Practice-Oriented Training as a Mechanism of Development of Professional Potential of Students of Higher Education in Russia and Abroad: Historical and Social aspect

Abstract

This article deals with the theoretical and methodological justification of practice-oriented education as a mechanism for the development of professional potential of students in higher education. The authors consider the process from the point of the historical and social aspects of this phenomenon. The historical approach made it possible to analyze the pedagogical heritage of world-renowned scientists in Russia and abroad in the field of the formation of professional competences and the development of human potential. As a result it is shown that on the basis of the analysis of goals, tasks, forms and results of the received education practice-oriented training includes two educational approaches: competence-based and practice-oriented, which are based on human activity, which leads to the development of professional potential of students. The social approach is used to analyze the organization of practical training of higher education in Russia, Europe, USA, Asia and China and the use of the mechanism of development of professional potential. Practice-oriented training can be considered as a mechanism for the development of students' professional potential, taking into account national characteristics. A sociological study conducted among students of higher educational institutions revealed the most effective forms and types of training that provide practical orientation and professional development (56% of respondents approved practical master classes). There are revealed modern social risks: new social policies in the sphere of higher education, digitalization of education, spread of clip-thinking and internet-addiction among students of higher education.

Modern techniques in organizing the individual work of students-future teachers

“…The problems of the practice-oriented approach were also considered by other authors, such as Korshunova (2019) and Rezer (2020). The researchers argue that the practice-oriented training of bachelors contributes to the professional growth of future teachers, strengthening their professional self-esteem, and the development of the necessary personal qualities for a specialist in the field of social sciences, humanities, and fine arts.…”

Methodology for the organisation of professional training of senior citizens: general concept

“…Несмотря на свою консервативность, системы образования постоянно меняются в зависимости от социально-экономических условий, политической ситуации в стране, национальных целей и стратегий развития государства. Образование является базисом, обеспечивающим государство профессионалами в различных сферах деятельности, управленцами, политической элитой, электоратом и представителями гражданского общества, включая граждан старшего возраста [34]. Согласно выводам С. И. Змеева, взрослые люди хотят учиться, если они понимают необходимость обучения и видят возможности применить его результаты для улучшения своей деятельности [35].…”