From Advance to Trans-Professional Education

Кислов, А. Г.

doi:10.17853/1994-5639-2018-1-54-74

Cited by 15 publications

(11 citation statements)

References 7 publications

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“…In conditions of the dynamically changing world, "...the human need for the constant actualization of his professional identity and, of course, self-education becomes..." particularly relevant (Kislov, 2018). In the opinion of scientists, one of the most important goals in the field of education is the anticipated education which manifests itself in "... the ability to change the type of professional activity, the content and quality of work during life.…”

Section: Resultsmentioning

confidence: 99%

“…There are several facets in solving this problem: the first is to change the labor market itself (the disappearance of a number of professions, the modification of others and the emergence of new professions; a number of studies deal with the emergence of the "transfession" concept (instead of or along with the existing concept of profession) or multi-professional education (Kislov, 2018;Ronzhina, 2018), the second is to change the structure of vocational education in Russia -the transition to a two-level education; change of graduates vocational training in connection with the transition of Russia to the international level of cooperation (joining the Bologna process), and the third -reflects the needs of the Russian economy in training of demanded, highly qualified, competitive specialists, etc. In connection with the last request, the problem of providing educational organizations with teaching staff is organically formulated by the teachers of vocational training and vocational education.…”

Section: Discussionmentioning

confidence: 99%

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The Problems of Professional Becoming of Learning Personality in the Age of Social Integration and Globalization

Ронжина

Fominykh

Воронина

et al. 2019

HSSR

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Purpose of the study: The article aims at revealing the peculiarities of integration processes in the field of professional and higher education against the background of integration, internationalization, and globalization of world social processes in general. Methodology: The methodological basis of the study was the philosophical and anthropological approach - in solving the problem of forming a learning personality in the system of modern social relations, activity and system approaches contributed to the identification of the place and role of a learning personality (future employee) in the modern economic and social system as a whole. Results: The most important problems of modern vocational education are revealed: the formation and becoming of a learning personality in the dynamically changing world of professions and the labor market. An analysis of the concepts of trans-professionalism and poly-professionalism is presented in the context of changing professionalism and changes in the nature and list of traditional professions. Objective and subjective factors of the development of a competently developed personality in the system of professional and higher education are revealed. The objective factors are presented as the laws of social development - divisions and changes of labor, as well as the law of labor universality, the meaning of which is to form a future specialist with universal skills and competencies - not only with a certain level of professional education, but also personal properties of creativity, mobility, communicativeness, deep responsibility for making difficult decisions, focusing on the result of his own work and, most important, with the formed skill of self-education and self-development. Subjective factors are considered to be the formation of professional thinking which should include signs of objectivity and practical functionality. Applications of this study: The materials of this article can be useful for teachers of the vocational education system in the points of a strategy of the learning personality development, building an individual path of its development, planning development and the formation of general cultural and professional competencies, etc. The results of the study are important for lawmakers in the field of vocational education in creating and upgrading educational and professional standards, bringing them in line with educational standards according to with the objective factors in the development of vocational education and subjective factors - the requirements for learning personality and for the formation of professional thinking. Novelty/Originality of this study: The interrelations of economics and vocational education are revealed on the level of educational and professional standards, requirements of employers and professional training of specialists in the system of professional and higher education.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Problems of Professional Becoming of Learning Personality in the Age of Social Integration and Globalization

Ронжина

Fominykh

Воронина

et al. 2019

HSSR

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“…Исследователи обращают внимание на то, что транспрофессионализм не отрицает значимости начальной, базовой профессии, а обогащает ее новыми знаниями, компетенциями и технологиями из других профессиональных видов деятельности и тем самым способствует выходу за ее пределы (см., например, [16]). Это позволяет трактовать транспрофессионализм как интегральное качество специалиста, характеризующее его способность осваивать и выполнять деятельность из различных видов и групп профессий.…”

Section: обзор литературыunclassified

Psychological Readiness of Secondary Vocational Education Teachers for Mastering New Activities in the Context of Professional Reorientation

Хасанова

Котова

2018

Obraz. nauka

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Introduction. In the context of fundamental changes which have occurred in the last decades in the world of professions and transition from monoprofessionalism to poly-professionalism, a modern man needs to have an ability to freely navigate the modern labour market, to quickly diversify contents and quality of the professional activity, and, if thought appropriate, to change an occupation without difficulty. Nowadays, the requirements for the teachers of vocational training are designed in a completely different way to provide high-quality lifelong learning.The aimof the research is to reveal the psychological readiness of teachers of vocational school for the development of new types of learning activities in the conditions of a professional reorientation.Methodology and research methods. The methodological framework of the present research is based on conceptual provisions of the personal-focused, subject, competency-based and system approaches to vocational education, as well as theories of the psychology of abilities and organization of continuing the professional education of adults. General scientific methods such as analysis, synthesis, specification and generalization were applied. Techniques of psychological and pedagogical observation and questionnaire were used at the diagnostic phase of the study as the leading ones.Results and scientific novelty. The concepts of “professionalization”, “professional self-determination”, “transprofessional competencies” and “psycho-pedagogical assistance” are clarified. It is stated that under the increasingly complex socio-cultural and professional environment there is the need for pedagogical personnel capable to carry out continuing training and retraining of mid-level professionals for the real sector of the economy and the social sphere in compliance with the international standards and advanced technologies. Based on the content of scientific sources, a list of systematically important transprofessional competencies to provide psychological readiness of teachers of vocational school for new kinds of activities is drawn up. Results of a diagnostic questioning are described; the respondents were teachers and employees of methodical offices of vocational-oriented education of various colleges of Yekaterinburg and Novouralsk who do not have a basic pedagogical education. Using the processing of the obtained data, it is established that teachers, on the one hand, understand the essence and objectives of their work; on the other, they can not independently respond to their personal needs to reevaluate own professional position due to the use of outdated methods and stereotypic ways of training. Conclusions are drawn that most of the interviewed teachers have no ability to conduct overtime professional activity that enables to carry a standard teaching load; a considerable part of teachers need acquisition of additional pedagogical and transprofessional competencies.The authors outlined the proposal to develop a combinatory technology of psycho-pedagogical support for teachers of vocational schools to improve the current situation. The functionality of this technology, its tasks, structural components, possible methods and estimated effects of its implementation in practice of the SPE (Secondary Professional Education) system are noted.Practical significance. The materials of the present paper can be useful for managerial staff, psychologists and training specialists of the SPE system who are engaged in the issues of teacher professional development.

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“…Acmeological approach is the most effective tool in solving issues of professional self-development (Perekrestova, 2013;Poletaeva, 2004). This approach is based on the ideas of perfection, which ensures a proper selection of methods and means to foster the advancement of the future teacher to the highest result in professional activity throughout the entire working period from a crowning achievement at one stage to a crowning achievement at the next stage (Kislov, 2018;Perekrestova, 2013).…”

Section: Introductionmentioning

confidence: 99%