Using Interactive Teaching Methods When Forming Bachelors' Professional Competencies in Management Studies
Russia's participation in the Bologna process led to the need to adapt training programs for bachelors, as well as teaching methods in accordance with the need to build bachelors’ core competencies in management studies. In these circumstances it is important for both teachers and students to change the form of joint participation in the process of delivering and acquiring knowledge. The teacher cannot only translate knowledge, since in this case students should behave as independently functioning and decision-making subjects. Otherwise, they will not be able to master the necessary competencies and will not possess the qualities necessary for managers. One solution to this problem is using interactive teaching methods, such as role-playing, case studies, videos, case studies, business games, design methods, and others. All these methods are aimed at the acquisition and interpretation of experience. The “Learning by Doing” approach, which is the basis for interactive technologies, opens great opportunities for semantic construction of the educational process and bringing it closer to real life. When doing the research, the authors developed a model of competencies that are formed during the "Developing Management Decisions" course. In the analysis of interactive methods we correlated competences that are to be formed at the end of the course and those formed by means of using interactive methods. Besides, the authors developed and tested some role-playing and simulation business games. We developed and tested the "Interactive Lecture" method; we formed a sufficient database of interactive methods that are obligatorily included in all seminars. Moreover, we conducted studies eliciting managerial qualities that undergraduate students possess before and after interactive classes. Finally, we reviewed and analyzed the dynamics of these changes.
The article investigates the methods of teaching Spanish as a foreign language within interactive approach. The author analyzes the pros and contras of different methods and interactive platforms that offer Spanish publishers and analyzes websites with additional materials for independent work of students in the Spanish language.
Within article the principles and experience of realization of interactive approach in training in a foreign language within HIGHER EDUCATION INSTITUTION are considered, possibilities of use of game methods in training are considered: business games, role-playing games, case-stadi, trainings and educational video (podcast). Some recommendations about work with different types of audiences are made, methods of motivation and the organization of group work are given.
The following new scientific statements and methods are described: (a) why it is necessary to differentiate the methods of teaching in accordance with preponderant values of the learners: pragmatic (material) values or sublime (lofty) values; (b) how to split young children in two groups: children with preponderance of pragmatic values and with preponderance of sublime values; (c) how to differentiate the methods of teaching for each of these groups; (d) what is cognitive engagement of the learners and how to achieve it at lessons for educational success in case of each of two values-homogeneous groups. The paper presents a new look at the process of education when the values of the student act like a lighthouse for the teacher at the moment of presenting material and arranging the process of education, the process of acquiring knowledge. As a result, a new psychological and educational paradigm is presented. This new paradigm expands theoretical foundations of cognitonics - a new scientific discipline aiming at compensating the negative shifts in the cognitive-emotional development of personality and society caused by stormy progress of information and communication technologies and globalization processes.
The collection seeks to address the folloing questions:
- How are teachers, students, researchers and administrators in the region working to further progressive writing pedagogy?
- What ideas about writing and writing instruction - both new and old, foreign and domestic - inform, assist or complicate this work?
- How does writing shape knowledge and practice within specific regional cultures, academic or otherwise? How might writing function as a bridge or barrier?
The audience of thei collection is the international writing studies community. In addressing the above questions within the Russian context, we hope to reveal points of connection between local experiences, and ultimately, help writing professionals all over the world better respond to the demands of globalisation.
The educational and methodological manual reveals the content of psychological training of police officers during the period of training in educational programs of professional training for the position of an employee "Policeman". The manual examines the psychological characteristics of service in the Department of Internal Affairs; reveals the concepts of psychological stability, self-regulation and approaches to their formation among law enforcement professionals; describes the features of professional communication in the daily activities of police officers, conflict management and negotiation tactics. Methodological tools are presented in the form of training exercises aimed at the formation of personal and business qualities of employees of the Department of Internal Affairs. The manual is aimed at mastering the necessary psychological knowledge and competencies by employees that contribute to improving the efficiency of performing official tasks.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.