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Academic literature on the topic 'Education and professional training domain'

Author: Grafiati

Published: 12 April 2025

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Journal articles on the topic "Education and professional training domain"

Safarpour, Beheshte. "Teacher Training and Professional Ethics." ‪Iranian Journal of Educational Sociology 3, no. 1 (2024): 80–87. http://dx.doi.org/10.61838/kman.ijes.7.3.10.

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Purpose: Explaining and analyzing the professional and religious ethical needs of the human resources at Farhangian University, with an emphasis on the esteemed faculty members of this university, can be a positive step towards achieving the critical mission of teacher training and education in the country. As indicated by the title of the article, the goal of this research is to analyze the needs of instructors and faculty members in the domain of professional and religious ethics. This article aims to answer the following questions: 1) What professional ethical characteristics do Farhangian University professors need? 2) Do Farhangian University professors possess these characteristics? 3) How can these characteristics be created and reinforced? Methodology: The research methodology of the present study follows a mixed paradigm and employs descriptive-analytical and descriptive-survey methods. Findings: In summarizing the findings, it was concluded that: empathy and the development of a spirit of cooperation among students by the professor, campus presidents, providing a foundation for self-confidence, preventing rigid and dogmatic discipline in the educational environment, and adherence to the scientific and cultural norms and regulations of the university are crucial. Therefore, it is expected that the planners and managers of Farhangian University, in addition to issuing directives and regulations, also pay special attention to implementation and practice. Thus, considering the important fact that in universities, education alone does not have a meaningful impact; rather, the educational process includes teaching ethics and institutionalizing it in order to properly implement the quality charter of Iran's teacher training university. Conclusion: The study underscores the necessity for Farhangian University to integrate ethical training into its educational practices to fulfill its mission effectively.

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Stoddard, K., B. Braun, L. Dukes III, and M. A. Koorland. "Building Professional Dispositions in Pre-Service Special Educators: Assessment and Instructional Tactics." Journal of University Teaching and Learning Practice 4, no. 1 (January 1, 2007): 33–45. http://dx.doi.org/10.53761/1.4.1.4.

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Teacher preparation programs, in part due to national accreditation mandates, are beginning to examine assessment and instruction of teacher trainees’ professional behavior and dispositions more carefully than in the past. The faculty at University of South Florida St. Petersburg developed the Professional Behavior Assessment tool (PBA) for rating levels of competence within six professional behavior domains; punctuality, reaction to supervision, collaboration with colleagues, effort, enthusiasm, and ethical professionalism. Four pre-service teachers (PST) were taught the characteristics of the six domains employing written scenarios and rubrics of the PBA. Initially, the pre-service teachers held very different perceptions than faculty regarding behavior expected within each domain. After instruction the PST’s were able to use the PBA to rate scenarios similarly to faculty. Following training, PST’s reported better understanding regarding the level of expected professional behavior in the schools. As the semester progressed, faculty noted improvement in pre-service professional behavior in field settings.

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Mijares, Benjamin. "Teachers’ Information and Communication Technology Competencies: The Basis for a Competency-based Training Plan." American Journal of Education and Technology 1, no. 3 (November 15, 2022): 22–29. http://dx.doi.org/10.54536/ajet.v1i3.762.

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Information and Communication Technology (ICT) in education pertains to using information and communication technology to support, enhance, and optimize information delivery. The study sought to ascertain the ICT competencies of elementary teachers in District 2 of the SDO Malolos City. The study employed a descriptive-quantitative method. The standardized questionnaire was adopted from the National ICT Competency Standards for Teachers (NICS), which covered the four domains of the ICT framework in education. Data were analyzed using the mean Kruskal-Wallis Test and the Mann-Whitney U test to determine significant differences between teacher respondents’ profile and their level of National ICT Competency Standards. Results showed that teachers have a high level of competencies in Technology Operations and Concepts, Social and Ethical, and Pedagogical Domains, but an average level in the Professional domain. Likewise, a significant difference was not established in their gender, age, educational attainment, position, number of ICT-related training, and years of using ICT in teaching but found in teachers’ length of service. The findings suggest that teachers must increase their level of competence in the Professional Domain to become more proficient and effective in carrying out their duties and responsibilities. This can be accomplished through seminar workshops on professional growth and development, research, innovation, and collaboration. To maximize their ICT skills, a competency-based training program should be provided in District 2 of SDO City of Malolos schools.

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Zlatkin-Troitschanskaia, Olga, Sebastian Brückner, Marie-Theres Nagel, Ann-Kathrin Bültmann, Jennifer Fischer, Susanne Schmidt, and Dimitar Molerov. "PERFORMANCE ASSESSMENT AND DIGITAL TRAINING FRAMEWORK FOR YOUNG PROFESSIONALS' GENERIC AND DOMAIN-SPECIFIC ONLINE REASONING IN LAW, MEDICINE, AND TEACHER PRACTICE." Journal of Supranational Policies of Education (JoSPoE), no. 13 (July 16, 2021): 9–36. http://dx.doi.org/10.15366/jospoe2021.13.001.

