scholarly journals Glossonymics as a University Curricular Reality

2021 ◽  
Vol X (3) ◽  
pp. 152-164
Author(s):  
Zaal Kikvidze ◽  
Keyword(s):  
Professional Competence ◽  
Practical Relevance ◽  
Language Family ◽  
Stage Of Development ◽  
Or Groups ◽  
Respective Discipline ◽  
Specialized Course

Glossonymics (<Gr. glossa ‘language’ + onyma ‘name’) is a linguistic discipline studying language names, their origin and development, their formation, meaning, uses, taxonomies and classifications, etc. Despite its salient theoretical and practical relevance, the aformentioned realm is still in its earlier stage of development, this being highlighted by the fact that the term for language names (and for a respective discipline) has not been unified. The hitherto identified glossonymic taxons are relevant, however, insufficient. Some occasionally occurring terms and notions can in no way represent a systemic picture of existing relations. A more intensive inclusion of issues of glossonymics in academic circulation will allow us to solve problems associated with their taxonomies and classifications. Glossonymics is also concerned with problems of relationships of language names with respective ethnonyms, choronyms, toponyms, and/or politonyms. As a rule, the majority of glossonyms have been derived from them; however, there are some reverse cases, and they should receive due attention. As for descriptions of glossonyms for individual languages and language families and/or groups, they should be dealt with both within a historical framework and based on contemporary references (for instance, ISO 639; Glottolog). Adequate application skills of these resources are a necessary part of a would-be linguist’s professional competence. Various problems pertaining to glossonymics can be discussed both within a course of an individual language or a language family and within a framework of a specialized course; the former normally occurs in materials of virtually every such course and the latter still awaits its implementation. It is such a specialized course that will provide for the teaching of glossonymics in its completeness and consistency.

scholarly journals FMEA analysis of social and professional competence in monitoring of students’ personal and professional development

2019 ◽  
Vol 8 (4) ◽  
pp. 258-262
Author(s):  
Aleksander Viktorovich Lyalyuk ◽  
Tatiana Leonidovna Shaposhnikova
Keyword(s):  
Professional Development ◽  
Critical Points ◽  
Personal Development ◽  
Scientific Reasoning ◽  
Swot Analysis ◽  
Professional Competence ◽  
Practical Relevance ◽  
Fmea Analysis ◽  
The Relationship

This paper explains that FMEA analysis of students social and professional competence may become an essential component of psychological and pedagogical monitoring, and shows its performance as related to social and pedagogical follow-up of personal and professional development. It is proved that FMEA analysis allows to determine critical points of students social and professional competence development, i.e. to identify, diagnose and forecast the risks of his or her personal and professional development. The relationship between the FMEA analysis of social and professional competence and other components of psychological and pedagogical monitoring is detected (including SWOT analysis of competences and personal and professional qualities). The theoretical relevance of the research results is in the possibility of further scientific reasoning for the issue of personal development in the system of ongoing education, while the practical relevance is in the possibility of the development of innovative systems and techniques for psychological and pedagogical monitoring.

scholarly journals OBTAINING FOREIGN LANGUAGE COMMUNICATIVE PROFESSIONAL COMPETENCE BY FUTURE SPECIALISTS

2021 ◽  
Vol 1 (13) ◽  
pp. 230-237
Author(s):  
Лариса Афанас’єва ◽  
Майя Смирнова
Keyword(s):  
Language Learning ◽  
Professional Education ◽  
Intercultural Competence ◽  
Engineering Students ◽  
Professional Competence ◽  
Foreign Languages ◽  
Professional School ◽  
Learning Material ◽  
Teaching Aids ◽  
Stage Of Development

Modern professional language training of the period of informatization of education and society pays considerable attention to the correspondence between teaching methods and teaching aids - components of the system of methodology of teaching foreign languages. When discussing the methodological tools of teaching foreign languages, we mean mainly the means of informatization of education, which have not only functionality but also pedagogical capabilities. Such research is extremely relevant for teaching foreign languages in engineering universities, as their results can intensify this specific learning process. The current stage of development of the national higher professional school is characterized by educational innovations aimed at preserving the achievements of the past and at the same time modernizing the system of higher professional education in accordance with the requirements of the time, reorienting it to ensure the achievement of new goals that correspond to the level of development of society and technologies, methods communication in the postindustrial information space. Today, the main goal of training and the criterion for the quality of training a process engineer has become the professional competence of a university graduate. There is a rapid transition from a qualification educational model of a specialist to a systemic one, including a competence-based one. The article is devoted to the problem of the importance of the development of language and intercultural competence of future specialists in technical specialties. Different points of view on this problem are analyzed. The theoretical part of this article presents some pedagogical possibilities of means of informatization of education. It also provides guidelines for language teachers on how to overcome the difficulty of memorizing non-specific for science and technology language learning material by engineering students.

