Formation of professional competences of “primary education” profile students while the studying process at the university
Bibliographic record
Abstract
© 2015, Canadian Center of Science and Education. All rights reserved. The relevance of this research is due to new approaches to higher vocational education, to the training of bachelors, specialists, students of primary education: from getting reproductive knowledge which is aimed to frontal forms of work with students, it is necessary a student-oriented approach, based on the ideas of personality-based semantic development priorities, regional experience personality, pedagogical support of individuality. The purpose of the article is to study and develop the science-based methods of professional competences formation among the undergraduate students of “Primary Education” profile, based on personality-centered approach, understanding the value of professional self-realization by students. A leading method of this problem study is a pedagogical experiment (ascertainment, formation and control stages) as well as the method of expert estimations, statistical processing of the quantitative results of the study. The main results of the research are the formation technique of professional competences of undergraduate students, based on personality-centered approach; the definition of the concept “professional-pedagogical competence”. Model of a student-centered approach to teaching professionals of primary education is characterized by the relationship of the motivational, organizational-planning, content-activity, reflexive-evaluation, communication-organizational components. Their severity degree determines the levels of students’ professional competencies (low, medium, high). Materials of this article may be useful for teachers of higher educational institutions by the application of this methodology of professional and pedagogical competences’ formation of students in the educational process at the University.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".