THE MODEL OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE SOFTWARE ENGINEERS
Abstract
The rapid technological development of modern society fundamentally changes processes of production, communication and services. There is a great demand for specialists who are competent in recently emerged industries. Moreover, the gap between scientific invention and its wide distribution and consumption has significantly reduced. Therefore, we face an urgent need for preparation of specialists in higher education that meet the requirements of modern society and labour market. Particularly relevant is the issue of training of future software engineers in the system of master’s degree, which is the level of education that trains not only professionals, but also scientists and university teachers. The article presents a developed model of formation of professional competence of future software engineers in the system of master’s degree. The model comprises units of training of future software engineers, identifies methodological approaches, a number of general didactic and methodological principles that underpin learning processes in higher education. It describes methods, forms of organization and means that are used in the system of master’s degree, and also provides pedagogical conditions of effective implementation of the model. The developed model addresses the issue of individualization, intensification and optimization of studying. While developing the model, special attention was paid to updating the content of education and searching for new organizational forms of training of future software engineers.
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Kapshuk O. I. (2002). Pedagogicheskie usloviya podgotovki kursantov k rabote s podrostkami deviantnogo povedeniya [Pedagogical conditions of training of students to work with teenagers of deviant behavior]. Scientific Bulletin of SSPU named after K. D. Ushinsky. 195-198. [in Ukrainian].
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Pehota O. M. (2003). Pydgotovka maybutnyogo vchytelya do vprovadzhennya pedagogychnyh tehnologyi [Preparation of future teachers for implementation of educational technologies]. Kyiv: publishing house of A. S. K. 240. [in Ukrainian].
Bim-Bad B.M., Bezrukih M.M., Bolotov V.A. Glebova L.S. (2003). Pedagogicheskiy entsyklopedycheskyi slovar [Pedagogical encyclopedic dictionary. Moscow: Great Russian Encyclopedia. 528. [in Russian].
Podlasiy I. P. (1999). Pedagogika. Noviy kurs: uchebnik dlya studentov ped. vuzov [Pedagogy. New course: Studies for students pedagogical universities]. Moscow: VLADOS. 576. [in Russian].
Davidov V.V. (1983). Psyhologichesky slovar’ [Psychological dictionary]. Moscow: Pedagogika. 447. [in Russian].
Mizherikov V.A. (2004). Slovar’-spravochnik po pedagogike [Dictionary-reference book on pedagogy]. Moscow: TC "Sphere". 448. [in Russian].
Sovgira S. V. (2009). Toretiko-metodichny osnovy formuvannya ekologichnogo svitiglyadu maybutnyh uchyteliv u vyshyh pedagogichnyh navchalnyh zakladah: avtoreferat dis. na zdobuttya naukovogo stupenya doktora pedagogycheskyh nauk [Theoretical and methodical bases of formation of ecological outlook of future teachers in higher educational institutions: author's abstract. dis. on competition of the scientific degree of doctor of pedagogical science: specialty 13.00.04 "Professional education". Lugansk. 40.
Yagupov V. V. (2003). Moeluvannya navchalnogo protsessu yak pedagogichna problema [Modeling of the educational process as a pedagogical problem]. Continuing education: theory and practice: Scientific-methodical journal. Kiyev. : MDGU. 28-37.