scholarly journals Educational technologies as a means of developing students' independence

2020 ◽  
Vol 9 (27) ◽  
pp. 485-492
Author(s):  
Olga I. Vaganova ◽  
Elena S. Pavlova ◽  
Olga A. Petrova ◽  
Anna V. Lapshova ◽  
Marina N. Bulaeva
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Educational Process ◽  
Educational Technologies ◽  
Federal State ◽  
Educational Goals ◽  
The Past ◽  
Stage Of Development ◽  
State Educational ◽  
Independent Work

The current stage of development of society is characterized by the development of scientific and technological progress, the emergence of various innovative processes that affect the course of development of all spheres of life, including higher education. With the emergence of a competency-based approach and a corresponding change in educational goals, higher education institutions, fulfilling the requirements of the Federal state educational standards, should use innovative educational technologies in the preparation of students to form their professional competence. The purpose of the article is to consider the experience of implementing educational technologies as a tool for developing students' independence. The independence of the student is an integral part of the development of his competence. The article presents an examination of the concepts of “independence” and “educational technology” from various points of view. The dependence of independence on the use of innovative educational technologies in the educational process is traced. The stages of the process of organizing students' independent work using innovative educational technologies are highlighted. The presented study on identifying students' level of independence when studying the discipline “Teaching Technologies of the Teachers of the Past” allows us to conclude that students are more successful with the active implementation of educational technologies, since they make the process more active and creative, make the interaction process more efficient. The study was conducted over two years (in 2018 and 2019). We checked the level of independence of students before the introduction of innovative technologies in the study of the discipline "Technology of teaching teachers of the past" and after. The more often educational technologies are used in the educational process, the more students get used to independent work, the better it becomes. The use of educational technologies allows the formation of a highly educated competent specialist who independently and creatively solves professional problems.

scholarly journals Holistic Academic Supervision Model for Cultural Art Teachers of Vocational High Schools

2015 ◽  
Vol 15 (1) ◽  
pp. 62
Author(s):  
Sri Ambarwangi ◽  
Maman Rachman
Keyword(s):  
Professional Competence ◽  
Art Teachers ◽  
School Superintendents ◽  
Holistic Model ◽  
Planning Stage ◽  
Final Model ◽  
Stage Of Development ◽  
Current Implementation ◽  
Supervision Model

<p>This study is aiming at (1) describing and analyzing the current implementation of academic supervision (factual model),  (2) generating and analyzing academic supervision model as needed (hypothetical model), and (3) identifying and analyzing the effectiveness of a holistic model of academic supervision (the final model). The method employed in this research was the Research and Development (R&amp;D) method, which was divided into three phases: a preliminary study, stage of development and evaluation stages. The data sources were the school superintendents, teachers, as well as students. Further, the data were collected by conducting interviews, questionnaires, and observations. Results showed that the current implementation of academic supervision was considered less effective. The academic supervision which is considered as appropriate for cultural art teachers is a holistic academic supervision. It involves school superintendents and cultural art teachers who are supervised, starting from the planning stage up to the follow-up stage, so that, a good relationship between them will be established. It is concluded in this study that a holistic academic supervision model is effective to enhance the professional competence of cultural art teachers.</p>

scholarly journals HUMANITARIAN ERUDITION IN THE PROFESSIONAL COMPETENCE OF THE CULTUROLOGIST

2018 ◽  
pp. 58-61
Author(s):  
V.S. Grytsenko
Keyword(s):  
Professional Competence ◽  
Professional Preparation ◽  
Cultural Development ◽  
Important Place ◽  
Spiritual Senses ◽  
Stage Of Development ◽  
Round Form ◽  
Cultural Science ◽  
The Given ◽  
Scientific Environment

