are required to be flexible and ready for continuous development, updating knowledge, skills, and competences. However, in order to meet these requirements, teachers often need professional support and assistance that a supervisor can provide. As a professional, the supervisor solves a number of tasks: helping the teacher to clearly determine the goals and priorities of the work; to realize all aspects of the problem and his/her own role in solving it; to control emotions; to develop a positive attitude towards professional activity, willingness to take responsibility for its results. The aim of the article is to identify the potential of supervision in the context of ensuring continuous professional development of a teacher. The research used general scientific theoretical methods (analysis, synthesis, comparison and generalization of scientific information), and conducted experimental work on the introduction of supervision in educational institutions in Yevpatoria, Republic of Crimea. The research resulted in understanding that supervision in education is based on such areas of work as professional counseling, creation of psychologically comfortable conditions for subjects of professional activity, organization of productive social intergroup and intragroup interaction, diagnostics and resolution of professional conflicts, prevention of professional burnout and correction of professional errors, assistance in the development and self-development of an educational organization and individual employees. The theoretical significance and novelty of the research lies in identifying the specifics of the implementation of these areas in the context of pedagogical practice. The practical significance of the article lies in the experimental study of the supervision influence on the professional development of teachers. The results of the research can be used to develop and implement effective supervision in educational institutions, to ensure continuous professional and pedagogical education.

The educational process aimed at acquiring general cultural and professional competences of a future specialist today includes several types of activity, including research. Research work makes it possible to deepen the process of training a future professional, including creative areas of training, but requires special approaches to organization. The aim of the study is to find the most effective ways to increase motivation for research work among students of secondary vocational education institutions in the specialty "Design (by industry)". As part of the literature review, a number of publications are provided that consider the issues of organizing research work in universities and colleges. It was found that this experience of work reveals the professional and creative potential of students and helps them to solve problems in a more innovative way, using new approaches. To understand the current situation and the opinions of students, we conducted a survey in the form of a questionnaire. During the survey, four groups were identified, depending on their involvement in the work under study: from active participants (10%) to those who completely ignore it (40%). The majority (57%) of all survey participants noted gaining new knowledge and experience as the main motive for participating in scientific activities, 36% of respondents hope to improve their academic performance with the help of scientific research activities, 26% of college students are inspired to conduct research, write projects and scientific articles by the desire to prove themselves and demonstrate initiative. It is significant that the desire to receive a reward or prize with the help of science took only fourth place in the system of motives for young people. The main obstacle (73%) to participating in scientific research activities is insufficient free time. The most popular function of a scientific supervisor as a professional mentor was identified by the survey participants as the control function. Preferred forms and formats of participation were identified, including teamwork (70%) and participation in specialized competitions (56%). The results of the study will be directly applied to the development of scientific research work in the college under study with the possibility of subsequent extrapolation to other educational institutions. In the future, the tested practical actions may be included in the list of theoretical foundations of professional pedagogy.