2018-4-doc

Nataliia Kolesnichenko. Conditions of Future Germanic Studies Specialists’ Professional Image Formation.

(2018) Science and education, 4, 99-104. Odessa.

DOI:

Nataliia Kolesnichenko,
Doctor of Pedagogy, professor, Department of Germanic Philology,
Odesa I.I. Mechnikov National University,
24/26, Frantsuzkyi boulevard, Odesa, Ukraine

CONDITIONS OF FUTURE GERMANIC STUDIES
SPECIALISTS’ PROFESSIONAL IMAGE FORMATION

SUMMARY:

The article highlights psychological and educational conditions and factors contributing to the professional image formation of future Germanic studies specialists as translators throughout the process of training at the university. The essence and ways of practical implementation of defined psychological and educational conditions are revealed. They help to form a professional image of future Germanic studies specialists as translators. The article also studies interactive teaching methods, research and heuristic tasks promoting qualities of translator’s multicultural linguistic identity as a mediator of intercultural communication. The following ways of identifying psycho-pedagogical conditions aiming at qualifying competitive translators among students majoring in Germanic studies have been distinguished: defining social services commissioning as to the levels and quality of future specialists in Germanic studies professional training; revealing the peculiarities of the educational process organization at the university in German languages and translation specialty; specification of the essence and structure of the professional image of future specialists in Germanic studies as translators.

KEYWORDS:

image of a translator, future translators’ image-forming training, psychological and educational conditions of professional training of Germanic studies students, professional image formation, future specialists in Germanic studies, multicultural linguistic identity.

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REFERENCES:

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5. Latishev, L.K. (2001). Struktura i soderzhanie podgotovki perevodchikov v yazukovom vuze [Structure and content of translators training in a language university]. Moscow: NVI-Tezaurus [in Russian].
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Valentyna Dudchenko, Kostiantyn Vitman, Dmytro Tsekhan. Students’ Personal and Professional Potential in The System of University Training.

(2018) Science and education, 4, 105-111. Odessa.

DOI:

Valentyna Dudchenko,
Doctor of Law, professor,
Department of General Theoretical Jurisprudence
Kostiantyn Vitman,
Doctor of Political Sciences, professor,
head of the Training Center of Masters in Public Service and Judges,
Dmytro Tsekhan,
PhD (Candidate of Legal Sciences), associate professor,
Department of Criminal Studies,
National University “Odessa Academy of Law”
2, Academichna Str. Odesa, Ukraine,

STUDENTS’ PERSONAL AND PROFESSIONAL
POTENTIAL IN THE SYSTEM OF UNIVERSITY TRAINING

SUMMARY:

The paper aims to present the results of the examination of personal and professional potential of future specialists in the process of studying at a university. The experiment involved 248 students of 1-2 years of study of the International Humanitarian University (Odesa). In the structure of personal and professional potential of a specialist, the motivational, epistemological, praxeological, and personal components are singled out. The personal and professional potential of future specialists was assessed according to the following criteria: motivational (indicators: value orientations, focus on a profession, the need for self-realization), cognitive (indicators: professional knowledge, desire for self-education), activity (creative potential, communicative and organizational skills), subjective (indicators: moral and volitional qualities, communicative tolerance, emotional intelligence). The personal and professional potential was examined by means of specially selected methods according to each indictor. As a result of the study, it has been found that most of the respondents have a low level of personal and professional potential maturity, which gives grounds to speak about the necessity of developing a technique to improve future specialists’ levels of personal and professional potential, which is considered to be the prospect of further research.

KEYWORDS:

potential, personal potential, professional potential, personal and professional potential, training, university, professional development.

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REFERENCES:

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Svitlana Shekhavtsova. Subjectness Development in Future Foreign Languages Teachers in The Context of Scientific-Methodological Support.

(2018) Science and education, 4, 112-117. Odessa.

DOI:

Svitlana Shekhavtsova,
Doctor of Pedagogy, professor,
Romance and Germanic Philology Department,
Luhansk Taras Shevchenko National University,
1, Gogol square, Starobilsk ,Ukraine

SUBJECTNESS DEVELOPMENT IN FUTURE FOREIGN LANGUAGES
TEACHERS IN THE CONTEXT OF SCIENTIFIC-METHODOLOGICAL SUPPORT

SUMMARY:

The article presents theoretical substantiation and experimental verification of subjectness development in future foreign language teachers based on scientific and methodological support. The functions of scientific and methodological support contribute to the implementation of the chief aim of the development of professional personal and individual qualities of the future foreign language teacher. Therefore, one of the most important functions of professional development of future teachers was accomplishment and implementation of purposeful influence on their professional development. The technology of scientific and methodological support applying to subjectness development in future teachers was interactive, since all its participants actively interacted and were equal partners, which made it impossible for the teachers and methodologists to dominate the future teachers. Scientific and methodological support allowed to model one or another pedagogical system, which was a prerequisite for a cooperative solution of the pedagogical problem in the context of the very subjectness development in future teachers. The results of the experiment make it possible to compare the general dynamics of the indicators of subjectness development in future foreign language teachers before and after the experiment, to determine the efficiency of the experimental system of work at the university.

KEYWORDS:

subjectness, future foreign languages teachers, personal-individual qualities, scientific and methodological support, experiment.

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REFERENCES:

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3. Kovalchuk, L. (2014). Proektuvannya systemu psykhologo-pedagogichnogo suprovodu formyvannya kultury professiynigo myslennya maybutnikh pedagogiv [Designing of psychological and pedagogical support system of professional thinking culture development in future teachers]. Problemy pidhotovky suchasnoho vchytelia – Problems of modern teacher training, 9 (1), 39 – 45 [in Ukrainian].
4. Linnik, O. (2014). Maybutniy uchitel yak subect pedagogichniyi vzaimodiyi: pidgotovka do spivrobitnytstva z molodshymi shkolyaramy [Future teacher as a subject of pedagogical interaction: preparation for cooperation with junior schoolchildren]. Kyiv: Slovo [in Ukrainian].
5. Lupanova, N.A. (2013). Pedagogicheskoe soprovozhdeniye professional`nogo samorazvitiya buduschego pedagoga [Pedagogical support of professional self-development of the future teacher]. Vestnik Sam. Gos. Universiteta – Bulletin of Sam. state university TU, 8 (1), 274-277 [in Russian].
6. Olkhovaya, T. (2011). Poznavatelnaya samostoyatelnost kak factor subektnosti studenta universiteta [Cognitive independence as a factor in the formation of subjectivity of university students]. Vysshee obrazovanie segodnya –Higher Education Today, 1, 22-24 [in Russian].
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