The article aims to study the formation of the software engineering students' readiness for professional mobility in the educational and information environment of a technical university. The hypothesis of our research is the assumption that the formation of students' readiness for professional mobility depends on the following organisational and pedagogical conditions: 1) the development of students' positive intrinsic motivation for training and future professional activity using interactive methods and IT); 2) integration of the structure and content of foreign language with professional training by modelling professional activities through blended learning; 3) synergy of psychological and pedagogical process taking into account the components of the teacher's professional competence (a tutor, a moderator, a scientist, a designer, and a director). The pedagogical experiment was conducted at the National Aviation University and included three stages: preparatory, formative and final. In total, 158 students of I-V years of study majoring in software engineering took part in various stages of the experiment. 26 students made up an experimental group (EG), 24a control group (CG). The criteria and indicators for assessing the students' readiness for professional mobility and the methods of evaluation were determined. The results of the experiment have proven the proposed hypothesis. The indicators of the productive and creative levels of readiness by all the criteria considerably increased in the EG, while in the CG a slight positive dynamics can be seen. Promising directions for further research can be related to the development of an integrative ESP Moodle course for future software engineers.
Анотація. У статті проаналізовано потенціал соціально-особистісної та професійно спрямованої іншомовної підготовки у формуванні готовності до професійної мобільності майбутніх фахівців з інженерії програмного забезпечення. З'ясовано, що інтеграція змісту професійної та іншомовної підготовки, соціально-особистісна й професійно-технічна спрямованість вивчення іноземної мови сприяє творчій самореалізації особистості майбутнього фахівця з інженерії програмного забезпечення, активізації його внутрішніх резервів, розвитку індивідуальності та потенційних здібностей, професійної та іншомовної компетентності, що, у свою чергу, впливає на формування готовності до професійної мобільності. Ключові слова: готовність до професійної мобільності, фахівець з інженерії програмного забезпечення, соціальноособистісна та професійно спрямована іншомовна підготовка, Інтернет-ресурси, ІКТ, метод проектів. Socially personal and professionally oriented foreign language training as a factor of forming readiness for professional mobility of future software engineers L. H. Tereminko Abstract. The article analyzes the potential of socially personal and professionally oriented foreign language training in forming readiness for future software engineers' professional mobility. Integration of the content of professional and foreign language training, socially personal and professionally technological orientation of studying a foreign language proves to facilitate the creative selfrealization of the future software engineer, activate his internal reserves, develop individuality and potential abilities, professional and foreign competence, which, in turn, affects the formation of readiness for professional mobility.
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