Abstract. Based on the analysis of modern literature, the paper clarifies the concepts of readiness and readiness for professional activity. The considered concepts made it possible to identify criteria for technical university students readiness for future professional activity. The formulated criteria made it possible to determine students readiness indicators for future professional activities. A rating assessment of the students mathematical competence and the gross scientific product of the university were selected as indicators of readiness. The choice of these indicators is justified using statistical data of the Samara Region: gross regional product and the ratio of the selected industry wage to the average wage. The demand for technical university graduates labor is a function of the real wage rate. The results of the correlation analysis prove that the technical university graduates readiness for professional activity has a significant effect on the regional economic development degree, which affects the degree of social-economic development. The study was conducted on the basis of Samara State Technical University. The work presents pedagogical conditions for the organization of the educational process for the development of technical university students readiness for professional activity. The obtained materials can be used as the basis for further refinement of students readiness indicators for professional activities and in the content of the training.
This paper discusses current issues of future teachers training, in particular their professional culture development. There are five components in the teachers professional culture. The problem of its behavioral-reflexive component development is posed. The authors analyze the federal state educational standard of higher education as well as highlight prerequisites for the development of the behavioral-reflective component of future teachers professional culture. The paper considers techniques of formative assessment as an important element of future teachers professional training. Formative assessment strategies are analyzed; they are divided into five groups. The authors argue that the use of formative assessment techniques for future teachers training at universities contributes to the development of the behavioral-reflexive component of their professional culture. The analysis of educational and methodical literature allowed the authors to single out the techniques of formative assessment used in the process of future teachers training. The methodologies identified by the authors formed the basis of the developed educational-methodical complex of the course Professional culture of the teacher aimed at future teachers professional culture development. The paper presents the results of the experiment aimed at development of the behavioral-reflexive component of future teachers professional culture.
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