Vol 16, No 2 (2019)

Internationalization is one of the most important challenges of modern higher education, the main goal of which is the formation of a professionally-balanced personality.One of the main requirements for the successful entry of the Russian Federation (RF) into the educational space is the education of persons with disabilities. However, it is necessary to note the fact that this particular area is a lacunae in higher education. The most effective solution to the problem of training people with disabilities is inclusion, defined according to regulatory documents as the creation of all necessary conditions for students with special educational needs.Inclusion is carried out regarding the regulatory, financial, educational, methodological and psychological-pedagogical aspects. The latter aspect implies that the teacher has special competences to provide the necessary assistance for students with disabilities. However, today not all teachers have formed competences.The aim of the research is to assess the effectiveness of refresher courses (special competences) as a way of forming special competences for university teachers for psychological and pedagogical support of students with disabilities. In this study, we used a quantitative method and a survey of teachers of the department of linguistics, intercultural communication and Russian as a foreign at Samara State Technical University. After the entrance testing, the teachers had professional training courses, at the end of which we conducted the final control research. According to the results the students of the courses demonstrate higher degree of special competences development.

The idea of lifelong education is realized not only in the form of theoretical concepts, but it is put into practice of the personnel’s training as well. The need for constant professional development is fixed at the legislative level and stated in professional standards for all sectors of activity. Under the current legislation the academic teaching staff of any higher education organization must take advanced training courses at least once every 3 years. Thus, the problem of designing additional professional programs - advanced training programs for the academic teaching staff of higher education organization is relevant. Empirical and theoretical research methods, as well as an analysis of our own program development experience, made it possible to make generalizations about the program design stages, which are presented in this article. The design stages contain the baseline comment on the essence of the developer’s actions and a rough result of the design of the program, both at a separate stage and for the program as a whole. Using the ongoing additional professional program as an example, some substantive units that can be considered as the universal ones conforming to professional standards of the academic teaching staff activities are highlighted. The author points out that all program units should have meaningful interdependencies and in this case they can be typified as a kind of educational case, within which both traditional and innovative teaching methods are applied. A non-standard approach to evaluating the students that participate in advanced training courses is the organization of the end-of-course assessment. It represents the project review that helps the student to demonstrate his improved competences. The proposed stages of designing an additional professional program and organizing work with students contribute to the development of the system of postgraduate education and have practical significance for all educational organizations that develop their own advanced training programs for the personnel.

Urgency of the article was due to the fact that within a market economy, socio- economy situation in country is changing, and thus labor-market is changing to, this is why it’s necessary to pay more attention to organization of targeted vocational guidance work in all stages of education process, starting from school education and ending with alumnus of vocational training institution. Vocational guidance is considered as complex of educational and learning impacts on personality; allow self-dependence for choosing of profession; allow realizing ability and inclination of personality. Modern conditions are required from agricultural institutes establishing new policy in agricultural sphere. Now we have a task for establishing for all institutions union spatial strategy in professional agricultural education; objectivation of adjustment mechanism of educational institution for new social and demographic situation that is emerging in the region especially in Kemerovo region. In the article were analyzed different ways and forms of events organization, developed by Kemerovo State Agricultural Institute, which are directed to make students chose agricultural industry profession. By analyzing institution activity in given field, conclusion was made, that it is necessary to improve vocational guidance work in institutes by using new methods and forms of work, which are actual for modern requests of schools and secondary-vocational educational institution and can exactly perform coordination function in vocational guidance work, to provide, self-dependence, realization of profession choice and continuity for given process.

Currently the relevance of the development of students’ universal competencies (soft skills) along with the formation of their professional (hard skills) skills is determined by employers’ requirements, rapidly changing labor market and terms of professional activity. The article deals with the students of technical majors soft skills developmentin course foreign language instruction. The authors analyze the essence and the concept of soft skills in frames of foreign language university training. The authors highlight that soft skills development occurs through focused and purposeful work on critical, system and analytical thinking skills. A special course of the discipline "Foreign Language" is designed by the authors. The preliminary results of the experimental work demonstrate that positive dynamics of skills development has been observed.

Today the discrepancy between the amount of knowledge that a learner should get according to the program and the time available for this encourages professors to look for productive ways of educational process organization that would help to avoid a decline in the quality of teaching as a whole and increase the degree of information perception in particular as well as contribute to students’ cognitive and creative activity development. Taking into account the global informatization of modern society, especially the fact that usage of information and computer technologies for modern people is not only a part of their everyday life but it also captures many spheres of life of the whole society including the sphere of education, it makes impossible imagining of effective academic activity methods without information technologies active introduction. In conditions of ubiquitous informatization of education the use of modern information technologies in the training process including the use of such a modern computer platform as an interactive board helps to achieve these goals. Application of this innovation device during higher mathematics lessons gives opportunity to improve the process of the subject studying, makes it more intensive, dynamic, informational and graphical and as a result it makes the lessons more efficient. This article describes and justifies the advantages of using of the didactic and technical capabilities of interactive board at the classes of higher mathematics in technical university in comparison with traditional academic discipline teaching.

Currently, teaching almost every subject is accompanied by the creation of slide presentations, which are considered to be one of the most convenient and intuitive ways to process information. Moreover, this type of activity is also a way of the vocabulary drilling and a form of control of the topic studied in class, thus replacing monological speech on the material involved.The article presents the algorithm of working with the presentation as a way of translation skills formation of students studying at the Institute of Facultative Education of Samara State Technical University. This algorithm was derived from the analysis of presentations done by the students. The paper also provides recommendations for the effective presentations preparation in a foreign language. Such classes proved to be very effective: students do not have any difficulties with the presentation format, as it is discussed and worked out in advance; there is an idea of the most common mistakes in the presenting the information that should be avoided in their own speech, in addition, the audience is provided with a template that contains all the basic elements of the successful presentation. As a result, the students’ presentations are done at an extremely high level, which is one of the aspects of good preparation for the presentation in the final year of their studying.

The article presents a brief theoretical review of existing scientific papers that address the problems of social and professional identity, value orientations, as well as studying the relationship of these psychological concepts in the context of the formation of social identity of an individual.It also presents the results of the conducted empirical research, in particular, a comparative analysis of the significance of values for cadets of higher military educational institutions at various stages of military-professional socialization, the dynamics of the integrated structure of their value orientations in each course are examined, and the dependence of military social identity on terminal and instrumental values. The sample of the study was 255 people, men, the average length of military service for 3.1 years.The cadets' value orientations were revealed using M. Rokich's “Value Orientations” questionnaire, the characteristics of military identity were determined using the average of four scales of military social identity from the identity questionnaire developed by us based on the questionnaire.The correlation and regression analysis, as well as the arithmetic average calculation of the values for each course, made it possible to identify the conformity of the officer’s ideas about the personality with the value orientations that are formed in the process of military-school education, the diachronic nature of the integration of the structure of value orientations at each of the military-professional stages socialization, as well as the formation of the internal value structure of the personality of the cadet as a future commander. The results obtained can be used by personnel agencies to prepare recommendations for the commanders of units on the formation of the value system of subordinates.