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Title: Розвиток самоосвітньої компетентності майбутніх бакалаврів з фізичної терапії, ерготерапії у процесі професійної підготовки
Other Titles: Development of Self-Educational Competence of Future Bachelors in Physical Therapy, Ergo Therapy in the Process of their Professional Preparation
Authors: Середа, Любов Володимирівна
Sereda, Liubov Volodymyrivna
Keywords: самоосвітня компетентність
самоосвітня діяльність
розвиток самоосвітньої компетентності
майбутні бакалаври з фізичної терапії
професійна підготовка
self-educational competence
self-educational activity
development of self-educational competence
future bachelors in physical therapy
ergo therapy
professional training
Issue Date: 2019
Citation: Середа, Л. В. Розвиток самоосвітньої компетентності майбутніх бакалаврів з фізичної терапії, ерготерапії у процесі професійної підготовки [Текст] : автореф. дис. ... канд. пед. наук : спец. 13.00.04 – теорія і методика проф. освіти / Середа Любов Володимирівна ; МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; науковий керівник Ю. О. Лянной. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – 22 с.
Abstract: У роботі представлено модель розвитку самоосвітньої компетентності майбутніх бакалаврів з фізичної терапії та ерготерапії у процесі професійної підготовки, яка включає взаємопов’язані структурні компоненти (методологічно-цільовий, методичний, діагностичний) і ґрунтується на системному, особистісно орієнтованому, діяльнісному, проектному, синергетичному й компетентнісному методологічних підходах та загальнодидактичних і специфічних (студентоцентризму, професійної спрямованості, самоорганізації, мотивації, візуального наповнення, використання відкритих освітніх ресурсів) принципах навчання, описує методи (веб-квести, проектні, навчальна екскурсія, складання інтелектуальних карт), форми (проблемна лекція, лабораторні заняття, конференції, круглий стіл, семінари, ділова гра, тренінги, виробнича практика) і засоби (відкриті освітні ресурси, спеціалізоване програмне забезпечення) навчання.
The dissertation proposes the solution of the scientific problem of development of sell-educational competence of future bachelors in physical therapy, ergo therapy in the course of their professional preparation. Having analyzed the scientific literature on the definition of concepts: «competence», «self-education», «self-educational activity», «self-educational competence», «formation and development of self-educational competence» in the process of training specialists, it should be noted that, despite the significant results of scientific research, carried out by domestic and foreign scientists, a holistic generalization of the concept of «self-educational competence of future bachelors in physical therapy, ergo therapy» was not obtained, which confirms the insufficient degree of elaboration of research findings. The term «sell-educational competence of future specialists in physical therapy and ergo therapy» will be understood as a qualitative integral characteristic of a specialist, which combines the confirmed ability of the individual to carry out self- educational activities in the field ol'physical therapy, ergo therapy and self-esteem and values. The concept of «development of self-educational competence of future bachelors in physical therapy, ergo therapy» is understood as a process of improvement of individual characteristics of the individual, based on self-educational activity and value-based attitudes towards one’s own professional development and realized through the influence of (external and internal) skills therapy, ergo therapy and the ability to reflect on them. The self-educational competence of future bachelors in physical therapy, ergo therapy is a phenomenon with a complex structure, which includes motivational-value component, epistemological and praxeological component, and organizational-personal component. Diagnostic toolkit for determining the development of self-educational competence includes the following criteria: motivational-volitional (indicators: value orientations and readiness for self-development), cognitive-activity (indicators: reproduction and use of knowledge from PTE and ability to perform self-educational activity) and behavior). We distinguish such levels of development of self- educational competence of future bachelors in physical therapy, ergo therapy as spontaneous, conscious, systemic, which we will continue to use in our research. This paper presents the author’s model of development of self-educational competence of future bachelors in physical therapy and ergo therapy in the process of their professional preparation. The developed model includes interrelated structural components (methodological-targeted, methodical, diagnostic), and is based on a set of methodological approaches (systemic, competence, activity, design, synergistic and personality-oriented) and set of principles (systematic, professional combination of collective and individual forms and methods of educational activity; self-organization; motivation), the improvement of forms, methods and means of the process of vocational training laboratory using problems, debates, debates, conferences, round table, seminars, business game, training, production practice), methods (problematic, web quests, project, study tour, drawing up of intellectual maps) and means. Future bachelors in physical therapy, ergo therapy of the experimental group, after conducting the forming experiment, professionally substantiate and express their own point of view, always ready to take responsibility for their own decisions, capable of constantly updating knowledge in the professional field. Such students have the skills to cooperate with the members of the group, they are able to engage in dialogue, establish professional relationships. They arc able to adequately assess their own capabilities and achievements, the results of their own professional activities, as well as those of other team members to analyze the weaknesses and correct them. Future bachelors in physical therapy, ergo therapy of the experimental group after carrying out the forming experiment have the ability to self-analyze the results of self-educational activity, understand the role of the process of self-development in professional activity. They are characterized by the ability to supplement knowledge in the professional field, the ability to systematically organize professional activities and adequately evaluate its results. Generalization of the obtained results confirmed the achievement of the goal of the dissertation research, the fulfillment of its tasks and the reliability of the hypothesis at the significance level of 0.05.
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