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In the digital age, the Internet is increasingly considered a major information source. This is especially true for informal, e.g., post-university, learning. Evidentially, young professionals are increasingly using online sources as an information and learning tool. Critical reasoning from online information for learning and professional processes in the domains of medicine, law, and teaching is considered a highly relevant competence facet. For example, staying up to date on a multitude of matters, e.g., published in articles and guidelines, as is the case in the medical field, can be challenging when the required competencies to use online media are absent (e.g., Allen et al. 2005, O'Carroll et al. 2015). Current research on students in higher education indicates substantial deficits in their critical online reasoning skills, also among graduates. However, online information seeking and corresponding competencies of young professionals in job-specific educational processes have not been researched yet. There is a lack of both valid domain-specific assessments for different professions and learning tools that can effectively foster the competent use of online information in practice among young professionals. Our research presented here is part of the collaborative BRIDGE project, which is conducted under the umbrella of the program "Research for the Design of Educational Processes under the Conditions of Digital Change." This study is based on our previous work on the assessment of generic skills in higher education in the international projects CLA+, iPAL, and CORA as well as on experiences with job-specific performance assessments from the research programs KoKoHs and ASCOT+, which measured professional competence. To validly measure critical online reasoning among young professionals from three domains — medicine, law, and teacher training —we develop new computer-based online performance assessments and corresponding training tools. The specific aim is to analyze to what extent they improve in using online information with greater reflection when creating job-specific documents after an online training based on process and performance data (using innovative approaches, such as text mining and educational data mining). In this paper, we showcase the conceptual and assessment framework of the newly developed innovative tools to measure and promote generic and domain-specific online reasoning among young professionals in medicine, law, and teacher education. Based on this framework, we discuss how these crucial professional competence facets can be validly measured and effectively fostered in practice.

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Schilderman, Hans. "Het klinische domein van geestelijke zorgprofessionals." Religie & Samenleving 15, no. 3 (December 1, 2020): 214–39. http://dx.doi.org/10.54195/rs.11499.

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This article aims to offer a contribution to the definition of the professional domain of spiritual care professionals working in clinical settings. Starting with a conceptual disentanglement of theology and religious studies in face of the issue of interreligious communication, a starting point for this definition is found in the humanities domain. Existential, developmental, and contextual dimensions of the human condition, each with topics of their own, are distinguished in defining the object of spiritual care. These topics require professional attention in a set of tasks that are subsequently presented. Next, it is argued that clinical pastoral education offers the proper post-master program to develop these tasks in an established clinical skills training program. Integration of clinical pastoral education in postmaster spiritual care apprenticeships offers the best condition to contribute and innovate spiritual care in clinical settings, so it is concluded.

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Volkova, I. A., and V. S. Petrova. "Building digital competence in professional education." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 17–24. http://dx.doi.org/10.36906/2311-4444/19-1/03.

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In the next seven years, the Russian economy will have to switch to digital technology and digital product. The purpose of the article is to establish general recommendations to develop and implement digital competencies. The subject of the research is the set of necessary digital competencies and their ranking. To make it easier for people to adapt to the digital economy, the authors of the article conducted a survey among the chief executives of leading enterprises in Nizhnevartovsk to predict which digital competencies need to be taken into account in professional training. In addition, the research revealed additional features that a person should possess, e.g. the information consumption culture and decisiveness. The modern Russian professional education framework is setting a new educational paradigm for students and lifelong learning. This includes fundamental changes in the professional objectives of higher education. Therefore, the training must adapt to the new contextual requirements. The article provides reflections on building a profile of digital competencies for areas of higher education training that correspond to the current context and new scenario, including those that are a cross-cutting axis for other professional competencies that become relevant in the educational domain. Our research and analysis revealed areas for the further development of digital competencies, as well as three basic principles that are crucial for the successful design and advancement of new programmes in professional education. Standardized mass education in the field of digital economy is no longer relevant. Now taxonomy defines the skills that need to be included into the digital economy through a wide range of professions. This article provides a new insight into the role of competence transition from education to the labor market. To understand today’s demand for new skills and elaborate on how it might change over the next 5-10 years, we recruited employers to identify the competencies that they consider essential.

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Fabrychna, Yana G. "CURRENT TRENDS IN PROFESSIONAL TRANSLATOR TRAINING." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 284–91. http://dx.doi.org/10.32342/2522-4115-2021-2-22-31.

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The objective of this paper is to study the current trends in professional translator training within masters of art in translation study programs of world leading universities. The analysis of study programs represented on the web-sites of Deutscher Akademischer Austauschdienst, European Master’s in Translation, Keystone MASTERSTUDIES, MastersPortal, Postgrad is aimed at finding out the important and successful features in the context of teaching translation in the educational domain to studentsphilologists. Aspects and practices of translator training organization and implementation are studied. The analysis results reveal that preparation of professional translators is distinguished by a strong emphasis on practical translation work and is delivered through a combination of practice classes, workshops, translation project management practices, translation internship in close cooperation of universities with translation service providers, clients, organizations for professional translators, partner universities from the countries whose language is studied within the MA program, translation-related software providers. Practice classes and workshops are taught by staff who are professional translators, editors, reviewers, proofreaders, translation managers. Translation project management is realized in the mode of a simulated translation company staffed and run by students and authentic translation projects preparation and delivering. These project methods are an integrated part of the curriculum that earns credit points. Translation internship is arranged in translation agencies home and abroad, under the guidance of freelancers, in international organizations such as the European Parliament, the United Nations, translation departments of governmental and non-governmental institutions, media, cultural funds, museums, art galleries, local businesses and authorities. Affiliate membership of organizations for language practitioners provides students with useful contacts for building career, as well as interview coaching. Academic editions of translation tools familiarize them with terminology databases, translation memory software, computerassisted translation systems. Aspects and practices of MA in translation training under consideration are important from the point of view of translation pedagogy and have a great potential for being incorporated into the process of teaching translation of texts on education issues to students-philologists as they are aimed at increasing employability of graduates in the domain of translation.

