The technology of mentoring and the possibilities of its implementation in the process of professional development of future specialists are considered. The functions of mentors (advisory, socio-pedagogical, spiritual) and criteria of mentoring (democratic, social orientation, originality, research, dialogue, leadership, cooperation) were analyzed. Assertiveness, fascination, attraction of the mentor's personality, spiritual constants, and moral and ethical maxims of behavior are considered. The task of the mentor is written. The factors that influence the effectiveness of mentoring and the characteristic features of the mentors' style are singled out. To increase the effectiveness of pedagogical mentoring, the need for principles is substantiated. The types of mentoring (religious, based, industrial, professional) are given. The importance of a remote form of support for young professionals - telementoring - is shown, which is necessary with the rapid development of Internet communications.
Professional self-determination of the individual is a complex and lengthy process of finding and realizing yourself in the profession. The main goal of professional self-determination is clarified. The basic concepts of readiness for professional self-determination of future specialists in the modern information society are revealed. The following approaches to the consideration of the concept of readiness are defined: functional-psychological, personal, activity-based. Based on the components of readiness identified by the researchers, it can be assumed that the structure of professional self-determination of the future specialist contains motivational, cognitive and activity components. Self-determination is defined as a multidimensional process that can be considered from different points of view: as a series of tasks, that society sets for the emerging individual, and which the individual must solve in a certain period. As a process of step-by-step decision-making, with the help of which the individual forms a balance between his desires and inclinations, on the one hand, and the needs of society, on the other; as a process of forming an individual lifestyle, part of which is professional activity. A number of tasks of professional self-determination of a future specialist in the information society are formulated.
It is shown that in a globalized world, where the principles of sustainable development are maintained, the main factor has become the ability to increase the value of goods and work for the success of the company. It is stated that such transformations
The prerequisites for the emergence of clipness are clarified: acceleration of the pace of life, development, implementation, spread of ICT, constant growth of requirements for the relevance and speed of receiving, use, storage, assimilation and disposal of information, diversification and increase of multidimensionality, virtuality and access to information, multitasking, commercialization of mass media, activation of communication in social networks, etc. An analysis of the definitions of “clip” and “blip” was conducted and it was proposed to consider them as synonyms. The negative (loss of desire to learn new things; fragmentation, inconsistency of thinking style and way of life; inconsistency and inadequacy in decision-making; reduced reflection; susceptibility to manipulation and influences; reduced ability to analyze and synthesize; anti-intellectualism and plagiarism; mass ignorance of young people and the phenomenon of proud enthusiasm by one’s own ignorance; absolute conviction of one’s rightness; “virtual drug addiction” and Internet addiction; lack of rational principles and clear logic, haste in conclusions, formation of mosaicism, and fragmentation of perception and impressions; violation and denial of any rules and norms; language minimalism, etc.) and positive (develops creative abilities; contributes to the formation of the body’s protective reaction to information overload; is one of the forms of human-information relations; gives dynamism to the epistemological component of human activity and opens up new perspectives for it; enables multifaceted, multivariate, multidimensionality, multitasking, etc., causes an ambiguity of approaches, gives rise to an informationally adapted personality; replenishes the language with new words and expressions; promotes mobility and sociability, expands freedom of choice, independence of a person, etc.) features of clipness. It is noted that ICT addiction leads to depression, suicide, sleep disorders, and cyberbullying. The iGen has been found to: feel unhappy, lonely, not growing up, not dating, less sexually active, not driving, not working, etc. The “clip” type of consciousness and thinking is analyzed compared to the norm, anomie and genius. It is emphasized that for modern society, “clipness” is the norm and a manifestation of genius, because Learners (Students) and Teachers are interested in constant changes, quickly react to the demands of the labor market, as well as development and implementation of innovations when information prevails.
The article examines the peculiarities of training specialists through the use of innovative approaches. The article shows the methodological concept of purposeful formation of competitive specialists in the process of professional training, which represents the main innovative approaches to the study of the problem of training specialists. The purpose of the research is revealed, in which the peculiarities of the training of specialists using innovative approaches are revealed. Two types of these approaches to high-quality training of specialists are identified. The innovative approach in education is considered through the use of the proposed model and through the ability to design and model the programmed educational process in a higher education institution with the mandatory application of various innovative approaches. The authors highlight the main components of educational innovation in the article. Prospective directions of educational innovation are highlighted. The necessity of applying innovative approaches in the system of education of future specialists is proven and the need for active assimilation of educational information is shown, the development of key competencies, professional growth and ensuring the competitiveness of future specialists on the labor market in the modern world are proven. The main innovative technologies in education, which have recently been introduced into the practice of higher education, are considered.
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