Підготовка майбутніх бакалаврів в галузі транспорту в педагогічних закладах вищої освіти

Abstract

The work is devoted to studying theoretical, methodological, and practical aspects of the formation of readiness for professional activity of future bachelors, studying in the speciality 015.38 "Vocational Education. Transport" at pedagogical institutions of higher education. Based on the analysis of scientific and pedagogical literature, it is established that the low demand in the modern labour market for young professionals, constant competition and increased requirements for vocational training actualise the urgency of revising and modernising the system of modern higher vocational education with further improvement and implementation of the necessary changes in the educational process of training future bachelors of vocational education in various specialisations, including in the field of transport (specialisation "Transport"). The primary purpose of vocational education is to train competent specialists of the appropriate level and profile, competitive in the labour market, fluent in the profession and oriented in related fields of activity, capable of practical work in the speciality at the level of world standards, ready for continuous professional growth, social and professional mobility. The study of psychological, pedagogical and methodological literature made it possible to identify the critical requirements for the training of graduates in the field of "Vocational Education (by specialisation)", in particular: - structural and integrity - given the structure of future bachelors in transport as vocational teachers, the educational process should be simultaneously aimed at the formation of a separate professional-pedagogical, engineering, technical and production-technological component and a holistic, integrated professionalpedagogical activity; - conceptuality - in the educational process, it is necessary to take into account theoretical approaches and principles that define the critical ideas of organising the professional training of modern bachelors in the field of transport as vocational teachers; - manufacturability - the educational process should be designed taking into account the technologies, means, and forms of training, as well as the requirements for the organisation of training of future bachelors in the field of transport in the context of the effective implementation of specific educational practices; - universality - the educational process should not depend on the content of processes in specific socio-economic, political, or pedagogical conditions and form a generalised view of the structure and sequence of actions to prepare future bachelors in transport in pedagogical HEIs for professional and pedagogical activities. The study found that the peculiarity of training future bachelors in the field of transport at pedagogical higher education institutions is their training as vocational teachers who have a system of professional and pedagogical knowledge, skills and abilities, experience in their application, as well as a set of professionally significant personal qualities and are ready and able to carry out professional and educational functions in vocational education institutions of I-II accreditation levels on a professional basis. The methodological basis of training future bachelors in the field of transport at pedagogical higher education institutions is considered on the basis of several interrelated scientific approaches: axiological, which reflects the humanistic essence of professional and pedagogical activity and forms a value attitude towards it; acmeological, which promotes self-realisation and self-development of bachelor students in the framework of training at pedagogical higher education institutions; competence, which is the basis of higher education standards of Ukraine; activity, that ensures the development of the personality of future bachelors in the field of transport in various fields of professional and pedagogical activity; practice-oriented, which adequately takes into account the dynamically changing needs of consumers of educational services; integrated, which provides interdisciplinary mastering of knowledge, skills, various activities and the formation of the ability to implement them. It is established that the educational environment of pedagogical institutions of higher education has a relatively wide range of possibilities determined by: the specifics of the "double" speciality (objects, sphere, tasks of professional and pedagogical activity, etc.); organisational specificity and emotional comfort of the university community (focus of educational and professional, educational and quasiprofessional activities of future vocational teachers, interpenetration of pedagogical traditions and innovations); subject-spatial content (material and technical, informational, digital support); interaction of the student-teaching community, social partners, employers (professional, educational and social coexistence, cooperation, etc;) saturation of the content of education (professional and pedagogical orientation, projectivity, innovation, practical orientation, fundamentality, creativity, variability, perspective, openness); subjective position of future vocational teachers (personalised and individual-personal content of vocational training). The essence of the readiness of future bachelor's degree holders in the field of transport for professional activity is revealed in a set of professional motives, comprehensive and well-grounded professional-subject knowledge, experience in solving operational tasks in production and educational activities, as well as a desire for self-education and self-improvement. The structure of readiness for professional activity of future bachelor's degree holders in the field of transport includes the following components: motivational-value (a set of motives for choosing a professional career, beliefs and needs formed against the backdrop of sustained interest in the profession, understanding the significance of professional-pedagogical activities); cognitive-communicative (the thoroughness of fundamental and specialised knowledge, as well as communicative skills that ensure readiness for the practical implementation of tasks within the pedagogical and production-technical aspects of professional activity); functional-operational (skills and abilities to implement innovative directions of technical progress in the automotive transport and educational sectors from the perspectives of initiative, independence, and responsibility); and personal (professionally significant individual qualities of future bachelor's degree holders in the field of transport and the ability for reflection). The levels (high, sufficient, satisfactory, low), criteria (value, cognitive, practical, reflective), and indicators of readiness formation for professional activity of future bachelor's