Psychological Conditions for the Formation of Expert Competence and Training of Experts in the Field of Higher Education and Management

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 1242-1245

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal weblink: ttp://www.jett.dormaj.com

Psychological Conditions for the Formation of

Expert Competence and Training of Experts in the

Field of Higher Education and Management

Denis Ginzburg*

Lecturer, Open University of Humanities and Economics, Moscow

Received: 17/07/2019

Accepted: 29/10/2019

Published: 20/02/2020

Abstract

One of the directions of modern higher education, based on a competent approach, is training of experts in

management. Ability and readiness to organize, plan, monitor and estimate individual components of the educational

system are becoming an important part of their professional activity. Within the framework of management activities in

education a certain interest has recently been paid to a widespread practice of expert assessment. The relevance of our

research is based on the necessity of formation of the competence of expert assessment of educational environment of

experts, which is manifested in the originality and novelty of the process and the results of expert assessment of

educational environment and is determined by managerial nature of their activities.

Keywords: expert competences, pedagogical conditions, competence formation, FSES (Federal State Education

Standards), higher education, management education

In our article we emphasize the importance and relevance

Introduction

of formation of the competence of expert assessment of

educational environment of students which was defined as an

element of professional readiness of a student in SES HPE

State Educational Standard of Higher Professional Education)

at the initial stage of our research.

In the field of education expert assessment of educational

environment manifests itself in two basic qualities. On the one

hand, it finds itself as a specific method, being an effective and

often the only possible way to study the functioning and

development of educational environment of an educational

institution. On the other hand, expert assessment of educational

environment is increasingly clearly becoming one of the certain

types of professional training of an expert in a higher education

institute.

Currently, the quality of professional training of students in

higher institutions and, therefore, its result is determined by

many factors, among which the level of competence of

personnel potential of a high school plays a leading role. There

is no generally accepted definition of competency, and almost

all competencies can be interpreted in different ways. In many

works, the term "competency" refers to: mental actions,

personal qualities of a person, motivational tendencies, value

orientations, practical skills, etc (Ashanin, 2015).

(

Under the competence of expert assessment of

educational environment of students we mean the integrative

property of a person, including the system of knowledge, skills,

motives, practical experience, providing readiness to carry out

expert assessment of educational environment and its structural

components, development of recommendations to improve its

quality in an educational institution.

Thus, under the formation of competence of expert

assessment we mean educational environment of students as

systematized accumulation of positive quantitative and

qualitative changes in the content of this competence, allowing

to carry out expert assessment of educational environment in

any educational institution.

So, the competence of expert assessment of educational

environment combines the following main components:

professional (motivational aspects-reasons for success, reasons

to achieve the goal, motives of professional self-development;

gnostic aspect - knowledge in the field of expert assessment;

operational aspect – skills and practical experience of expert

assessment of educational environment); socio-pedagogical,

defining communicative ability, level of sociability;

organizational and managerial component that reflects the

knowledge of work organizational rules, organizational skills;

In our article we stick to E. F. Zeer`s point of view, who

considers competence as a generalized mode of actions,

ensuring productive performance of professional activity and

includes a motivational sphere in the competence structure,

considering experience to be an important competence

component, as well as professionally important qualities of

individuals which provide full implementation of professional

activity.

Corresponding author: Denis Ginzburg, Lecturer, Open

scientific-research

component,

including

predictive,

University of Humanities and Economics, Moscow; Email:

engineering, research skills, ability to organizational and

managerial reflection activity (Gubin, 2014).

9160116111@mail.ru.

1242

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 1242-1245

The implementation of the developed model was carried

out by stages, in the process of mastering of the pedagogical

module, aimed at the formation of competencies of an expert

assessment of educational environment of students, providing

the development of the components that make up the study our

competencies, as part of the study of the elective course

Methodology

The necessity of descriptive description of components of

the competence of expert assessment of educational

environment was pointed to determine the level of students’

mastery of studied competence out and the descriptors for each

of them were proposed.

