Development of social skills of Doctors of Philosophy in professional education: conceptual approaches, methodological toolkit
Вантажиться...
Дата
2024-12-19
Назва журналу
Номер ISSN
Назва тому
Видавець
Alfred Nobel University
Анотація
The article addresses the issue of developing social skills of doctoral candidates in professional education.
The purpose of the study is to substantiate the set of social skills of doctors of philosophy in professional education and outline approaches to their development, which are implemented at Alfred Nobel University.
The study used methods of comparative, retrospective and definitional analysis, categorization and modelling of the set of social skills of doctors of philosophy in vocational education, and conceptualization of advanced pedagogical experience in their formation in professional training.
Based on a study of domestic and foreign scientific literature, the authors demonstrate the diversity of approaches to both the interpretation of social skills and the identification of their list.
The article substantiates the groups of social skills that are important for doctors of philosophy in professional education: effective social communication and behaviour skills (ability to actively listen to the interlocutor, persuade and argue, present themselves and their ideas; mastery of nonverbal communication tools); collaboration and teamwork skills (ability to work effectively in a team and consider other points of view; establish and maintain contacts; model relationships with various subjects of the educational process, namely students, parents, teachers, university management, social partners, and stakeholders; ability to effectively resolve conflicts and achieve goals collaboratively); cognitive skills (critical thinking, creativity, positive thinking, self-education skills, and digital skills); self-organization skills (ability to set and achieve goals, self-management skills, self-organization, volitional self-regulation, self-assessment, self-reflection, self-development, identification and production of an internal resource base); personal skills (self-confidence, empathy, responsibility, emotional intelligence, resilience, time management, criticality, stress resistance, tolerance, honesty, optimism, flexibility, entrepreneurship, active position and leadership, and adaptability).
The methodological foundations for the development of social skills of postgraduate students who are obtaining the third (educational and scientific) level of higher education in specialty 015 Professional Education (by specialization) in the field of knowledge 01 Education/ Pedagogy at Alfred Nobel University are determined including: systemic, competency-based, axiological, personality-oriented, andragogical, participatory, and resource approaches; principles (the ones of social partnership, acmeological psychological and pedagogical support for the activities of subjects of the educational process, and internal freedom of the individual).
The article shows the expediency of using a set of teaching and learning methods in each academic discipline of the educational and scientific program, including both mandatory and elective courses, which would maximally contribute to the development of social skills in postgraduate students.
The educational potential of facilitation and coaching methods as an effective tool for developing social skills in PhD candidates in professional education is determined.
It has been concluded that the development of social skills by doctors of philosophy in professional education is the basis for their successful careers as effective teachers, researchers, and leaders in their field. Their formation in the process of professional training will allow future doctors of philosophy to adapt to the challenges of the modern educational space.
Опис
Ключові слова
соціальні навички, процес професійної підготовки, професійна компетентність, доктор філософії з професійної освіти, розвиток, методи фасилітації, коучингу, social skills, professional training process, professional competence, Doctor of Philosophy in professional education, development, facilitation methods, coaching