ОСНОВНІ ПСИХОЛОГО-ПЕДАГОГІЧНІ ОРІЄНТИРИ ФАХОВОЇ ПІДГОТОВКИ МАЙБУТНІХ ІНЖЕНЕРІВ ЗАЛІЗНИЧНОГО ТРАНСПОРТУ
Basic psychological and pedagogical targets of professional training of the future engineers of railway transport
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The article deals with the training of future railway industry specialists. Based on the analysis of the scientific literature basic psychological and pedagogical targets and their influence on the formation of professionalism of the future railway transport engineers are identified and justified. The requirements for a successful modern railway worker with higher education are submitted, as well as the peculiarities of the training of future specialists at technical universities are detected. We focus on the training of a specialist at the railway university, especially on his great mobility, responsibility and self-activity in mastering modern information and computer technology, successful creative self-realization, adoption to implementation of higher life goals, achievement of high level of aspiration and professional success. The article points out that the best results are achieved by those railway workers who are interested not only in the process of training but also in rapid implementation of their own creative plans, even if they are not very significant for today, but can be very important for professional activity in future. Well-developed personal qualities provide the advantage over the narrow professionalism. The ways to overcome the existing narrow professional education in Ukraine are described. The result of this process has to be a railway specialist whose values, principles and rules of life are formed completely. The system of pedagogical support, which aim is to transform adverse conditions of education (internal and external) on favorable is suggested as the main direction of training of future railway workers to their future professional activity. The process of adaptation of railway workers to the new conditions of the development of railway transport is interpreted by the author as an active device to another, new attitude to the profession, new requirements, customs and traditions; new conditions of life, patterns of behavior, new forms of leisure; as the assimilation of new forms of cultural communication, assessment, means and methods of self-study, as well as the recognition of their personal values, norms and requirements of the new social environment; the possession of new professional activities. Based on the analysis of the problem a general strategy of the formative experiment was worked out. In its format the required basic professional components aimed at the development of true professionalism of each member of the target profile of his future professional life during training at high school were determined.
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