Професійна мобільність в умовах дистанційного навчання

Abstract

Резюме. У статті розглядається підготовка, конкурентоздатність фахівців, професійна мобільність, професіоналізм і компетентність фахівців в умовах дистанційного навчання. Показано переваги дистанційного навчання. Метою статті є розгляд питання професійної мобільності в умовах дистанційного навчання. З’ясовано, що мобільність може бути диференційована на інтрагенераційну та інтергенераційну. За суб’єктом розрізняють мобільність індивідуальну і групову; за спрямуванням – внутрішню та зовнішню. Показано класифікації працівників за їх ставленням до мобільності, що можна умовно поділити на такі групи: фактично мобільні; потенційно мобільні; фактично стабільні; потенційно стабільні.Abstract. The training, competitiveness of specialists, professional mobility, professionalism and competence of specialists in the conditions of distance learning are considered. Advantages of distance learning are shown. As can be seen from the research, competitiveness, professional mobility, professionalism and competence of a specialist are qualities that depend on a person’s success in life and work. Professional mobility is interpreted as a systemic quality of a specialist’s personality, which includes a whole range of knowledge, skills, abilities, personal qualities, value orientations, etc. The purpose of the article is to consider the issue of professional mobility in the conditions of distance learning. The basis of professional mobility is the ideal of the future society, which «guarantees the freedom and natural mobility of every person within the limits of open integration». It is noted that the classification of professional mobility presented in the article makes it possible to organize various movements from single positions, to present them as separate manifestations of the general process of professional and pedagogical mobility, to determine which type of mobility ensures the performance of certain social functions. It was found that mobility can be differentiated into intragenerational and intergenerational. Individual and group mobility are distinguished by subject; by direction – internal and external. The criteria specified in the article are general regarding the differentiation of professional and pedagogical mobility, but they do not provide a comprehensive definition of this phenomenon. There is a need to single out specific criteria for professional mobility, in particular, such as: changing professional roles, subject-thematic shifts, etc. The classification of workers according to their attitude to mobility is shown, which can be conditionally divided into the following groups: actually mobile; potentially mobile; actually stable; potentially stable. Therefore, professional mobility becomes important in the conditions of competition on the labor market and stimulates specialists to increase professionalism, which will be the focus of our further research.