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Benge, Matt, and Jeff W. Howard. "Importance of the Access, Equity, and Opportunity Competencies Among 4-H Professionals." Journal of Youth Development 17, no. 3 (September 27, 2022): 118–37. http://dx.doi.org/10.5195/jyd.2022.1248.

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The 4-H Professional Research, Knowledge and Competencies (PRKC) is a professional development framework that can be used to identify competency gaps and training needs of 4-H professionals. The PRKC consists of 6 competency domains, 1 being access, equity, and opportunity (AEO). A tailored design method was used to gather data and sort the respondents between rural and urban community type. 4-H Extension agents serving urban communities perceived 12 out of the 14 AEO domain components as more important than agents serving rural communities did. The 2 AEO domain components that were not significantly different in perceived importance were values, norms, and practices and active listening. An essential element of the 4-H experience must include creating an environment where children and youth feel safe, included, and that they belong. The differences among 4-H youth development professionals’ perceptions of the importance of the AEO domain components, based on their work location, warrants further review. Implications of this information could influence the competencies that Extension systems look for in hiring. Furthermore, educational workshops and trainings around AEO for existing youth workers may need to be evolved.

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Fadeeva, Svetlana. "THE MODEL FOR CONTINUOUS PROFESSIONAL DEVELOPMENT OF ADDITIONAL EDUCATION TEACHERS: DESIGN EXPERIENCE IN THE REGIONAL DOMAIN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 152. http://dx.doi.org/10.17770/sie2020vol3.4949.

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The mainstreaming of the additional education for children requires the training of the teaching staff capable of effectively developing the creative urges and gifts of pupils through the free choice of diverse activities. Additional education specialists should not only professionally know and have a good command of their subject, which supports children’s hobbies, but they shall also act as a catalyst for the development of the individual’s motivational potential, professional self-determination and as a long-term result they shall modify the innovative resource of society. Nevertheless, a teacher being a competent specialist in a certain subject domain such as theater and musical performance, aircraft modeling and robotics, powerlifting and football may not have sometimes the required knowledge and skills for the child's personality education and for designing expected educational results.The need for the scientific and methodological support to the professional development of the teaching staff in the additional education system has evoked the decision to elaborate a conceptually new model of training for this category of specialists, thus, having made it the purpose of the study. The novelty of the study was the fact that the said model was based on the personified nature of the choice of the teachers’ educational trajectory. It appeared to be a common multi-level structure combining diverse fields and forms of advanced training and retraining of additional education specialists. In addition to design and modeling methods there were applied in the study the methods of empirical research, interrogation and questioning, data analysis and generalization. The elaborated and implemented model for supporting the professional development of the teaching staff enabled to systematize and structure the training of additional education specialists in the regional domain. The practical relevance of the model for the continuous professional development was determined by its possible use also in the post-graduate education in another territory.

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Шарчевић, Иван, and Слађана Шарчевић. "СТРУЧНО УСАВРШАВАЊЕ И НАПРЕДОВАЊЕ У ЗВАЊИМА НАСТАВНИКА У ОБРАЗОВАЊУ ОДРАСЛИХ – ИЗМЕЂУ ПОТРЕБЕ И ОБАВЕЗЕ." ГОДИШЊАК ЗА ПЕДАГОГИЈУ 8, no. 2 (February 13, 2024): 87–98. http://dx.doi.org/10.46630/gped.2.2023.6.

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This paper is aimed at looking at the legal obligation of professional training of teachers in schools for basic education of adults, and by reviewing the literature of perceived needs in daily practice, as well as pointing out the possibilities and limitations of advancement to higher titles in the teacher’s professional career. Teachers in elementary education have a predominantly passive role in choosing the form of professional development, that is, they only participate in certain mandatory forms and are rarely active participants in making decisions on this issue. The involvement of teaching staff dealing with adult education in professional training programs is a neglected topic. The law provides for promotion in the ranks of teachers, as well as prescribed benefits that accompany professional development, but they are absent in practice. The specific work of schools for basic adult education requires great commitment and expertise, and initial education does not always meet the requirements regarding teacher expertise. Content analysis revealed that teachers have limited opportunities for professional development through accredited training in the domain of adult education. Current trends in the field of adult education offer significant opportunities for connecting with other actors and encouraging practitioners through numerous European organizations and projects of learning, professional training and teacher mobility. Greater support from the competent ministry, adequate valuing of professional staff and promotion of the teaching profession can be a significant part of solving the perceived problems in this area

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Dissertations / Theses on the topic "Education and professional training domain"

Lefebvre, Guillaume. "Learning and exploiting semantic representations for hierarchical multi-label classification and learning object retrieval in the field of education and professional training." Electronic Thesis or Diss., Lyon 1, 2024. http://www.theses.fr/2024LYO10298.