It should be noted that learning results can be specified as

descriptors (the description of essence) - a set of special

knowledge, skills, skills that are evaluation criteria and

determining level of mastering by students of master`s degree

professional learning competence.

Descriptive description of the components of the

competence of expert assessment of educational environment

of students is, from our point of view, a logical transition from

the traditional educational model (knowledge, skills and

abilities) to the practical orientation of modern education

"Expert Evaluation educational environment”, in the process

of performing individual work by students, reflected in the

guidelines for students' individual work for the elective course

"Expert assessment educational environment”, as well as in the

process of preparing of an individual "Methodological portfolio

of the expert."

A leading role in the process of implementing the students`

preparation model master's programs for expert assessment of

educational environment was paid to the author's elective

course "Expert assessment of educational environment", aimed

at the development, concentration and deepening of

knowledge, skills in the areas of expert assessment of

(

description of the possession instead of private skills). Thus,

the highlighted structural and content components of expert

assessment competence of educational environment of students

form an organic unity, under which a set of personal qualities,

motives and practical experience, determining the effectiveness

and success of the process of expert assessment of educational

environment turns up to be a systematizing factor.

The study of the selected problem state in theory and

practice of professional master's education was the basis for

development and approbation of the model of preparation of

master's students to expert assessment of educational

environment. A modeling process of formation of this

competence requires the consideration of basic definitions such

as" model "and "simulation". The term "model" comes from

the Latin "modulus" – measure. The model is called sample,

the standard of anything (Zaitmetov & Lufov, 2016).

In its turn, by modeling a method of indirect studying of

the object is meant during which the object we are interested in

is not explored or mastered, but only the intermediate model

system.

It is necessary to keep in mind the fact that shifting of the

results, obtained during the study of models, to the original has

a limited character (Ivasyuk, 2015).

It is supposed that the model displays the main

characteristics of the investigated reality, inevitably

introducing some possible simplifications into the image of this

reality.

Today, due to the fact that the competence approach is

considered to be a preferred orientation to the goals of

education, creation of a competence model has become very

popular in pedagogy as the tools which have new educational

constructs – competences.

We emphasize that the competency-based learning model

was laid down in the basis of the development of federal state

educational standards of the third generation, as it allows you

to estimate the results of education, considering modern

requirements to the quality of training of a graduate student,

and enables the young specialist to realize his professional

capacities effectively.

educational

environment

and

professional

student

development. The purpose of the elective course is the

formation of students` complete view on expert assessment of

educational environment and theoretical and practical

development of the technology of expert assessment.

Elective course objectives:

contribute to the formation of motives for expert

assessment of educational environment, motives for achieving

goals, for success;

expand representations in the field of expert assessment

the (knowledge of expert activity, the role of the expert

assessment method in it);

contribute to the development of skills and professionally

important qualities of student as an expert (Kazantseva, 2017).

The structure of the content of the elective course "Expert

assessment of educational environment " includes thematic

planning, the program of elective courses, reflecting the

content of lectures, seminars and practical training, guidelines

for self-study works of students, requirements to knowledge

and skills of master students according to the course under

study, the bibliographic list of recommended literature.

Elective course "Expert assessment of the educational

environment» was planned for 186 hours.

A distinctive feature of this elective course is the fact that

its content:

1) strengthen the professional training component of the

future masters; creates attitude to the assimilation of

knowledge of expert assessment of educational environment;

2) is integrated: the content is a specially selected system

of tasks of individual work, providing the formation of the

competence of expert assessment of educational environment

and contributing to enrichment and systematization knowledge

of students in the field of expert assessment of educational

environment, acquisition of necessary skills, professionally

important qualities, motives and experience of expert activity

in the context of professional self-development of future

experts (Kovshova, 2017).

The logic of the course "Expert assessment of educational

environment" suggested a combination of acquisition of

theoretical knowledge on the problem of expert assessment of

educational environment with mastering of practical skills. So

various forms of organization were used in the process of its

implementation training sessions: lectures, workshops and

seminars, individual work, etc. Lectures contributed the

expansion and deepening of theoretical knowledge of students

about various aspects of expert assessment. Practical classes

were devoted to the direct mastery of techniques, tools and

technology of expert assessment of educational environment.

