System-Forming Dominant of Professional Qualities Formation of a Teacher on the Basis of Contextual-Network Technology

Due to the rapid globalization of the modern educational space, pedagogical education in Russia characterized by the process of large-scale modernization, which has led to growing problem of educator training as a multicultural personality capable of network collaboration with educators of both domestic and foreign countries. Orientation on the educator training capable of expressing responsibility and self-independence in the decision making, creativity and initiative is becoming the primary trend in the State policy in the context of educational sphere, that is viewed as the factor of development not only of the personality of a student, but also of an educator. The goal of the paper is to argue a theoretical foundation of the professional qualities of an educator in the context of contextual-network technology, the basis of which are the ideas of contextual education, androgogy, ideas of network learning. These trends are more focused on the problems of the professional qualities formation of an educator in the context of a health-saving educational environment in which the personalities of education interact to obtain a holistic picture of the world. However, the practical experience of professional qualities formation showed insufficient development of this problem in accordance with the requirements of the FSES HE and the introduction of digital technologies in the learning process, which is confirmed by regulatory documents, in particular the Russian Government's Resolution on the Approval of the State Program of the Russian Federation "Education Development (from 26.2017 No.1642)."All abovementioned trends have updated the need to develop the problem of professional qualities formation of an educator.Research methods of research are: theoretical (analysis of philosophical, psychological and educational literature, theoretical modeling of structural and meaningful basis of the study process; empirical (questionnaire, business games, projects); diagnostic (analysis of activity products, summative phase, pedagogical experiment, methods of mathematical statistics).The concept of "professional qualities of an educator is revealed" and the system of professional qualities of an educator is argued, and its effectiveness is proved.Contextual and network technology is developed and the author’s program «Professional Qualities Formation of an Educator in the Context of Health-Saving Educational Environment" contributed to the health saving and the natural potential of an educator and motivated an educator to achieve the results and pedagogical comfort

Blended Learning Technology as a Means of Forming a Professional-Personal Position of a Bachelor Psychologist

The relevance of the paper is due to the modernization of Russian education, which led to the need to train a bachelor-psychologist, focused on the implementation of the professional-personal position formed in the process of learning, capable to self-understanding of innovative technologies, self-development and self-realization in professional activities (Verbitsky, 2016; Komarova, 2012).The globalization of education is associated with the rapid development of digital technologies and their introduction into the learning process. The focus of training a bachelor-psychologist capable of constructively solving problem situations, flexible overcoming difficulties in relations with others, to self-use of innovative technologies in accordance with the requirements of Federal State Educational Standard (FSES) (2016) has become a priority area of modern education (Leontiev, 1975).The goal of the paper is to argue the theoretical justification for forming of a bachelor-psychologist's position based on blended learning technology, which is based on the ideas of the theory and practice of organizing the educational process on the basis of blended learning technology (Bath & Bourke, 2014; Fahlvik, 2014; Higgins & Gomez, 2016); Higgins concepts of becoming a professional (Markova, 1990); ideas of subject-making personality (Brushleynsky, 2003; Vyunova, 2014). These trends are more aimed at revealing the problem of forming a professional-personal position of a bachelor-psychologist on the basis of blended learning technology, revealing the possibilities of "mixing" in the educational process the traditional "live" presentation of information and lectures online, groups of students and interaction of educational subjects in the forum or on the web - conference.The leading methods of the study are: theoretical (analysis of domestic and foreign psychological and educational literature; systematization of materials on the problem of research, modelling, prediction); empirical (poll, pedagogical experiment); diagnostic (expert assessment method, methods of mathematical statistics, data processing).Our research is based on the ideas of blended learning technology (Krasnova, 2014; Matukhin, 2015, etc.) as a system consisting of different interconnected parts, integrating forms of learning such as full-time in the classroom, in collaboration (educator and bachelor-psychologist) and self-learning activity (Nikitina, 2013). The materials presented in the paper allow to improve the quality of a bachelor-psychologist training, the blended learning technology developed allows to adapt to the changing conditions of modern reality

System-Forming Dominant of Professional Qualities Formation of a Teacher on the Basis of Contextual-Network Technology

