The most characteristic feature of modern society is changing in all spheres of life, which today drive science, economy, industry, and culture and affect the development of the information and educational space. The focus of the education system on the assimilation of knowledge, which was traditional and justified before, no longer corresponds to the current social order; it is determined by the objective need of society for a new person capable of independent, responsible, creative actions, an intellectual person, with critical thinking, liberated from dogmas, living in a complex. The fulfilment of these tasks requires a significant improvement in the quality of professional training of future specialists, based on the application of the philosophical aspects of human existence and development in the context of the formation of their professional competence and involves the development of personal qualities and creative abilities, the ability to independently acquire new knowledge and solve problems, and navigate in the life of society. Taking this into account, the article discusses in detail the main components of professional competence and provides the most effective ways to improve it.
The main purpose of the study is to characterize and analyze the characteristics of the creative and innovative potential of students and future education managers. The preparation of future education managers for professional development and creative activity in educational institutions is an urgent issue of higher education. Along with scientific qualifications in the activities of education managers, the professional component is becoming increasingly important, which needs constant updating, replenishment and improvement of psychological, pedagogical, managerial knowledge, skills and abilities, personal qualities, development of abilities and creative potential. In this regard, it is important to study the activities of the education manager and, on this basis, determine the requirements for the system of his professional training. As a result of the study, the features of the creative and innovative potential of students and future education managers were identified.
Background. The article investigates the educational potential of visual arts for teaching English dialogue to high school students. The analysis of literature indicates the importance of using visual arts in teaching dialogue to secondary school students as it enables increasing the motivation of students to communicate, creates favourable conditions for creativity, and also reduces anxiety in the classroom. Purpose. Numerous studies have examined the educational potential of visual arts for teaching foreign languages, but no research has been found which give insight into the impact of visual arts on teaching spoken dialogue to high schoolers. Therefore, the goal of this paper is to study the effectiveness of using painting in an English classroom for enhancing dialogic communication. Methodology. The methodology of the research rests on the experimental instruction of the 10th-graders (n=42) which was carried out in three stages. In the first stage, the survey was conducted in order to identify the difficulties that students face while doing tasks on the development of English dialogic speech. The second stage of the experimental research was the instruction in English targeted at the development of dialogic speaking skills in students using works of art. In the third stage of the experiment, the results were analyzed and the conclusions of the research were formulated. Results and discussion. The analysis of the surveyed difficulties faced by the students in the process of instruction indicates that 59.5% of the respondents feel anxiety because of fear to make a mistake, 42.9% of the students have difficulties because of limited vocabulary, 35.7% of the schoolers are passive in class for fear of receiving a poor mark, and 35.7% of the respondents feel shy to speak up. The survey made after the experimental instruction showed that 99% of students exercised positive emotions in the classroom; 88% of the students found it interesting to communicate with each other while discussing fine arts and 70% of the respondents did not feel anxious when it was necessary to participate in the dialogue. The obtained data confirm the effectiveness of using visual arts for teaching spoken dialogue to secondary school students.
The current state of economic and social development requires from a professional the ability not only to operate with a certain set of professional knowledge obtained in higher education, but also the formed creative opportunities, the ability to self-realization in further independent activity. Therefore, higher education institutions face an important problem of developing the creative potential of youth, which in turn involves the organization of the educational process taking into account the psychological patterns of development of the entire system of personal qualities in student age. Therefore, the problem of identifying the degree of formation of the creative and innovative potential of future managers and checking the effectiveness of the psychological and pedagogical conditions for their acquisition of professional competencies in this direction in the educational process is urgent. Taking this into account, the main purpose of the study is to find new ways to develop and stimulate the innovative and creative potential of future education managers. For this, the methods of theoretical analysis were used. As a result of the research, the basic principles of development and stimulation of the innovative and creative potential of future education managers were generalized and systematized.
The main purpose of the study is to conduct pedagogical diagnosis of the levels of professional competence of future managers according to metacognitive skills. The process of forming a specialist of a qualitatively new level is significantly constrained by the existing gap between the achievements of science and education, therefore, the coefficient of useful use of scientific discoveries and new technologies is sharply reduced, basic knowledge is ousted from the content of educational processes by applied knowledge. The present sets before the society the tasks of training physical culture teachers who mastered not only a high level of professional training. As a result, a pedagogical diagnosis of the levels of professional competence of future managers according to metacognitive skills was conducted.
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