Continuing engineering education: background and development vectors

The paper analyzes the basic requirements of professional and public accreditation to the organizational and pedagogical component of additional professional education. The research aims to analyze and characterize the main trends that determine the change in the requirements for the content evaluation and implementation of additional professional programs as one of the aspects of the professional education teacher. Based on the current trend analysis, the necessity of changes in additional professional programs is justified by (1) revision of the approach to the structure and content of additional professional programs, to teaching staff training ensuring their implementation; (2) solving the problem of the invariant and variable ratio of educational programs components; (3) considering the changes in qualification requirements, demands of the labor market, and employers to ensure the anticipatory character of specialists development.

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Organizational and Pedagogical Problems of Additional Professional Education

2022

“…Changes in the socio-economic conditions of public life primarily entail transformations in the field of education. The methods and content of teaching have always been of concern to scholars and practitioners (Kubrushko et al, 2019). The use of project-based learning is a very relevant practice in education.…”

Section: Discussionmentioning

confidence: 99%

“…In terms of our research, we consider this problem as the implementation of project-based learning in teaching university students subjects of the psychological and pedagogical cycle. The goals of project-based learning are (1) to give the knowledge of students a practice-oriented nature and (2) form competencies that will ensure the adaptation of current students to new conditions in the labor market and form the skills for overcoming a crisis (Kubrushko & Kozlenkova, 2019).…”

Section: Introductionmentioning

confidence: 99%

Psychology of Mobbing as a Form of Conflict in the Workplace: Finding and Testing Project-Based Learning in Students’ Education

2022

Project-based learning has long been used in universities when preparing students. However, project-based technologies are currently being increasingly used in work with students. The authors found various options for the application of these technologies in teaching psychological and pedagogical disciplines. The research aims to determine the practice of implementing project-based learning to provide a deeper practice-oriented understanding of academic disciplines. The authors use a set of methods of theoretical analysis and practical psychological techniques. The authors present the research results in the form of several generalizations. The first one concerns the fact that mobbing has recently become a stable trend in teams; a conflict often manifests itself in the form of mobbing. The study of various organizational cultures and their models shows that the optimal and morally oriented model of organizational culture is the barrier preventing the development of mobbing in the company. The practical application of the developed theory provides methodological support for training a successful specialist.

“…Currently, specialists should be capable of a creative approach to professional activity, successfully act in unpredictable new situations, take the initiative, take responsibility for others, for a common cause. Therefore, the above will be useful not only during university studies but also in building their future professional careers (Kubrushko & Kozlenkova, 2019;Lysenko & Nazarova, 2019;Solovyev, Petrova, Prikhodko & Makarenko, 2017). The training of such specialists is possible only if the subjective qualities of future engineers are developed.…”

Section: Introductionmentioning

confidence: 99%

Extra-Curricular Activities as an Important Factor for Developing Subject Qualities of Future Engineers

2022

We examine the need to develop the subjective qualities of students at technical universities based on the analysis of Russian and foreign research on future engineers' training. We consider the peculiarities of future engineers' educational process, based on the importance of extracurricular activities in the development of such qualities. The purpose of the study is to test the hypothesis about the effectiveness of developing the subjective qualities of future engineers by involving them in extracurricular activities that were formed at the initial stage. The paper describes a pedagogical experiment that includes three stages. The set of research methods includes analysis, synthesis, comparison, generalization, pedagogical observation, questionnaire survey, testing, conversation, expert assessments, and statistics. We present different directions and types of activities organized within the experimental work with pedagogical support. Besides, we give examples of extracurricular activities that contribute to the successful development and manifestation of the specified personal qualities in students. The paper contains evidence of the effectiveness of extracurricular student activities as a factor in developing subjective qualities.