Innovation-driven approaches to the professional training of future specialists in higher education

Nataliia Pavlova; Tetiana Stepanova; Oleksandr Glushko; Liana Burchak; Liudmyla Prytuliak; Tetyana Koycheva; Iryna Barbashova

doi:10.22633/rpge.v30i00.20845

Autores

Nataliia Pavlova Rivne State University of Humanities https://orcid.org/0000-0002-7817-6781
Tetiana Stepanova Admiral Makarov National University of Shipbuilding https://orcid.org/0000-0003-0630-2256
Oleksandr Glushko State Biotechnological University https://orcid.org/0009-0000-5104-3084
Liana Burchak Oleksandr Dovzhenko Hlukhiv National Pedagogical University https://orcid.org/0009-0001-6141-4384
Liudmyla Prytuliak Academia de Humanidades de Kharkiv https://orcid.org/0000-0003-2031-152X
Tetyana Koycheva Universidade Pedagógica Nacional do Sul da Ucrânia K. D. https://orcid.org/0000-0002-5518-4260
Iryna Barbashova Bogdan Khmelnitsky Melitopol State Pedagogical University https://orcid.org/0000-0002-7410-4115

DOI:

https://doi.org/10.22633/rpge.v30i00.20845

Palavras-chave:

Instituições de ensino superior, Realidade virtual, Realidade aumentada, Blockchain, Informatização do processo educacional

Resumo

O artigo examina o conteúdo dos conceitos de pesquisa e os principais requisitos inovadores para os especialistas modernos. Destaca os métodos de ensino inovadores necessários para os estudantes durante sua formação profissional no ensino superior. Os períodos em que as tecnologias de ensino inovadoras são utilizadas nas instituições de ensino superior são caracterizados. A essência do experimento foi exercer influência direcionada sobre os participantes para aprimorar a formação profissional de futuros especialistas por meio de tecnologias de ensino inovadoras. A análise do estado inicial de prontidão para o uso de tecnologias de ensino inovadoras, seus baixos indicadores e a modelagem do processo de preparação para a atividade delineada permitiram a transição da fase de verificação para a fase formativa do experimento. Os resultados da fase de controle do estudo indicam a eficácia de todos os materiais de apoio metodológico, cursos específicos e condições pedagógicas utilizadas no grupo experimental.

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Biografia do Autor

Nataliia Pavlova, Rivne State University of Humanities

Universidade Estadual de Ciências Humanas de Rivne, Rivne – Ucrânia. Doutora em Ciências Pedagógicas, Professora Associada do Departamento de Tecnologias Digitais e Métodos de Ensino de Informática.

Tetiana Stepanova, Admiral Makarov National University of Shipbuilding

Universidade Nacional de Construção Naval Almirante Makarov, Mykolaiv – Ucrânia. Doutora em Ciências Pedagógicas, Professora, Diretora do Instituto Pedagógico de Ensino e Pesquisa V. O. Sukhomlynskyi.

Oleksandr Glushko, State Biotechnological University

Universidade Estadual de Biotecnologia, Kharkiv – Ucrânia. Doutorando no Departamento de Filosofia da Comunicação Humana e Disciplinas Sociais e Humanitárias da UNESCO.

Liana Burchak, Oleksandr Dovzhenko Hlukhiv National Pedagogical University

Universidade Pedagógica Nacional de Hlukhiv Oleksandr Dovzhenko, Hlukhiv – Ucrânia. Doutora em Ciências Pedagógicas, Professora Associada do Departamento de Biologia, Saúde Humana e Métodos de Ensino.

Liudmyla Prytuliak, Academia de Humanidades de Kharkiv

Academia de Humanidades de Kharkiv, Kharkiv – Ucrânia. Doutora, Professora Associada do Departamento de Teoria e Metodologia da Educação Pré-escolar.

Tetyana Koycheva, Universidade Pedagógica Nacional do Sul da Ucrânia K. D.

Universidade Pedagógica Nacional do Sul da Ucrânia K. D. Ushynsky, Odessa – Ucrânia. Doutora em Ciências Pedagógicas, Professora Titular do Departamento de Pedagogia.

Iryna Barbashova, Bogdan Khmelnitsky Melitopol State Pedagogical University

Universidade Pedagógica Estadual de Melitopol Bohdan Khmelnytsky, Zaporizhzhia – Ucrânia. Doutora em Ciências da Pedagogia, Professora do Departamento de Educação Primária e Especial.

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