The research is aimed at designing a professional development course where special emphasis is laid upon teacher preparation for international project activities. A poll has been conducted to find out whether technical university teachers are inclined to using project-based learning (PJBL) in the classroom. It shows that in reality most of them don’t have a holistic view of the approach. They mention the lack of a methodological base, language skills and ICT practice to integrate innovative techniques into their teaching. It becomes obvious that there is a need to rethink the design of teacher preparation to cultivate educators who are able to demonstrate PJBL practices and be effective in preparing students for the project-based world. To better understand the ways of orienting teachers toward the project-based approach a set of teacher competencies has been specified. It comprises motivation, personal qualities and models of behavior that help an educator make the transition to new methods of teaching, methodological knowledge, XXI century skills (critical thinking, creativity, collaboration, communication, problem-solving, decision making), transnational communicative competencies (linguistic, rhetoric, cultural, media). These components serve as a basis for the professional development course content. As a result, it is proposed to include three major units for training: PJBL Methodology; Professional English and Intercultural Communication; Information and Communication Technologies.
The world is changing at an increasing pace. We are living in a time of dramatic transformations such as globalization with its impact on economic competitiveness and social cohesion, international mobility, new occupations and careers, advances in technology and its use. Such processes affected the higher education of many countries, including Russia, and created the concept of global education. Nowadays our students have the opportunity and challenge of living and working in such a diverse and rapidly changing world. Thus, renewing the educational concept of universities is becoming relevant. In this article, the authors consider definitions and dimensions of global competence as an essential component of training young specialists as well as 21st century learning in the context of global competence. The authors present how global competence is defined as the combination of the four dimensions and how each dimension builds on specific knowledge, skills, attitudes and values: Also, the paper considers the ways of renewing higher education in Russia and points of growth.
The paper presents the results of the experimental work on development of student-pre-service teachers readiness to organize school students moral self-education. The author describes the variations that took place in cognitive, motivational-axiological and activity components of pre-service teachers readiness to organize moral self-education of school-students. A cognitive component was studied by the method of conceptual vocabulary; the value orientation method developed by V.A. Yadov was used for motivational-axiological component and there was a questionnaire for activity component. The paper reveals the comparative results of variations in students perceptions about morals, values, moral ideal, moral self-education, as well as the methods of moral self-education, moral education methods and methods of moral behavior experience development received at the control stage of the experiment. The paper also presents changes that have occurred in the motivational-axiological sphere of students consciousness. It has been found that students are now focused on the intrinsic motivation of activity when organizing moral self-education of school students rather than on the external one. In the activity-component during the experimental work, the perceptions about skills have changed in the graduates consciousness, which are now based on scientific knowledge.
У статті подані результати теоретико-емпіричного дослідження проблеми поведінкового компонента кризи професійного становлення особистості у ранній дорослості (на прикладі правоохоронців). Теоретичний аналіз проблеми показав, що поведінковий компонент кризи професійного становлення особистості проявляється в здатності приймати самостійні рішення, керувати і контролювати власну поведінку, реалізовувати набуті знання, вміння, досвід для успішного виконання професійної діяльності; а також відображає, яким саме чином криза професійного становлення впливає на повсякденне життя респондентів, її зовнішній прояв та ознаки під час спостереження. Тобто, поведінковий компонент кризи визначає можливість саморегуляції власної поведінки та діяльності, передбачає реалізацію у професійній діяльності, здатність до самоефективності та адаптивність особистості. Отримані емпіричні дані свідчать, що до особливостей поведінкового компонента кризи професійного становлення особистості у ранній дорослості можна віднести: рівень самоефективності, рівень поведінкової регуляції, вираженість комунікативного та адаптаційного потенціалу.
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