The implementation of the model of preparing students for

expert assessment of educational environment in the university

was being carried out in real educational process. The purpose

of the formative stage of the experimental work was in testing

of the developed model and checking of the need and

sufficiency of a set of conditions of its effective functioning.

While developing a model for preparing students for expert

assessment of educational environment, we aimed to create the

educational conditions to form the competency of expert

assessment of educational environment as the basis of

professional self-improvement of students.

1243

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 1242-1245

Being a part of the educational material in the classroom

students were mastered the following basic concepts: self-

education, self-improvement, reflection, self-realization,

competence approach, competence, expertise, expert method,

expert assessment, educational environment, expert assessment

of the educational environment, expert activity, expert

technology, expert, etc. The elective course "Expert assessment

of the educational environment" used various innovative forms

of education realization: a problem lecture, a group discussion,

succeeded. It is worth noting that a there is a significant

increase of indicators of motivational aspect of professional

component of the competence of expert assessment of

educational environment of students in the experimental group.

During the implementation of these educational programs

practically, it was possible to avoid presenting students with

preformed (certain authors, developers or training providers) of

educational objectives, content and methods (organizational

forms, methods and means) its development and ensure

transformation into the content of the educational process of

personal professional and life experience of students, updating

and conversion (addition, enrichment, "acculturation") which

according to the developed functional model was considered as

essential characteristics of the expert training process, its

systematically important component (Yarichev & Tsamaeva,

2014). Thus, as well as relying on the highlighted principles the

implementation of the main organizational and pedagogical

conditions of the effectiveness of the process of training of

experts in the system of additional professional education, the

main hypothesis was put forward at the beginning of the study:

round table, business games, a workshop, training,

brainstorming, a symposium, forum, a workshop, a problem

diagnosis, joint viewing and discussion of problematic videos,

case-method, portfolio, development and presentation of

projects with the purpose of effective formation of the

competence of expert assessment of educational environment

of students in the process of studying.

Conclusion

To analyze the effectiveness of our work on formation of

the competence of expert assessment of educational

environment of students in professional education, we

conducted re-diagnosis to identify changes in the levels of

formation of components and indicators of expert competence

assessment of the educational environment (Mazeina, 2014).

The study of diagnostic methods used at this stage of the

study were identical to those of the ascertaining stage of the

experiment.

Quantitative data obtained in the study of gnostic and

operational aspects of the professional component of the

competence of expert assessment of educational environment

of students through the questionnaire based on the principle of

unfinished sentences differ qualitatively (Maklakov & Pavlova,

Disclosure and (self) analysis of the content and sources

of personal professional and life experience of students based

on active approach to learning;

Focus on the development of standardized methods and

methods of development and practical application of individual

expert means adequate to the object of expertise (specific

expert situation);

Students can choose organizational forms and methods

training taking into account their educational needs and

achieved level of individual development;

Enrichment of reflexive-critical and constructive attitude

to their educational, professional and

expert activity (Khutorskoy, 2015).

017). Statistical analysis of data obtained during the

The selected pilot plan (organizational chart experiment),

based on the creation of control and experimental group and

single measurement at the end of the experimental impact,

provided reliable scientific results, relevant goals and

objectives of this study.

application of this questionnaire and designed to define the

notions "expert assessment", "educational environment"

allowed us to conclude that that 96.07% of students in the

experimental group understand the "expert assessment" and

"educational environment" at a high level.

Taking into account the state of education, significant

changes that occurred in education under the influence of

intensive changes in politics, economy and other spheres of

social life of the country during the period of time, covered by

this study, and considering these factors as having a significant

impact on consciousness and behavior of not only the task

group of training experts in education, but individuals

organizing experimental educational impact and assessing its

results, it is necessary to recognize the experimental plan to be

optimal for the purposes of this study.

