Introduction. Modern general and specific pedagogical trends, mega-trends and challenges in the future education system make it necessary to change the professional training programmes of future teachers, to clarify the competency-based model of a pedagogical university graduate. To achieve pedagogical aims of not only subject, but also of metasubject, educational, social, team-building, helpand project-based character, it is important to form prosocial competencies of future teachers that allow building “person to person help itinerary”.The aim of the article is to provide theoretical justification and empirical verification of the significant prosocial competencies and individual mindsets of future teachers in the structure of the competency-based model of a pedagogical university graduate according to the future education challenges and priorities.Methodology, methods and techniques. The present research is done in accordance with the methodological principles of integrative, competency-based, culturological and prosocial approaches. An online survey for 582 students of the Institute of Pedagogy of the Belgorod State National Research University was used as a research method. The survey is based on the content-analysis and the content-generalisation of some employment diagnostics for future teachers, as well as the Russian education current regulatory framework.Results. As a result, 36 leading elements in the competency-based model of a future teacher were identified; and the most popular prosocial competencies quartiles (Q1 – “most important”, Q2 – “highly important”, Q3 – “solicited”, Q4 – “most desirable”) were highlighted. Such pedagogical competencies as “subject proficiency” and “humanism, respect for the individual, humanity” are among the leading ones. In the light of priorities within the competency-based model of a future teacher, the flexibility of the specific university training programmes is also revealed. Moreover, the students’ responses allow determining “the ability to develop the other people’s talents and skills” and “the ability to help the other people” as the competencies of the prosocial vector of the competency-based model of a future teacher.The scientific novelty lies in the development of the prosocial competency-based model of a future teacher and in the allocation of 3 clusters of regulatory (stability and adaptability), affective (empathy and communication skills) and stimulating (time management and planning skills) competencies in its structure.The practical significance lies in the use of the materials as starting points for improving the competency-based model of a pedagogical university graduate.
The formation of human capital in various spheres of society is perceived as a special value. The role of a person with his cognitive and non-cognitive abilities is associated with transformations, competitiveness, and the pace of development of society. This is especially true for “helping” professions that involve activities in the dyads “person - person”, “person - team”, “person - society”. These professions include teachers, police officers, etc. The purpose of the article is to identify the opportunities and social practices of higher education institutions aimed at the formation of human capital and pro-social attitudes of university students. Research methods are: content analysis of regulatory sources, analysis of materials in open access databases; a survey among students of two universities: the Belgorod State National Research University (180 people) and the Belgorod Law Institute of the Ministry of Internal Affairs of Russia named after I.V. Putilina (112 people). The object was the pro-social practices of universities in the formation of human capital. As a result of the study, a “cloud” of associations with the terms “human capital”, “pro-social attitude of the personality” and “higher education” was identified, which included “good”, “potential”, “investment”, “competitiveness”, etc. Prosocial legislative initiatives at the level of the state and individual universities. The prevailing levels of student involvement in pro-social practices were identified (average – 43.15%; above average – 15.75%; high – 11.75%), the priority of educational (64.5%) and practice-oriented (64%) microenvironments. the university in the formation of human capital, as well as the degree of participation of students in various types and spheres of social activity, taking into account the influence of the university (by ranks: 1) educational and developmental; 2) public pedagogical (public service); 3) leisure, sports; sociocultural; 4) health oriented; 5) altruistic (unselfish), volunteer; civil, patriotic) of the 13 positions under consideration. In total, the factors influencing the effectiveness of the formation of human capital at the university were formulated (the level of the legal framework; the capabilities of the university; the needs of society and consumers of educational services; the student's attitude); the control effects of the integration of the mission of the university, the competitiveness of its subjects, the corporate value of human resources are proposed. Prospects are associated with the development of an integrative concept for the formation of a pro-social attitude of students of universities.
The author's understanding of the essence, basic ideas and principles of the pro-social approach in pedagogical science is clarified, the international experience in organizing the professional training of future teachers and practicing teachers in different countries is analyzed from the standpoint of the methodology of the pro-social approach. The experience of the USA, Canada, Finland, Sweden and China in the context under consideration is studied, conclusions are drawn about the variability, flexibility of goals, content, organization and development prospects of professional teacher education, taking into account its pro-social orientation.
This article presents a study of the development of the online master’s degree course at Belgorod National Research University (BSU) in a context of education digitalization in Russia. It demonstrates the successful introduction of the frameworks of intensity, scalability, and a modular approach to learning, asynchrony, interactivity, automation, openness, and adaptability. We consider the online master’s course as an open information and learning environment that is designed for effective management and monitoring of the educational process. The online master’s degree course at BSU aims to create a flexible and adaptive educational system that meets the needs of the digital economy and ensures the fullest use of the didactic potential of digital technologies. It is proved that to ensure high-quality assimilation of the master’s degree program, the managers of the educational process need to provide pedagogical support to learners. The basis for effective development of online master’s degree course is in availability of online courses (MOOC) placed on online platforms; formation of students’ ICT competence; application of interactive teaching methods; motivational readiness for self-education; readiness of teachers to interact online; available on-line maintenance in the educational process and the possibility of computer networks/Wi-Fi. According to the study, the conditions for the effective development of online master’s degree course in higher education allow: ensuring the personalization of the educational process; involving each student in learning activities; motivating learners at all stages of the learning process; providing the continuous personalized monitoring of students’ learning achievements, giving the prompt feedback to students; ensuring the availability of educational programs for learners who live in remote areas, as well as those with disabilities. Keywords: continuing education digitalization, online learning, e-learning, online master’s degree course, cyberculture, MOOC
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