PRACTICE-ORIENTED TRAINING AS A MECHANISM OF PROFESSIONAL EXPERIENCE DEVELOPMENT
, E. Kuznetsova2
1Ural Federal University (RUSSIAN FEDERATION)
2Ural Federal University, Ural State Law University (RUSSIAN FEDERATION)
The purpose of the research is to identify the forms and types of training that ensure the successful adaptation of educational information to the perception by students of higher educational institutions and the development of professional experience based on the study of foreign and Russian pedagogical practice. The modern information growth reflects the society transition to a new level of development and communication. New information systems create diverse and multi-level problems in the educational process that have positive and negative impact on the development of people and their professional qualities.
We conducted comparative analysis based on the study of the use of practice-oriented training in higher education in Russia (Ashutova 2017), Asian countries (Vorozhbit, 2012), the United States (Johan 2009), campaign management (Notts Ulysses et. al., 1997), business risk measurement (Schmuck, 2016) and the development of students’ strategic thinking (Mason, 1992). Special attention was paid to the works that study the state and municipal employees’ training (Chistyakova 2017). Regulatory legal acts in this area were also studied. The features of using the competence approach in higher education (Goldman et. al., 2016) were considered.
The study of the effectiveness of the training forms and types was conducted in the period from 2014 to 2018 on the basis of the Ural Federal University (Yekaterinburg, Russia). The analysis of students' opinions about the quality of their own education (413 students aged 18 to 28 years) was made. So, as the preferred form of training 70% of respondents indicate seminars, 56% of respondents – practical workshops, while only 46% of respondents indicate the preference for lectures. When asked about the effectiveness of a particular training form, 34% of respondents choose seminars, another 30% of respondents – practical workshops and only 5% of respondents say about the lecture as an effective form of training.
Therefore, we consider the activity in the professional experience development as the most important feature and purpose of practice-oriented and competence-based training in higher education in Russia and foreign countries, because the organizational, pedagogical and physiological essence of both types of training is not changing. Only socio-economic and technological conditions affecting the educational policies of different countries are changing.