degree holders in the transport field are defined. For the practical training of future bachelors in the field of transport at pedagogical institutions of higher education, the following pedagogical conditions are specified: actualisation of the value-sense attitude of future vocational teachers to professional activity; intensification of the content of training of future vocational teachers based on integration of theoretical and practical knowledge; organisation of practice-oriented educational activities of future bachelors in the field of transport at pedagogical institutions of higher education; creation of creative educational environment. Implementing the identified pedagogical conditions involves competence orientation and systematicity, variability and modularity, content updating and motivation, practical orientation and problematicity, time orientation and integration, error tolerance and visualisation. A model for preparing future bachelor's degree holders in the transport field within higher education institutions has been developed based on pedagogical modelling. It encompasses four blocks: the conceptual-target block, aimed at forming students' abilities and skills to apply acquired knowledge in professional activities at a creative level, which reflects the goals, main methodological approaches, and principles of education; the structural-content block, which is determined by the curriculum, academic plan, and methodological tools; the procedural-technological block (specific forms and methods of teaching that ensure high motivational involvement of students in the process of mastering disciplines and developing a creative attitude towards future professional activity); and the result-diagnostic block (step-by-step diagnostics of the formation of future bachelor's degree holders' readiness for professional activity in the field of transport). The aim of implementing the identified pedagogical conditions and the developed model was to ensure an effective process of preparing future bachelors in the field of transport at higher education pedagogical institutions by introducing educational innovations, unconventional approaches to the organisation and management of the educational process, consolidation of the needs and opportunities of all participants in the educational process, as well as providing resources for the information-technology and educational innovations in the theoretical, practical, and quasi-professional preparation of future vocational education teachers. To achieve this goal, a unique methodology for preparing future bachelors in the field of transport at higher education pedagogical institutions was developed and implemented during the study of the following disciplines by students of the experimental group: "Educational Technologies" (2nd year), "Methodology of Vocational Training" (3rd-4th year), as well as during their teaching practice. The developed methodology is implemented in three stages: conativereproductive, activity-productive and reflective-creative. For each stage, the purpose, pedagogical conditions, content of the activity and the expected result are defined. The cognitive-reproductive stage aims to develop the ability to express individuality and creativity in professional activities. The primary forms are problematic lectures and seminars, teacher consultations, and visual and informational resources; methods are problematic and visual and information presentation of educational material, reproductive. The expected result is the formation of a sustainable motivation of future bachelors in transport as vocational teachers to professional and pedagogical (including innovative) activities in the vocational education system. The activityproductive stage aims to form professional skills of future bachelors in the transport field. The primary forms are practical and laboratory classes, independent work, extracurricular activities, pre-project research, participation in the student club "Professional and Pedagogical Vertical", participation of student interns in pedagogical seminars prepared by practice managers, methodologists and leading teachers of the educational institution - the practice base. The expected outcome is the development of professional skills. The reflective and creative stage aims to develop the ability to express individuality and creativity in professional activities. Forms of learning - scenario-project classes, individual and group counselling, project activities, extracurricular activities, training "Fundamentals of Professional Goal Setting", implementation of the programme of extracurricular activities of students "Modern Teacher of Vocational Education". Methods: communicative, problem-based, research, project and scenario-based. Expected results: the ability of future vocational teachers to express creativity in professional activities and selfesteem skills. The effectiveness of the proposed methodology for preparing future bachelors in the field of transport at higher education pedagogical institutions was assessed by determining quantitative and qualitative changes in readiness for professional activity based on a comparative analysis of the results from the initial and final stages of the experiment, as well as by comparing the obtained data with the predicted outcomes. The experimental study showed that the experimental group of future bachelors in the transport field achieved significant positive results in readiness for professional activity. In contrast, the control group did not show mathematically significant results. The experimental results were confirmed using the Kolmogorov-Smirnov criterion. The practical significance of the obtained results lies in the possibility of their use in the training of students in the speciality 015.38 "Vocational Education. Transport" to form readiness for professional activity, which is facilitated by improving the work programmes of vocational and pedagogical disciplines ("Methods of Vocational Training", "Educational Technologies") through the implementation of their integrative resource; the Programme of extracurricular activities of students "Modern Vocational Teacher" and the organisation of extracurricular work of students within the student circle "Vocational and Pedagogical Vertical"; development of diagnostic tools for studying the state of readiness of future bachelors in the field of transport for professional activity. The study's results can be used by teachers of pedagogical HEIs who train future bachelors in the field of transport, as well as in the system of postgraduate pedagogical education, in developing standard curricula, writing manuals, etc. The key ideas and results of the dissertation research can become a theoretical and practical basis for further research into the context of vocational education, particularly the training of bachelors in the transport field at pedagogical higher education institutions.