Due to the rapid globalization of the modern educational space, pedagogical education in Russia characterized by the process of large-scale modernization, which has led to growing problem of educator training as a multicultural personality capable of network collaboration with educators of both domestic and foreign countries. Orientation on the educator training capable of expressing responsibility and self-independence in the decision making, creativity and initiative is becoming the primary trend in the State policy in the context of educational sphere, that is viewed as the factor of development not only of the personality of a student, but also of an educator. The goal of the paper is to argue a theoretical foundation of the professional qualities of an educator in the context of contextual-network technology, the basis of which are the ideas of contextual education, androgogy, ideas of network learning. These trends are more focused on the problems of the professional qualities formation of an educator in the context of a health-saving educational environment in which the personalities of education interact to obtain a holistic picture of the world. However, the practical experience of professional qualities formation showed insufficient development of this problem in accordance with the requirements of the FSES HE and the introduction of digital technologies in the learning process, which is confirmed by regulatory documents, in particular the Russian Government's Resolution on the Approval of the State Program of the Russian Federation "Education Development (from 26.2017 No.1642)."All abovementioned trends have updated the need to develop the problem of professional qualities formation of an educator.Research methods of research are: theoretical (analysis of philosophical, psychological and educational literature, theoretical modeling of structural and meaningful basis of the study process; empirical (questionnaire, business games, projects); diagnostic (analysis of activity products, summative phase, pedagogical experiment, methods of mathematical statistics).The concept of "professional qualities of an educator is revealed" and the system of professional qualities of an educator is argued, and its effectiveness is proved.Contextual and network technology is developed and the author’s program «Professional Qualities Formation of an Educator in the Context of Health-Saving Educational Environment" contributed to the health saving and the natural potential of an educator and motivated an educator to achieve the results and pedagogical comfort

Integrated Subject-Language Training of Students of Engineering Specialization Based on Digital Technologies

Modern Federal State Educational Standards, the State Program of the Russian Federation "Development of Education in 2018-2025 years" RF DoD Program "E-University" imposes the higher education system requirements to increase interdisciplinary interaction (Krylov, 2019; Coyle, Hood & Marsh, 2010) on the basis of digital technologies (Titova, 2017; Pearce et al., 2011). The aim of the research is the theoretical justification of the ideas of integrated subject - language training at higher educational institutions in domestic science, as well as the ideas of Language for Special Purposes – LSP, English for Specific Purposes – ESP, General English - GE Content and language integrated learning – CLIL developed by foreign researchers (Gardiner, 1998; March, 2000), the definition of scientific approaches in the process of implementing ideas subject-language training in higher education system of the Russian Federation, experimental verification of the effectiveness of the implementation of the subject-language training on the basis of digital technologies in the educational process of higher school. Research methods: theoretical analysis and systematization of psychological and pedagogical researches of domestic and foreign authors on the study; empirical: quantitative and qualitative analyses of questionnaires among students of senior courses. The study involved 87 students 4th– 5th year of specialist's degree.The results of the conducted experimental work confirmed effectiveness of the educational process based on integrated subject - language training on the basis of digital technologies, focused on interdisciplinary interaction of professional and foreign language meaningful components. The implementation of integrated subject - language training on the basis of digital technologies in the educational process of the University will help to provide interaction between professional theoretical knowledge and foreign language communicative practices, providing motivation for self-education; rational use of the budget of educational classroom time and time spent on extracurricular self-study, through the realization by students of the practical relevance of the acquired knowledge; variable course content that allows for a differentiated approach to students based on digital technologies. The practical significance of the results of the study is the possibility of their use in the development of curricula, work programs, further research on this issue

Integrated Subject-Language Training of Students of Engineering Specialization Based on Digital Technologies

Modern Federal State Educational Standards, the State Program of the Russian Federation "Development of Education in 2018-2025 years" RF DoD Program "E-University" imposes the higher education system requirements to increase interdisciplinary interaction (Krylov, 2019; Coyle, Hood & Marsh, 2010) on the basis of digital technologies (Titova, 2017; Pearce et al., 2011). The aim of the research is the theoretical justification of the ideas of integrated subject - language training at higher educational institutions in domestic science, as well as the ideas of Language for Special Purposes – LSP, English for Specific Purposes – ESP, General English - GE Content and language integrated learning – CLIL developed by foreign researchers (Gardiner, 1998; March, 2000), the definition of scientific approaches in the process of implementing ideas subject-language training in higher education system of the Russian Federation, experimental verification of the effectiveness of the implementation of the subject-language training on the basis of digital technologies in the educational process of higher school. Research methods: theoretical analysis and systematization of psychological and pedagogical researches of domestic and foreign authors on the study; empirical: quantitative and qualitative analyses of questionnaires among students of senior courses. The study involved 87 students 4th– 5th year of specialist's degree.The results of the conducted experimental work confirmed effectiveness of the educational process based on integrated subject - language training on the basis of digital technologies, focused on interdisciplinary interaction of professional and foreign language meaningful components. The implementation of integrated subject - language training on the basis of digital technologies in the educational process of the University will help to provide interaction between professional theoretical knowledge and foreign language communicative practices, providing motivation for self-education; rational use of the budget of educational classroom time and time spent on extracurricular self-study, through the realization by students of the practical relevance of the acquired knowledge; variable course content that allows for a differentiated approach to students based on digital technologies. The practical significance of the results of the study is the possibility of their use in the development of curricula, work programs, further research on this issue