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Inokufu est née de la rencontre de deux expertises portées par les cofondateurs : l'andragogie et les data sciences. L’idée est de combiner le traitement algorithmique des données éducatives avec un système d’audits humains, pédagogique et métier. Malgré le surcoût significatif que cela représente, les données éducatives ainsi traitées sont de meilleure qualité et peuvent être utilisées pour développer des algorithmes de catégorisation et de recommandation, spécifiques au domaine de l’éducation et de la formation professionnelle. L'objectif principal de ce projet de thèse est d'explorer, d'adapter et de développer des méthodes avancées pour la classification multi-label hiérarchique et la recherche d'objets de formation (Learning Objects), tout en répondant aux spécificités du domaine éducatif. En particulier, cette thèse se concentre sur l'apprentissage de représentations sémantiques adaptées à ces tâches, en s'appuyant sur des méthodes de Traitement Automatique des Langues adaptés aux nuances linguistiques et sémantiques propres au domaine. Étant donné la nature complexe de ces données, les besoins exprimés par Inokufu couvrent donc les aspects suivants :1. Capacité de traiter des terminologies spécialisées : les textes issus du domaine de l'éducation et de la formation professionnelle utilisent des termes spécifiques souvent absents des corpus généraux. Il est essentiel de disposer d'un modèle capable de comprendre et d'exploiter ces terminologies spécialisées, garantissant ainsi que les contenus soient correctement représentés et recherchés. Cela améliore la précision des correspondances entre l'offre de formation et les besoins exprimés par les utilisateurs.2. Classification hiérarchique et structurée des contenus : les données éducatives et professionnelles se caractérisent par des hiérarchies complexes (compétences, certifications, parcours de formation). Afin de pouvoir naviguer efficacement dans ces structures et aider les utilisateurs à trouver les ressources adéquates, il est crucial d'avoir une classification qui respecte et reflète ces hiérarchies. La solution doit permettre de classifier les contenus de manière à préserver les relations entre niveaux (par exemple, des catégories générales et leurs sous-thèmes).3. Efficacité de la recherche sémantique : pour améliorer l'expérience des utilisateurs, la recherche d'objets de formation doit aller au-delà de la simple recherche par mots-clés. Il est indispensable d'implémenter une recherche sémantique qui soit capable de comprendre les intentions des utilisateurs, même lorsque ceux-ci utilisent des termes approximatifs ou des expressions variées pour décrire leurs besoins.Pour répondre à ces besoins, deux contributions majeures ont été développées dans cette thèse :1. BERTEPro : un nouveau cadre de représentation sémantique adapté aux textes du domaine de l'éducation et de la formation professionnelle. En combinant une phase de pré-entraînement spécifique sur des corpus du domaine avec un affinage sur des tâches générales, BERTEPro permet de mieux saisir les subtilités sémantiques et de produire des représentations précises et pertinentes, améliorant ainsi la capacité à classifier et à rechercher des contenus pédagogiques.2. HMCCCProbT : un cadre de classification hiérarchique multi-étiquette, capable de modéliser les dépendances locales et globales au sein des structures hiérarchiques de manière efficace. En utilisant un mécanisme de transmission probabiliste, HMCCCProbT permet une précision accrue tout en évitant les erreurs liées à la propagation de décisions erronées à chaque niveau de la hiérarchie.Ces deux approches complémentaires ont été validées par des expériences sur des ensembles de données réelles issues du domaine de l'éducation et de la formation professionnelle. Elles ont démontré leur capacité à améliorer la qualité de la classification et de la recherche d'objets de formation dans un contexte éducatif
Inokufu was born from the convergence of two areas of expertise that were shared by the co-founders: andragogy and data sciences. The objective of the company is to combine extensive algorithmic analysis of educational data with a system of human, pedagogical, and business audits. In this manner, the educational data processed is of superior quality and can be utilized to develop Machine Learning and recommendation algorithms tailored to the domain of education and professional training.The principal objective of this thesis project is to investigate, adapt, and develop sophisticated techniques for Hierarchical Multi-label Classification and Learning Objects retrieval, while addressing the specific characteristics of the educational and professional training domain. In particular, this thesis concentrates on learning semantic representations suitable for these tasks, based on Natural Language Processing methods adapted to the linguistic and semantic nuances specific to the domain of education and professional training.Given the complex nature of this data, the requirements articulated by Inokufu encompass the following aspects:1. The capacity to process specialized terminology: texts from the domain of education and professional training employ specific terms that are frequently absent from general corpora. It is essential to obtain a model capable of understanding and exploiting these specialized terminologies, thereby ensuring that content is correctly represented and searchable. This enhances the precision of alignments between training offerings and user-expressed requirements.2. Hierarchical classification of educational and professional data: educational contents are often characterized by complex hierarchies (skills, certifications, and training paths). In order to navigate these structures in an efficient manner and assist users in locating the appropriate resources, it is essential to have a classification system that respects and reflects these hierarchies. The solution must enable content to be classified in a manner that preserves the relationships between different hierarchical levels, such as between general categories and their sub-themes.3. Effectiveness of semantic search: To enhance the user experience, it is essential to implement a semantic search that is capable of understanding the intentions of the users, even when they use approximate terms or varied expressions to describe their needs.In order to address these requirements, this thesis presents two significant contributions:1. BERTEPro: a novel semantic representation framework tailored to texts within the domain of education and professional training. By combining a specific pre-training phase on domain-specific corpora with fine-tuning on general tasks, BERTEPro facilitates a more nuanced comprehension of semantic nuances and the generation of precise and relevant representations, thereby enhancing the capacity to classify and search for educational content.2. HMCCCProbT: a Hierarchical Multi-label Classification framework that is capable of modeling both local and global dependencies within hierarchical structures in an efficient manner. By employing a probabilistic transmission mechanism, HMCCCProbT facilitates enhanced accuracy while limiting errors associated with the propagation of erroneous decisions at each level of the hierarchy.These two complementary approaches have been validated by experiments on real-world datasets from the domain of education and professional training. They have demonstrated their capacity to enhance the quality of classifications and the search for Learning Object in an educational context