The article is devoted to the study of humanitarian education as a sign of the professionalism of a culturologist. Special attention is paid to the actualization of cultural science as a science capable of influencing the contemporary processes of cultural development, the necessity of taking into account the given factor in the formation of culturological competences. Humanitarian “all-seeing” of cultural studies is considered as the basis to be the dominant of modern humanities. In the conditions of crisis of self-definition a requirement grows in development of knowledge about a culture, a too – in humanitarian erudition as condition of culturological vision of all. She can be formed due to corresponding protocols of professional preparation of culturologist, proce- dures of grant to them the necessary knowledge and practical skills, in fact universality of the expected competenses must be commensurable to the calls of modern humanitarian sciences in their essence understanding. It does actual a question in relation to the value of humanitarian knowl- edge on the modern stage of development of Man, but culturology, busy at first of all the analysis of spiritual senses, finds out her unique produc- tivity among humanitarian research projects. Her humanitarian domnant finds all more confirmations in a scientific environment that promotes demand on professional accordance to such her position, that in turn envisages going beyond the scopes of formal set of competenses. Humanitarian erudition eliminates any formalization, in fact all-round form, is charged energy of human development, inflexible in aspiration to the spiri- tual kernel of culture. Working mainly with empiric facts, real culturologist is at essence level of their understanding, owning wide knowledge about procedures of examinations of the cultural phenomena, criteria of their estimation. A humanitarian awareness allows to hin to be included in the thin sphere of internal man from positions of knowledge of human psyche, typology of the eotional states, methods of questioning, questionnaire, testing, analytical proce- dures. Among the terms of competence an important place belongs to understanding of heuristic potential of analysis of the art straight related to the es- sence human kernel in all many-sided nature of his display.

scholarly journals FORMATION OF THE SCENICALLY-SHAPED CULTURE OF FUTURE TEACHERS OF MUSICAL ART: METHODOLOGICAL BENCHMARKS

2018 ◽  
pp. 109-116 ◽  
Author(s):  
Nataliia Kosinska
Keyword(s):  
Aesthetic Experience ◽  
Professional Competence ◽  
Image Interpretation ◽  
Modern Society ◽  
Musical Composition ◽  
Professional Activity ◽  
Future Teachers ◽  
Stage Of Development ◽  
Methodological Approaches ◽  
High Level

It is proved in the article that at the current stage of development of artistic and pedagogical education its traditional principles of development that are oriented at acquiring of knowledge, formation of experiences and skills, range of competences are established. It is defined that the new requirements are imposed on a teacher in the context of innovational approaches as follows: the modern society needs professionals who can perform professional functions and will be ready from the beginning of professional activity to manifest professionalism, competences in formation of the generation with a high level of aesthetic culture, values and ethical orientations. Methodological aspects of formation of scenically-shaped culture of future teachers of the musical art are highlighted. The concepts of methodological approaches in the context of problem formation of scenically-shaped culture of future teachers of the musical art are disclosed. It is defined that among the leading methodological approaches that determine the essence of scenically-shaped culture of a teacher of the musical art are cultural, axiological, competence-based and hermeneutic ones that enables definition of the corresponding professionally- meaningful quality, professional competence that allow a specialist to master the content of a musical composition as a particular cultural phenomenon, to consider it as synthesis of spiritual, emotional and aesthetic experience of humankind on the basis of interpretation of its artistic and sense dimension to build its scenic image and to relay it to the pedagogical, performing and vocal activities. This quality manifests itself in orientation on artistic image interpretation through a scenic image on the basis of universal and national culture experience, personal life and professional experience, value orientation in command of interpretative skills, vocal and acting techniques, pedagogical talent in decoding of shaped system of a musical composition through the mediation of a stage image, manifold quality, structural components of which are motivational and empathetic, cognitive and educational together with creative and active. Keywords: future teachers of the musical art; methodological foundations; scenically-shaped culture; cultural approach; axiological approach; hermeneutical approach; competency-based approach; image.

scholarly journals Parametric Modeling of Assessing the Development Level of Economical Thinking of Students

2019 ◽  
Vol 8 (3S) ◽  
pp. 238-242
Keyword(s):  
Professional Competence ◽  
Parametric Modeling ◽  
Assessment Model ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
Cognitive Component ◽  
Stage Of Development ◽  
Comprehensive Knowledge ◽  
Emotional Component ◽  
Economic Thinking

