Academic journal article International Education Studies

Pedagogical Conditions of Ensuring Students' Readiness for Scientific Researches-Example of Technical University

Academic journal article International Education Studies

Pedagogical Conditions of Ensuring Students' Readiness for Scientific Researches-Example of Technical University

Article excerpt


This article describes pedagogical conditions of ensuring students readiness for scientific researches on the basis of scientific literature and experience of Penza State Technological University students. Introduction of suggested conditions favors the process of training of highly skilled expert who is ready for generation of new ideas in fields of science and engineering, their implementation in scientific and innovative projects; for conduction of scientific researches and testing of their results.

Keywords: scientific research, professional competences, pedagogical conditions

1. Introduction

Globalization in European countries and in America launched a persistent work at the problem of organization of shared education which will gave a student an opportunity to have an internship in any university of the world, to get knowledge and skills at open courses system (MOOCs), to perform joint researches and projects (Marginson, 2011, 2014; De Wit, 2013; Kirwan, 2010; Gershuny, 2011; Atkinson & Audretsch, 2010; Salmi, 2009). That is why a critical goal of education is training of highly skilled competent professionals for solving global problems. In order to achieve this goal it is necessary to develop identical educational programs which will be aimed at effective attainment of final goals, stated according to competences. This is confirmed by the project called TUNING ("Tuning of Educational Structures in Europe"), which helped to form the following hierarchy of competences:

(1) General (universal) competences important for particular social groups (for example graduates, employers, teachers):

* Instrumental;

* Interpersonal;

* Systemic.

(2) Specific (professional) competences relevant to subject field (academic, subject oriented competences) which provide peculiarity and independence of particular educational programs for a degree:

* General professional - basic theoretical professional knowledge, basic practical professional skills;

* Profession-oriented - defined by educational institution according to order for professional training (Tuning, 2001).

In Russia this competence groups are represented in Federal State Educational Programs of Higher Education (FSEP HE), though they are not always evident. These standards assume big innovative opportunities which apply Russian and European educational experiences at professionals training (Slessarev et al., 2014). FSEP HE single out students professional competences at scientific research (SR). It emphasizes urgency and importance of work aimed at formation of competences that provide readiness to stated activity (Sergeeva & Vagaeva, 2011).

2. Methodology

We have conducted a research of ensuring student's readiness to SR. The research was conducted in Penza State Technological University. According to the findings we are able to make a conclusion about establishing of pedagogical conditions that provide efficiency of this process (Lyussev et al., 2014).

"Condition" category is treated as a superordinate one to subordinate concepts of "environment", "circumstances", "surroundings" in psychological and pedagogical literature, thus we broaden the range of objects necessary for initiation, existence and alternation of pedagogical system. N.M. Borytko defines pedagogical conditions as an external factor, influencing the pedagogical process which was deliberately created by teacher and assumes achievement of the result (Borytko et al., 2009, p. 54).

N. M. Jakovleva underlines integrated nature of pedagogical conditions and regards them as a set of educational process measures which help students to reach professional and creative level of activity (Jakovleva, 1992, p. 154).

This category is treated from pedagogical point of view in works of V.I. Andreev who regards condition as goal-oriented selection, designing and application of content elements, education methods and training for didactic aims (Andreev, 1996). …

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