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Bostock, John Raymond. "Conceptualising teacher education in professional training." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/313187/.

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This thesis examines the education of people who are employed as educators in certain professional settings. It considers how such education has changed in response to academic accreditation increasingly being demanded in professional locations. Yet, the preparation of in-service trainee teachers is depicted as still being concerned with enabling compliance with prescriptive, professional guidelines that temper educational aspirations. This is shown to have implications for how professional identity is understood for the teacher educators and for the trainee teachers. This topic is considered primarily through the perspective of the author’s own recent professional engagement in police training, with some historical reference to other areas of professional training in which he has been engaged. By considering his own practice, the author conveys the educational challenges being encountered more generally as preparing those for work in professional training is recast as teacher education. A central theme is concerned with how the challenges relate to professional concepts of ‘teacher’ mediated through language associated with respective professions. The thesis considers how these restrictive definitions introduce uncertainty in relation to how professional identity is experienced by professional trainers, especially the police, when engaged in teacher education. The principal focus of this thesis, therefore, concerns not only the notions of professional teacher or trainer perceived by those who have undertaken teacher education, but also an analytical investigation into the responses made by trainee teachers in relation to the qualification content and the training experience.

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Plimmer, Frances Anne Sterry. "Professional education and training of valuers." Thesis, University of South Wales, 1999. https://pure.southwales.ac.uk/en/studentthesis/professional-education-and-training-of-valuers(f285c692-3425-4d04-8d70-151e0f7d8db0).html.

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This document entitled Professional Education and Training of Valuers is submitted for the award of Doctor of Philosophy by publication and comprises an overview based on twenty publications by the candidate and the research which underpins those publications. The publications are presented within the themes of property taxation, the mutual recognition of professional qualifications and the teaching of valuation. The development of the research from the earlier work which led to an MPhil award is clearly identified. The reflective overview is divided into five sections. Section one introduces the work and analyses the publications. Section two describes and critically examines the research methodology which underpins the publications and the research from which they emerged. Section three demonstrates the co-herence of the submission, while identifying the key issues within the publications. Section four identifies the specific contributions to knowledge which the candidate has made and describes how the research will be developed in the future; and section five provides a brief closing statement.

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Whiting, Denise. "Conceptions of professional ethics and professional codes in education." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.

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Blood, Kenneth J. "Professional Development of Novice Athletic Training Faculty." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624362340743421.

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Devlin, Linda. "Higher education partnerships for continuing professional development in education." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.

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Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.

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Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged.

My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education.

The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.

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Rostan, Susan Merrill. "The relationship among problem finding, problem solving, cognitive controls, professional productivity, and domain of professional training in adult males /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10298496.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: James H. Borland. Dissertation Committee: David Nateman. Includes bibliographical references (leaves 268-283).

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Brown, Julie Miller. "Professional Development| The Teacher's Perspective." Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572656.

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The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better understanding of past professional development in the district. This research indicates that teachers: (a) are unsure whether professional development improves teacher quality and/or student achievement (b) have had a lot of diverse professional development experiences; (c) like professional development that is interactive, easily implemented, and applicable; (d) feel more time needs to be allocated for professional development; (e) do not feel they are involved in the planning process of professional development; and, (f) that there's a lack accountability, sustainability, and focus related to professional development. Implications can be generalized for all teachers, but more specifically, from this research for this individual district.

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Сірик, Антоніна Євгенівна, Антонина Евгеньевна Серик, and Antonina Yevhenivna Siryk. "Professional training in physical education connected with information technology." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/54001.

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Modernisation of higher physical education is being carried out now through the introduction of new quality content, forms, methods of training, development of professionally significant qualities of a future specialist and meeting the requirements of modern informational society. Informatization of higher physical education is a factor that contributes to the quality of training of future professionals of the industry.

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Books on the topic "Education and professional training domain"

Paul, Jansma, ed. Psychomotor domain training and serious disabilities. 4th ed. Lanham, Md: University Press of America, 1993.

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John, Gray. Professional manpower, education and training. London: British Library, 1987.

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Midwifery and Health Visiting English National Board for Nursing. Professional education/training courses: Consultation paper. London: ENB, 1985.

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English National Board for Nursing, Midwifery and Health Visiting. Professional education / training courses: Consultation paper. [s.l.]: The Board, 1985.

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Jones, Jeff. Training for appraisal and professional development. London: Cassell, 1995.