The formation of professional competence of future specialists is determined by the acuteness of social, cultural and economic problems that are forming in the world. Modern higher education is aimed at finding acceptable ways to train professionally competent specialists, with a new way of thinking, with comprehensive knowledge, ready to independently solve professional problems. This article discusses one of the tools for assessing the development of economic thinking among students of higher educational institutions, which serves as a criterion for the selection and application of the most effective teaching technologies. Existing valuation models are designed primarily to determine the level of mastery of economic knowledge. In this study, the authors propose using not only the cognitive component, but also such parameters as the psycho-emotional component and the level of stereotyping of thinking. The relevance of this study is to identify the indisputable relationship of the forms, methods and content of education with the prospects for the development of their economic thinking, allowing them to become full members of society. Mastering the fundamentals of economic literacy at the present stage of development of society to achieve this goal is insufficient, the authors propose using the parametric assessment model they developed, accumulating achievements in such fields as pedagogy, economics, economic sociology and economic psychology.

scholarly journals STRUCTURAL COMPONENTS OF THE FORMATION OF SANITARY AND HYGIENIC CULTURE OF FUTURE ENGINEER-TEACHER OF FOOD PROFILE IN THE PROCESS OF PROFESSIONAL TRAINIING

2021 ◽  
pp. 57-63
Author(s):  
Vyacheslav Lyulchenko ◽  
Larysa Suslo
Keyword(s):  
Higher Education ◽  
Education System ◽  
Professional Training ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Structural Components ◽  
Higher Education System ◽  
Stage Of Development ◽  
The Future

The article investigates the phenomenon of professional training of the future engineer-teacher of food profile for the formation of sanitary and hygienic culture in professional activity. The structural components are highlighted and their content is analysed: motivational, cognitive (knowledge of conceptual and terminological culture, awareness of methods and means of forming a professional sanitary and hygienic culture of a food engineer-teacher, etc.), activity (ability to organize and form a sanitary and hygienic culture; ability to increase students’ level of sanitary and hygienic culture, etc.).The current stage of development of the higher education system places high demands on the professional and personal qualities of a scientific and pedagogical worker. Implementation of the main tasks of the National Strategy for Education Development in Ukraine requires further improvement of higher education institutions, in particular: introduction of a multi-level education system compatible with the European one; ensuring the fairness and transparency of entrance examinations; creation of innovative structures in higher education institutions; development of international cooperation in the field of education and science; reorientation of the higher education system to the development of competencies specific to the number of specializations during practice and further additional education.Society places new demands on the future engineer-teacher of food profile, who must have deep moral values, a clear civic position, a system of values and beliefs, be ready for creative development and self-improvement and carry out professional activities at a high level. Therefore, in addition to the formation of a harmoniously developed personality, it is necessary to pay attention to the formation of professional competence of the future specialist in the food industry. This need can be realized through the introduction of conceptual approaches to vocational training, retraining and advanced training of teachers for the system of vocational education, the main of which are updating the goals and content of vocational engineering and pedagogical education based on activity approach and personal orientation, updating the competency paradigm taking into account the international experience for the integration of the educational space in accordance with European requirements. Keywords: sanitation; hygiene; culture; food profile; pedagogical engineer; professional training; components; indicators; educational process; readiness.

Кесиптик адистикке даярдоодо компетенциянын айрым маселелери

2019 ◽  
pp. 72-75
Author(s):  
Г.А. Ногойбаева
Keyword(s):  
Teacher Development ◽  
Education System ◽  
Personal Experience ◽  
Professional Competence ◽  
Innovation Activity ◽  
Stage Of Development ◽  
Professional Mobility ◽  
Teacher Professional ◽  
The Individual ◽  
Personal Orientation