The results of the performed experiment give us grounds to

assert, what the process of training experts in an educational

institution of additional professional education under sticking

to selected organizational and pedagogical conditions, are

really effective and ignoring at least one of these conditions

leads to a decrease in the effectiveness of the considering

process. This allows us to accept the hypothesis put forward at

the beginning of the study, in other words, consider it to be

confirmed.

Repeated carrying out of the didactic test focused on

determination of the level of theoretical knowledge of students

in the field of expert assessment of educational environment

indicates adequate changes in the level of knowledge of the

students of the experimental group. We have established that

students of the experimental group have the idea about

distinctive features of the educational environment of the

school, give the definition to the method of expert assessment.

When answering the question related to the means of

expert evaluation, students identify the main stages and

methods of expert assessment of educational environment of

the school.

Comparing the results of the students of the experimental

group on ascertaining and control stages of the study

qualitative changes of motivation aspect of professional

component of expert assessment of educational environment of

students were revealed, determined by the method of "Study of

motivation for success" (T. Elers), it may be noted that in

comparison with the experimental group the results of

diagnostics in to the control group by this method have

changed slightly.

Ethical issue

Determining the ratio of motivational indicators aspects of

the professional component of the control and experimental

group, it should be noted that in the experimental group

significant changes occurred in the quantitative ratio of

subjects demonstrating a low level of motivation for success

Authors are aware of, and comply with, best practice in

publication ethics specifically with regard to authorship

(avoidance of guest authorship), dual submission, manipulation

of figures, competing interests and compliance with policies on

research ethics. Authors adhere to publication requirements

that submitted work is original and has not been published

elsewhere in any language.

(

from 41.16% to 9.8%), and in the control group, it remained at

the same level. Significantly the number of subjects

demonstrating high and too high level of motivation to

1244

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 1242-1245

Competing interests

The authors declare that there is no conflict of interest that

would prejudice the impartiality of this scientific work.

Authors’ contribution

All authors of this study have a complete contribution for

data collection, data analyses and manuscript writing.

References

Ashanin, A. O. Formation of social and professional competence

of the future specialist in the process of integration of training and

education. - Kazan: Institute of pedagogy and psychology of

professional education, 2015:163.

Gubin V. A. On the issue of modernization of General education.

Bulletin of Leningrad State University. A. S. Pushkin. Series:

Pedagogy. 2014;3(4):57.

Ivasyuk, O. A. The Study of professionally important qualities of

students of psychological-pedagogical education in accordance

with the new humanitarian and social sciences. Business.

Education. Right. 2015;1(30):25.

Kazantseva, A. A. Internal motivation as a condition of

professional self-education of the teacher of preschool educational

organization. Scientific notes of the TRANS-Baikal State

University. Series: Pedagogical Sciences. 2017;12(2):59.

Khutorskoy, A. V. Key competences as a component of

personality-oriented paradigm of education. National education.

015; 2: 55-61.

Kovshova, E. S. Teachers on motivation and professional growth

of the teacher in implementing the educational process. Bulletin of

the East economic-legal humanitarian Academy. 2017;3(89):137.

Maklakov, A. G. Pavlova, E. V. Features of formation of

professional and psychological characteristics of future subject

teachers of different profiles of training in the context of

competence approach. Bulletin of the Leningrad State University

named after A. S. Pushkin. 2017; 2:84.

Mazeina, Y. V. Pedagogical support: the concept, nature,

characteristics. Bulletin of the Shadrinsk State pedagogical

Institute. 2014;3(23):27.

Yarichev, N. U. Tsamaeva, A. A. Practice-oriented orientation of

future lawyer training at the University. Fundamental research.

014; 11-6:1394-1397.

0. Zaitmetov, H. A. Lufov, M. T. The relationship of the pedagogical

orientation and the level of development of communicative and

organizational skills of future teachers and psychologists.

Scientific notes of Khujand State University. Academician B.

Gafurov. Series of Humanities and social Sciences. 2016;46(1):81.

1245