Pedagogical technology of preparation and holding of a scientific conference as a form of professional education of first-year students

the problem of choosing forms of professional education of students in an institution of higher education can rightfully be called one of the most important in the pedagogy of higher education. This form of education at the Saint Petersburg State Pediatric Medical University is a scientific conference that solves a whole range of problems, among which the first place is occupied by the tasks of professional education of students. The Faculty of Clinical Psychology - a division of the university - since its foundation in 2000 has supported and developed the tradition of students holding quarterly conferences of various types, including traditional scientific and practical conferences dedicated to Mother's Day, Psychologist's Day, educational motivation of subjects in the context of continuous education, as well as conferences illustrating various areas of scientific activity of the faculty's teaching staff. The author considers the preparation of students for the conference and their direct involvement in its implementation as a pedagogical technology, which certainly has enormous potential in the development of specialists in helping professions – speech therapists and defectologists. In the article, the author characterizes the pedagogical technology of preparation and implementation of a scientific conference devoted to the issues of inclusive education in a modern school, as a form of professional education of first-year students of the special (defectological) education department of the faculty of clinical psychology, and interprets its results. The aim of the study was to develop a pedagogical technology for preparing and holding a scientific conference as a form of professional education for first-year students of the special (defectological) education department and the subsequent analysis of the conference results. The study period was from mid-April to the end of May of the 2024-2025 academic year. The results indicate that the majority of students' responses – 29 people (74.4%) – тtestified that the content, structure and form of the conference evoked a positive emotional response in them, indicating their satisfaction with this form of working with them. A small number of participants – 6 people (15.4%) – were not entirely satisfied with the conference, since it did not include issues of clinical psychology. One person (2.6%) stood out from the group of respondents, who noted that he was not interested in delving deeply into the content of the conference, since he did not intend to work in an inclusive education environment, therefore, in his opinion, he could only give it an unsatisfactory assessment. Another 3 people (7.7%) find it difficult to assess both the content and the form of work with the audience, as they have no standard for comparison. In their opinion, satisfaction/dissatisfaction with the conference should be demonstrated by those who took an active part in it; potentially, they would not participate in the conference, as this is associated with the need to fulfill a number of requirements of the teacher, but they have not developed the appropriate learning skills. The results of the study allow us to determine tactics for professional education of students who lack the learning skills to complete teacher assignments, as well as those who are not interested in immersing themselves in the content of conferences, since they do not have a fully formed understanding of the scope of their professional activity.

professional education, pedagogical technology of preparing and holding a conference, special (defectological) education, scientific conference