Socio-educational support in the process of education modernization should exhibit humanitarian nature, flexibility, non-violent and "non-intrusive" character of the educational process that can directly relate to the needs and interests of its members. The heightening attention to every member of the educational process marks the idea of socio-educational support of the specialist's professional development top-priority. In this regard we have identified and described the content of the socio-educational support of a future specialist professional development in higher school that involves creating favorable conditions for personal development, social self-determination and professional establishment of the subjects of education in particular organizational and pedagogical forms, as well as successful possessing necessary competencies in the process of teachers' and students' interaction. The submissions of the article can be valuable for the higher-education teaching personnel and advisors in the educational institutions of both higher and secondary professional education.
The need to improve the content of education disciplines at secondary and higher educational institutions and to create more favorable methodological conditions for curricula implementation in Kazakhstan have been gaining importance in recent years. Analyses of practical activity specified that the Kazakh, Russian and foreign languages in Kazakhstan should be primarily studied as real and full-fledged means of communication at the level of native speakers. Teaching the Kazakh, Russian and foreign languages should develop learners' communicative skills necessary for the person as a member of Kazakhstani society and global community as well. Insufficient communicative character of language subjects impedes the achievement of the state goal to develop multiculturalism in Kazakhstan. Therefore, it is crucial to distribute expected results in mastering languages at different stages of learning and to consider productive training technologies aimed to implement the objectives. The research goal of the paper is to elaborate a level model of language training and appropriate organizational conditions to master several languages simultaneously. Research results: The paper provides a level-by-level description of language training levels at school and university to guideline the development of state standards for secondary and vocational education as well as corresponding curricula and textbooks; results of research accomplishment are realized in textbooks on language subjects for high school and first-and second-years of higher education; methodological recommendations on language subjects content improvement in education institutions have been developed.
The thematic justification of this problem is driven by the emergence of a new stage in the development of liberal education of the students, where the most important idea is the synergy -the interdisciplinary field of research that sets its strategic objective to employ the limelight principles underlying the processes of students self-organization while studying the liberal arts. The purpose of the article is theoretical and methodological underpinning of the synergetic approach to liberal education of the students. The paper presents the theoretical foundations of the synergetic approach to liberal education in university that are expressed in the key concepts; in a trinity of the educational purposes-attractors; in the principles keeping the continuity of traditional and synergetic ideas; the functions determined by the essence and characteristic synergistic indications of liberal education; in the structure and content of the synergetic model of liberal education; in pedagogical conditions of employing the synergistic approach in liberal education (basic components of liberal education of the students).The article submissions may be useful for the specialists in the field of synergy, the researchers in the system of continuous professional education, the academic staff of the universities. The research is also recommended for the undergraduates, graduate students and students of universities specialized in research, the students of the continuous education and retraining.
The modern education system should provide the society with a confident transition to the digital era. Digitalization contributes to the immediate response to any emergency. Consequently, the introduction of digital technologies plays an important role in the training of rescuers. The significance and ways of introducing digital technologies in the process of professional training of universities teaching fire-safety specialists have been analyzed in the article. It is emphasized that the system of training future specialists requires the use of innovative methods of training. The experience of leading universities is analyzed, where various training programs, electronic textbooks and simulation facilities are used. The role of pedagogical technologies based on students’ own activity, interactive communication, teamwork, group and individual reflection is growing. At the stage of the specialist’s training, the situation of possible emergency situations is simulated and the student is placed in conditions in which the personal qualities necessary for professional activity will be developed. The variety of forms for organizing educational activities in the conditions of digitalization will increase significantly, if they acquire a dynamic character (shift groups, spatially distributed training teams, various scenarios of rapid transition from group to individual activities and vice versa).
В настоящее время быстрыми темпами происходят развитие новых технологий, информатизация общества, а также возрастает конкуренция на рынке труда, что требует от будущего специалиста ответственности, адекватной оценки себя как профессионала и постоянного самообразования, что подтверждает актуальность проблемы профессионального развития, которая затронута в трудах многих ученых. К сожалению, часто профессиональное самосознание выпускников складывается стихийно, и нередко отношение к себе как к субъекту предстоящей профессиональной деятельности не сформировано, что продлевает сроки их адаптации к профессиональной деятельности и, безусловно, тормозит профессиональное становление личности. Статья посвящена анализу образовательного консалтинга как одного из молодых направлений консалтинга в России и его роли в организации процесса профессионального развития будущего педагога. Авторами рассмотрена консалтинговая структура нескольких высших учебных заведений, а также представлены результаты исследования по выявлению наиболее востребованных направлений образовательного консалтинга на настоящий момент. Выяснено, что консалтинговая структура высших учебных заведений чаще всего представлена центрами карьерного консультирования и институтами дополнительного образования, которые осуществляют консультирование по направлениям педагогического и социального консалтинга. Тем не менее большинство опрошенных не знают о существовании консалтинговых служб, которые организованы при вузах, и лишь малая часть студентов обращается за консультациями в данные структурные подразделения. Наиболее востребованными направлениями образовательного консалтинга являются «оказание помощи в профессиональном становлении и развитии», «оказание помощи в решении проблем, связанных с образовательным процессом» и «разработка и внедрение информационных образовательных ресурсов». Ключевые слова: консалтинг, образовательный консалтинг, направления образовательного консалтинга, высшее учебное заведение (вуз), профессиональное развитие будущих педагогов, цифровизация образования.
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