Аннотация: Бул макалада кесиптик педагогикалык адистикке даярдоодо компетенттүүлүктү, кесипкөйлүктү өркүндөтүүнүн маселелери каралды. Педагогикалык ишмердик чөйрөсүндө жоопкерчилик, аны аткаруу жөндөмдөрүнүн жана мүмкүнчүлүктөрүнүн комплекси менен, мотивациялык даярдык жана ишке багыт алуунун бар экендиги, зарыл болгон билимдин, ыкмалардын жана тажрыйбалар системасы камсыздалат. Белгиленгендей, билим берүү системасында өзгөрүүлөрдүн болушу менен кесиптик адистерди калыптандыруунун талаптары да өзгөрүлдү. Педагогикалык билимди модернизациялоо процессине өзгөчө көңүл бурулушу менен, анын алкагында кесиптик өз алдынчалыкка мобилдүүлүккө, кесиптик өсүшкө жөндөмдүүлүккө, эмгектин сапатына, жоопкерчиликке, коммуникативдик маданиятка ээ боло турган келечектеги мугалимдерди даярдоону ишке ашыруунун окуу процессинде инсандын өз алдынча катышуусуна багытталган кырдаалдык маселелерди чечүү үчүн колдонулган жөндөмдүүлүгүн арттырууга адистиктердин кесиптик билимин, үйрөнүүлөрүн жана ыкмаларын, кесиптик компетенциясын калыптандыруу зарылдыгын жөнүндө кеңири сөз болот. Түйүндүү сөздөр: компетенттүүлүк, кесип, чыгармачылык, маселелер, жаңычылдык , ишмердик, шык, маалыматтык. Аннотация: В статье рассматривается проблемы усовершенствования компетентных и профессиональных навыков в подготовке педагогов. Показано, что изменения в системе образования предопределяют смену требований к формированию личности профессионала. Совокупность новых подходов к процессу образования и привлечение личного опыта обучающегося обеспечат актуализацию механизмов самореализации и развития личностной и профессиональной мобильности личности. Модернизация образования - процесс необратимый и очень важный для современного этапа развития системы образования. Она требует от педагога повышения его профессионального уровня, формирования и совершенствования педагогической культуры, соответствующей запросам современной жизни, требует обновления и придания гуманитарно-личностной направленности профессиональной компетентности современного педагога. Профессиональная компетентность лежит в основе повышения квалификации педагогов и дополняется методической, социальной и личной компетентностью. Ключевые слова: компетенция, профессия, творчество, задачи, новаторство, деятельность, мастерство, информация. Annotation: The article deals with the problems of improving competence and professional skills in training future teachers. It shows that changes in the education system predetermine the change of requirements for the formation of the professional personality. A set of new approaches to the process of education and the involvement of the students personal experience will ensure the actualization of the mechanisms of self-realization and the development of personal and professional mobility of the individual modernization of education is an irreversible process and very important for the modern stage of development of the education system. It requires the teacher must increase his professional level, he must form and improve the pedagogical culture corresponding to the demands of modern life, it requires updating and giving the humanitarian-personal orientation of the professional competence of the modern teacher. Professional competence forms the basis of teacher development and it is supplemented with methodical social and personal competence. Key words: Competence, profession, creation, tasks, innovation, activity mastery, informational.

scholarly journals RATIO BETWEEN PROFESSIONAL AND JURIDICAL COMPETENCIES OF A SECONDARY SCHOOL TEACHER (IN THE CONTEXT OF SOLVING MODERN PROFESSIONAL PROBLEMS)

2020 ◽  
Vol 53 (3) ◽  
pp. 71-83
Author(s):  
V.A. Adolf ◽  
◽  
D.V. Grak ◽  
Keyword(s):  
Secondary School ◽  
Professional Competence ◽  
School Teacher ◽  
Professional Activity ◽  
Secondary School Teacher ◽  
Modern School ◽  
Stage Of Development ◽  
Legal Competence ◽  
Teaching Professional

Statement of the problem. The modern stage of development in the sphere of education makes us pay attention to the content of the teacher’s professional competence. The modern school teacher is obliged to face with professional challenges every day. The absence of a view on the problem, relating to changing law regulations in education and labor of a teacher, has made this study relevant in the sphere of education. The purpose of the article is to determine the place and the role of juridical competence in the modern structure of professional competence of a secondary school teacher. The article analyzes the ratio between the nature of the terms «professional competence» and «legal competence» of a school teacher from the standpoint of pedagogical and juridical spheres. It also raises the issue of law regulations in bringing up and education. Methodology (materials and methods). The analysis of the Russian researchers’ works, law regulations in the sphere of education, as well as a survey conducted among headmasters, made it possible to determine the system-forming role of juridical competence and the main groups of professional tasks, the solution of which requires the teacher to apply law regulations in the process of teaching professional activity. Research results. The article compares the role of the juridical component in the pedagogical and other professional spheres. So, the place, the meaning, the system of links between juridical and professional competencies are determined by the professional sphere in which this or that profession is located. The juridical competence in the article is characterized as an integral, system-forming element of the professional competence of a modern teacher. Based on the general characteristics of the juridical-oriented professional tasks and the associated labor functions that the teacher is called upon to perform, the conclusion is that it is necessary to adjust the juridical-oriented professional tasks and revise the corresponding professional standard.

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