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Heath, Harold. Professional training for further education at Wigan. Manchester: University of Manchester, 1993.

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Hugh, Sockett, ed. Transforming teacher education: Lessons in professional development. Westport, Conn: Bergin & Garvey, 2001.

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Eastern and Southern African Universities Research Programme., ed. Tertiary training capacity in Tanzania. Dar es Salaam: Tanzania Pub. House, 1994.

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Goodrum, Denis. Professional learning. Festac Town, Lagos: Adeniran Ogunsanya College of Education, 2004.

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New York (State). Unified Court System. Professional Education Project. Legal education and professional development in New York State: Report of the Professional Education Project. [New York, N.Y.]: The System, 1996.

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Book chapters on the topic "Education and professional training domain"

Weber, Susanne, and Frank Achtenhagen. "Competence Domains and Vocational-Professional Education in Germany." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 337–59. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41713-4_16.

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Tang, Mingfeng, Jue Wang, Yajie Yang, and Angathevar Baskaran. "The Path of China–Africa Higher Education Cooperation in Training Talents for Africa." In China-Africa Science, Technology and Innovation Collaboration, 39–51. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-4576-0_3.

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AbstractAmong diverse cooperation between China and Africa, China–Africa higher education cooperation is the most direct way to train talents for Africa. The cultivation of talents plays an important role in eliminating poverty, promoting the development of local society and achieving access to quality higher education. The China–Africa higher education cooperation can be traced back to the 1950s. After the decades of cooperation, China–Africa higher education cooperation has evolved from China's free large-scale provision of educational materials such as books and materials, teaching instruments and school facilities to Africa, exchange of students, scholars and delegations to enlarging the mobility of students, laboratory establishment support, collaborative research projects, professional curriculum design, teaching and inter-university cooperation between Chinese and African universities, deepening and optimizing the existing cooperation and exchange as well as developing new ways for further knowledge and technology transfer between China and Africa (e.g. Confucius Institute, Lupin Workshops and cooperative schooling). China has worked with Africa to organize vocational education workshops, establish Luban workshops and branches of Chinese vocational education institutions, launch the “20 + 20 Cooperation Programme between Chinese and African Universities”, offer thousands of scholarships to African students, dispatch of Chinese higher education teachers to train technical and professional talents in new energy, mechatronics, railway operations, Chinese medicine and machinery manufacturing and other domains, transferring vocational skills, knowledge and technology to young Africans. China–Africa higher education cooperation is based on mutual trust and long-term goal to build a China–Africa community with a shared future.

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Odéen, Martina, Charlott Sellberg, Gesa Praetorius, Oskar Lindwall, Linn Englund, and Anders Andersson. "Intelligent Learning Systems for Simulator-Based Professional Training: A Systematic Literature Review." In Lecture Notes in Networks and Systems, 109–19. Cham: Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-84170-5_10.

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Abstract This article presents the results of a systematic literature review on the use of Intelligent Learning Systems (ILS) in simulator-based professional education contexts aiming to provide guidelines on how to design a personalized, flexible, and adaptive learning experience to be used in remote simulator training for maritime cadets. The PRISMA protocol was employed to identify empirical studies published in international academic journals between 2018–2023. In the first step, 782 records were identified through searching through Scopus and Web of Science. After screening abstracts and full texts, a total of 10 studies remained. The article synthesizes results from three different domains where ILS have been used for simulator-based professional training: social science education, healthcare, and transportation. The results show a wide variety of applications and approaches to ILS design, such as to enhancing motivation and satisfaction in the students’ learning process through adaptive feedback, or to provide real-time evaluations and feedback to trainees. The review shows the importance of considering end-user groups and how these may make use of the system in the design of an ILS. While systems can offer modules to both instructor and trainee, it is important to recognize that the two are different in terms of what is needed to facilitate an effective, efficient, and learner-centered training path.

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Fernández-García, Carmen-María, Mercedes Inda-Caro, and María-Paulina Viñuela-Hernández. "Teaching Effectiveness in Spain: Towards an Evidence–Based Approach for Informing Policymakers." In Effective Teaching Around the World, 283–98. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_13.

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AbstractThis chapter uses a three-stage process of documentary analysis to illustrate how teaching effectiveness is assessed and studied in Spain. We begin by presenting the Spanish legal context, giving a historical overview of the most important education legislation. This is important, as there have been several reforms over recent years, and because of the decentralized model in Spain, which means that competencies and responsibilities are split between the Ministry of Education, Culture, and Sport and the regional administrations in the autonomous communities.The second part focuses on educational innovations and effective teaching behaviors resulting from policy changes and the traditional and dominant paradigms in the Spanish educational landscape. We use the six teaching effectiveness domains from the ICALT project as a reference: safe learning climate, efficient classroom management, clarity of instruction, activating teaching, teaching-learning strategies, and differentiation. The third part describes empirical research undertaken in three autonomous communities in Spain to assess teaching quality. We look at organizational, human, and curricular factors which can help in interpreting teaching standards and their impact on student engagement.Finally, the conclusions from the research are considered and discussed in terms of potential policy recommendations and practical decisions at both regional and national levels about teachers’ initial training, continued training, and professional development.

