The paper relevance is determined by the need to form modern specialist's important qualities -mobility, being initiative, communicative, acquired on the basis of social ties' and professional interactions' experience. In this regard, the paper purpose is to find the mechanisms for the successful student socialization in the educational process. The authors suggest social projecting mechanism use in order to adapt students to the social environment, which consists in the creation and / or participation in the surrounding reality transformation project. The student's social experience structure is revealed and its components are identified (value, cognitive, operational, and reflexive). The stages of students' social experience forming on the project-target method basis that determines the socio-cultural and professional activities integration within the framework of the project are presented; the teacher functions in this process are singled out. Based on the identified criteria for the social experience formation (passive, indifferent, stable), the effectiveness of various types of project activity is shown in the framework of university students vocational training. The paper is intended for pedagogical practitioners, heads of students' extracurricular activities, curators of student groups, representatives of public organizations implementing socially significant projects.
The study topicality is determined by the trends in the social group increase of those university graduates who do not work in the specialty -its "hidden unemployed. Sociological, psychological and teacher studies have shown that the individual's unrealized intellectual resource, corresponding to the education obtained in higher education, becomes the dominant factor in the values transformation of its vocational training into corporate behavior norms. It is established that in these norms' realization specialists more closely correlate themselves with a specific organization that provides an opportunity to earn money than with their training specialty received at the university. Accordingly, determined by socio-economic and educational risks variety, the individual's self-alienation process from the profession constantly replenishes the graduates' social group who do not work in their specialty. In this regard, the main attention in this paper is devoted to the theoretical and methodological justification of pedagogical correction's mechanisms of students' professional self-alienation in the university educational process. The paper describes the modern interpretation of the concept "professional self-alienation"; on the study results basis, the pedagogical correction mechanisms of university students professional self-alienation (educational activity basic knowledge and practical skills, professional ideals as a condition for identifying one's self), corporate culture norms are determined. As a universal mechanism of professional self-alienation pedagogical correction, the structure and content of the elective interdisciplinary course "The individual's professional selfalienation" are substantiated.Keywords: university educational process, students' adaptation in professional activity, pedagogical correction mechanisms, professional interests' destructiveness, professional self-alienation, professional values INTRODUCTIONThe scientific and technical progress universal vector in the 21st century is the "intellectualization of machines" and the "dematerialization of labor". This vector, while not excluding the category "qualification in the training direction" from the university practice, nevertheless emphasizes that in modern conditions it is not an adequate Ezhov et al. / Pedagogical Correction of University Student Professional Self-Alienation 1534measure of the student's education quality [1,2]. It is established that the qualification approach assumes the professional educational curricula orientation on labor objects (subjects), on their characteristics ratio. But this approach does not determine the connection level between abilities, readiness, knowledge and attitude to labor with the person's effective vital activity [3,4,5]. It is proved that changing the requirements for the modern specialist's qualification training marked the changes beginning in the profession as a social institution, its identification not with the nominal professional group of teachers, doctors, engineers, etc., but with...
The paper is devoted to the problem of pedagogical management of the quality of training for physical education specialists in higher education: the authors have determined theoretical and methodological foundations of the problem, a conceptual model and pedagogical conditions for its implementation have been presented. The authors of the paper have proved that professional expectations are a construct that anticipates actions aimed at building professional competence, but at the same time it is a product of the processes of mastering the education content. The expectation approach suggests considering the pedagogical management of the quality of training for specialists in physical education at a pedagogical university as a process of changing and shaping professional expectations of the subject of the educational process. In our study, the expectation approach is based on the conceptual ideas of the axiological, competence, and integrative constituent elements. The identified axiological, competence, and integrative constituent elements of the expectation approach determine the multilevel and hierarchical nature of the theoretical and methodological fundamentals of pedagogical management of the quality of training for physical education specialists including the general scientific, concrete scientific, methodological and technological levels of the methodology.
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