PREPARING TEACHERS OF VOCATIONAL EDUCATION INSTITUTIONS TO DEVELOP STUDENTS' PERSONALITIES IN TODAY'S WORLD
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
DOI: https://doi.org/10.26565/2074-8922-2025-85-26 Purpose. Justification of theoretical and methodological foundations, analysis of current trends, and identification of ways to improve the training of vocational education teachers for work aimed at developing the personalities of vocational education students. Methods. Analysis of scientific literature, comparative-analytical method, generalization of pedagogical experience. Results. The article discusses the theoretical and methodological foundations and practical aspects of training teachers in vocational education institutions to develop the personalities of students in the context of modern social transformations. It focuses on the changing role of the teacher—from imparting knowledge to becoming a mentor, facilitator, and moderator of the educational process, capable of creating conditions for the comprehensive development of students. It analyzes contemporary scientific approaches to understanding the essence of personal development and identifies its key components (professional, cognitive, social-communicative, value-moral, and personal-psychological). The results of a comparative analysis of domestic and foreign experience in teacher training, in particular the practices of Germany, Finland, Canada, Singapore, Poland, and France, are presented. The main problems of the modern system of teacher training are identified: insufficient integration of psychological, pedagogical, and methodological knowledge, limited development of soft skills, low level of digital competence, and weak cooperation with employers. The following areas for improvement in teacher training are proposed: the introduction of competency-based, person-oriented, activity-based, innovative-technological, and reflective-research approaches; expansion of the practical component of education; and the formation of a system of continuous professional development. It is substantiated that effective training of teaching staff is a key condition for the formation of competitive, socially active, and spiritually mature specialists in vocational education. Conclusions. Effective training of teaching staff at vocational education institutions for the personal development of students involves the integration of professional, psychological, pedagogical, and digital competencies, the introduction of innovative technologies, and the formation of humanistic values. This is a necessary condition for training competitive, responsible, and creative specialists in modern vocational education. In cites: Bozhko N. V. (2025). Preparing teachers of vocational education institutions to develop students' personalities in today's world. Problems of Engineering Pedagogic Education, (85), 310-323. https://doi.org/10.26565/2074-8922-2025-85-26 (in Ukrainian)
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.005 | 0.013 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.002 | 0.004 |
| Open science | 0.008 | 0.004 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it