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Jankovskis, Dzintars, Iveta Cirule, and Anna Carbone. "Digital Twins and E-Learning: Navigating Challenges and Opportunities." In Communications in Computer and Information Science, 169–79. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-67351-1_12.

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AbstractDigital Twin (DT) has gained significant traction over the last decade, and it has been defined many times from different perspectives by the academy and industry communities. Although DTs are widely used in e.g. manufacturing, healthcare, agriculture, their potential applications will soon extend and cover other domains. In this scenario, education is required to play a major role in building its own DT models for purposes ranging from academic to professional training. The DT technology in the education context is expected to enhance the outcomes and scopes of the standard digital e-learning approaches. A particular aspect of the research includes how the DT concept can be transferred over to e-learning and its technology adjusted for a virtual to virtual model. Furthermore, DT is a unique phenomenon, often misinterpreted, that need to be well-defined within a proper framework. In this work, we present the architecture of a Prototypical Digital Twin architecture and explain the importance of defining a framework for a DT-Learning concept.

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Sinnadurai, Nihal. "Professional Development Microelectronics Training in Europe." In Microelectronics Education, 19–22. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5110-8_5.

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Marcum, Deanna B. "CLR Professional Education and Training." In New Information Technologies and Libraries, 290–94. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5452-6_35.

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Osgood, Robert L. "Professional Training for Special Education." In Challenging the Singularity of Special Education, 41–55. New York: Routledge, 2025. https://doi.org/10.4324/9781003511878-6.

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Peer, Kimberly S. "Leading with Integrity in Education." In Professional Ethics in Athletic Training, 251–72. 2nd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003525998-11.

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Chao, Chien-min, and Chun-Chih Chang. "Education and Training in China’s National People’s Congress." In Parliamentarians’ Professional Development, 171–85. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24181-4_10.

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Conference papers on the topic "Education and professional training domain"

Ribau Coutinho, Isabel Cristina. "DOCTORAL SCHOOLS, TRAINING AND ACADEMIC AND PROFESSIONAL DEVELOPMENT." In 17th annual International Conference of Education, Research and Innovation, 4588–97. IATED, 2024. https://doi.org/10.21125/iceri.2024.1136.

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Casaucao, Inmaculada, Cristina Alcaraz, Alicia Triviño, Eva Sánchez, Laureano Moreno, Carmen Ávila, and Robert Halir. "TRAINING EXPERIENCES TO FOSTER PROFESSIONAL INTERDISCIPLINARITY AND LEADERSHIP." In 17th annual International Conference of Education, Research and Innovation, 5009–14. IATED, 2024. https://doi.org/10.21125/iceri.2024.1235.

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Lefebvre, Guillaume, Haytham Elghazel, Théodore Guillet, Alexandre Aussem, and Matthieu Sonnati. "BERTEPro : A new Sentence Embedding Framework for the Education and Professional Training domain." In SAC '23: 38th ACM/SIGAPP Symposium on Applied Computing. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3555776.3577715.

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Nicoglu, Corina. "MODERN TECHNIQUES OF CONTINUOUS PROFESSIONAL DEVELOPMENT IN PUBLIC LIBRARIES." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-271.

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The Informational Society has imposed a set of rules on the professionals from various domains but, for the information based librarians, even a broader set of rules applies. Together, the diversification of public services, the hybrid library and the digital literacy contribute to forming new ways of cultivating professional development. Library professionals now have a vast area of attributes to fulfill, having to combine both the traditional librarian tasks with the use of the latest technologies and equipment regarding IT&C, project management, trainings, sociology or STEM. Continuous professional training is one of the attributes of an efficient management. Even since hiring, it is important to correctly identify an employee's skills, evaluate them regularly and add new ones through professional training. Only highly trained librarians can deliver quality services. In this context, knowledge management has a fundamental role. With its help we can create new collective tools for professional development. On the other hand, knowledge is based on learning, therefore, this articles will present the methods through which those concepts can be applied in the Romanian libraries by the use of modern technologies and high quality management of human resources. In this articles, in order to train good specialists in the Information Science, we propose modern e-learning and e-evaluation models and, based on their intrinsic advantages, we have them recommended to our associations and to the Library and Information Science education forms, but also to the library managers. Starting from the existing realities in a library, a plan will be presented which will be based on the identification of the skills and abilities necessary for the modern librarian profession. Certainly, implementing these methods would lead to a greater efficiency in training with much lower costs for institutions.

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Laurentiu, Bocioaca. "EFFICIENCY E-LEARNING PLATFORMS IN THE TRAINING OF THE ROMANIAN JUDO SPECIALISTS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-217.

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Using educational platforms in order teacher training and professional improvement of the structures contained in the national physical education and sport, contribute significantly to the development of domanin. Data obtained from studies on the quality and efficiency of educational programs (training) in the field of sport, national and international shows, that the variety and complexity of managerial methods, requires the use of electronic platforms as a means and method. Significant increase in the amount of domain-specific information, the number of users, training programs and evaluation of athletes, coaches, Methodist, and asocialtiile of clubs by sport, negesita use of electronic data processing and analysis. Electronic educational platforms, allowing fast and unlimited training resources, optimize system evaluation and training in the field, representing the strategic direction, management, fundamental of physical education and sports reign. Means of preparation, introduced in databases are permanently streamlined and standardized, helping to increase the educational effectiveness, both in terms of information to beneficiaries especially in terms of formative direction. All these contributions allow improving management methods, reducing implementation time and costs of training of researchers, teachers, coaches and instructors, Methodists, from the federation. Raising the formation and training of personnel in the system, the effect of applying electronic training platforms is demonstrated ever better results, obtinte of our participants in national and international competitions, confirming the utility of these tools and methods. Educational management allows so quickly and very efficiently transferred to training programs between users database, increasing the degree of control and competititivitatea structures within the physical education system.

