Стаття присвячена історико-філософському аналізу поняття “професійна мобільність” у контексті підготовки майбутніх інженерів-педагогів комп’ютерного профілю. Встановлено, що зростання і складність соціальної, економічної і професійної інформації вимагають від інженера-педагога умінь оперативно поновлювати свої знання, бути успішним і потрібним, готовим до будь-яких змін у професійній діяльності, уміти швидко й ефективно адаптуватися до нових умов ринку праці, тобто бути мобільним. Окреслено понятійне поле професійної мобільності, до якого віднесено дефініції (професія, професіоналізм, мобільність та інші), що об’єднуються з досліджуваним поняттям спільним змістом, метою і функціональною подібністю. Вони обумовлюють формування професійної мобільності інженерів-педагогів комп’ютерного профілю, дозволяють глибше зрозуміти її сутність і визначити шляхи розвитку в умовах університетської освіти. Розглянуто історико-філософські та педагогічні підходи до визначення феномену професійної мобільності у світлі підготовки майбутніх інженерів-педагогів комп’ютерного профілю. З’ясовано, що сьогодні мобільність визначається з позиції не тільки соціальної філософії та соціології, а й в економічному, психологічному та педагогічному аспектах. Доведено, що професійна мобільність визначається соціальними відносинами, установками, цінностями, цілями та іншими мотиваційними факторами, що реально детермінують поведінку суб’єкта в суспільстві. Вона тісно пов’язана із соціальними змінами, обумовлюється ними і впливає на них. При формуванні професійної мобільності майбутнього інженера-педагога в галузі комп’ютерних технологій акцентується увага на необхідності аналізу якісної сторони цього феномена, дослідженні ціннісних прагнень і системи особистісно значущих характеристик майбутнього фахівця, які дадуть можливість успішно реалізувати себе в різних формах взаємодії й самовдосконалення, проявити себе у професійній діяльності і досягнути вищого щабля власного професійного розвитку. Ключові слова: професійна освіта, мобільність, професійна мобільність, інженери-педагоги комп’ютерного профілю, підготовка інженерів-педагогів комп’ютерного профілю.
The article is devoted to the analysis of the practical aspect of professional mobility readiness of future engineers-teachers in the area of computer technology. It has been found out that organization of practical training (industrial practice) of engineers-teachers is focused on modern profession requirements. It contributes to the formation of necessary professional skills and testing the abilities and capabilities of future specialists’ professional activities needed to develop readiness for professional mobility. Emphasis has been placed on the advantages of project technology in the practical training of higher education applicants. It involves the development of creative potential, innovative thinking, high creativity, the ability to comprehensively combine research, design, entrepreneurship and evaluate the decisions consequences. At the same time, the practice provides mastery of the methodology and means of automated collective complex systems design at all life cycle stages and the formation of information and communication skills of the future engineers-teachers in the area of computer technology. It has been proved that the project technology introduction contributes to the pedagogical tasks implementation: intensification, improving the efficiency and quality of the educational process; training differentiation. It provides the future specialist with his own trajectory of self-education; system integration of subject tasks. The practical aspect of the formation of professional mobility readiness in the context of design technology, involves identifying personal prospects for professional development, self-improvement of the ideal model of professionally mobile personality. It promotes the ability formation of individual professional style of activity, creativity, self-development, and self-organization. At the same time, project technology provides readiness formation to create innovations and implement them, take into account all possible scenarios, be able to take risks, work in a team and interact in a highly competitive environment. That is, it creates all the conditions for the formation of professional mobility readiness of future engineersteachers in the area of computer technology.
Litsman Yulia, Shvets Olha, Osmuk Nataliia. Organization of blended learning with "Google Classroom" in the study of bioorganic chemistry of students of medical specialties.The article is devoted to the problem of increasing efficiency of chemical preparation of students of specialty "Medicine". The relevance of the use of electronic, multimedia and mobile content in the educational process is substantiated. The authors' experience of using the teaching methodology of bioorganic chemistry for students in the context of blended learning with "Google Classroom" is analyzed.It is confirmed that a combination of classroom and extracurricular work is a precondition for blended learning effectiveness. Such an organization of the educational process allows introducing elements of blended learning into various types of educational work. The expediency of using the Face-to-Face Driver and Rotation Station Model models at lectures and practical classes, in the independent work of students, is substantiated. The "Google Сlassroom" platform was used to communicate in the educational process and to get acquainted with methodological materials. "Google Forms" service was used to create training tests and surveys, "Slides" and "You Tube" -to develop teaching materials. The technological component of the proposed approach is provided by the devices of the participants of the educational process. The possibility of organizing a personality-centered approach by diversification of educational tasks and the possibility of processing educational information at a convenient time for each student is shown.The importance of the innovative interaction between the teacher and students for the effective organization of blended learning is established. Experimental verification of the effectiveness of the application of the developed blended learning model in the study of bioorganic chemistry is conducted. The positive influence of the proposed methodology on the level of students' academic achievements in chemistry is confirmed. Article materials can be of practical value for chemistry teachers in higher education institutions.
The article substantiates the expediency of using project-based learning technology as a means of forming future engineers-teachers' professional mobility in the computer technology area. This is due to the general trends of the modern economy and the growing role of specialists’ professional mobility in the technology modernization in all industries. It has been emphasized that project-learning technology is an important component of professional training of future specialists in engineering and pedagogical education. It has been established that the organization of the above-mentioned technology is based on project activities that contribute to the educational process adaptation to innovative changes. The methodology of engineers-teachers' professional mobility formation in the computer technology area, which provides project-based learning technology application, has been proved. It has been noted that the use of project-based learning technology in professional mobility formation contributes to the intensification, efficiency and quality of the educational process. The range of problem-based learning methods (active, contextual, research, interactive, computer), which are the basis of project technology and expand the integration possibilities of engineering and pedagogical knowledge to solve professional problems, has been described. The efficiency of project-based learning technology in forming future engineers-teachers' professional mobility in the computer technology area has been proved. Emphasis has been placed on activating the need to reflect on one’s own experience, perform research, realize professional creativity essence, and develop the ability to professional design.
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