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Sage, Jack, and Michael Sankey. "Managing career transitions into post-secondary Learning Designer Jobs: An Australasian perspective." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0103.

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This semi-structured qualitative study maps out the diversity of career paths of Australian and New Zealand (ANZ) learning designers (LDs) and summarises their career advice for those aspiring to be LDs. It identifies that, among the 92 participants, there were many different pathways into the profession both from an academic and from professional backgrounds. It identified that the most common entry points into the postsecondary LD profession come through previously working: as a primary and secondary teacher; in higher education student services, as an English as a Second Language (ESL) professional, a sessional academic seeking job stability; in private industry, such as in film and television and in the area of training and development. Most career transitions into LD were serendipitous, or a natural progression rather than a deliberate and planned process. The study further identified a paucity of LD and associated professions career information in ANZ public domain, which held some back from entering a Learning Design career earlier. This paper concludes with some recommended strategies to address this, to the extent that it is hoped that this paper will aid aspiring LDs in planning their career transitions more effectively.

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Rajapaksha, R. S. V., K. A. K. Devapriya, and A. Parameswaran. "Awareness and perception of quantity surveyors toward the smart construction concepts." In Empower communities. Faculty of Architecture Research Unit, 2023. http://dx.doi.org/10.31705/faru.2023.12.

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The construction industry is undergoing a transformative phase due to the integration of modern technologies such as Building Information Modeling (BIM), the Internet of Things (IoT), Big Data, Machine Learning, and Blockchain. Quantity surveyors, as pivotal figures in construction projects, must adapt to these advancements. Therefore, the research aimed to determine the perception and impact of new smart concepts and technological trends on quantity surveying professionals. Accordingly, the research adopts a mixed approach. The data was collected through semi-structured interviews and questionnaires. Manual content analysis and the Relative Important Index (RII) were used to analyse the collected data. The findings demonstrate that all identified smart construction concepts significantly influence the quantity surveying profession, with BIM exerting the most substantial impact. Further, the study emphasises the urgency for quantity surveying professionals to upgrade their knowledge and skills to remain relevant in this technologically advancing landscape. Moreover, the research recommended that industry professionals, construction organisations, and academia facilitate this knowledge enhancement through Continuous Professional Development (CPD) workshops, webinars, specialized training sessions, and formal education programs to stay abreast of these modern trends and technologies. Subsequently, this research serves as a valuable guide for stakeholders, encouraging proactive steps towards integrating modern technology into the traditional domain of quantity surveying.

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Mukhalalati, Banan AbdulRzaq, Sara ElShami, Ahmed Awaisu, Bridget Javed, Alison Carr, Hiba Bawadi, Randa Almahasneh, et al. "The Design of Preceptor Development Program for Health Cluster in Qatar – “The Practice Educators Academy”." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0140.

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Background: Experiential learning is the backbone of many healthcare professional education programs, and the quality of experiential learning is dependent on the skills, experiences, and proficiency of the clinical preceptors who largely contribute to this experience. Preceptors should ideally possess both clinical practice and teaching skills; however, preceptors often do not possess formal training as educators. This research was conducted at Qatar University with the aims of identifying preceptors’ educational needs and developing the skills by designing an educational professional development program called: “The Practice Educators’ Academy”. Methods: A mixed-methods triangulation study design was applied to identify preceptors’ educational needs quantitatively through a validated survey sent to preceptors (n=325), and qualitatively by conducting 11 focus groups with preceptors (n=20), students (n=42), sand clinical faculty members (n=7). Quantitative and Qualitative data in addition to an extensive literature review were used in designing the academy by an inter-professional healthcare and educational team. Results: Principles of learning theories, planning for experiential learning, teaching strategies, students’ assessment and feedback, and communication skills for effective preceptorship and conflict resolution were the key domains expressed as preceptors’ educational needs. A five-module program syllabus was designed to meet these needs while benchmarking it with international preceptors’ educational development programs. The designed syllabus was critically examined and validated by national and international health professional education scholars. Conclusion: “The Practice Educators’ Academy” is the first intervention nationally and regionally that aims at improving preceptors’ teaching skills required to prepare competent health profession graduates. This will advance healthcare outcomes, meet the healthcare needs of Qatari society, and ultimately contribute to achieving Qatar National Vision 2030. Future studies should focus on evaluating the effectiveness of the program in improving preceptors’ knowledge and skills, and enhancing students’ satisfaction before full implementation at a national level.

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Taitto, Petteri, Csaba Virag, and Julia Nevmerzhitskaya. "USING HOLISTIC APPROACH TO DEVELOPING CYBERSECURITY SIMULATION ENVIRONMENTS." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-226.

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As the scale and complexity of the cyber threat landscape is rapidly evolving, with increasing number of cyber attacks on all types of organisations, the pressure on the cybersecurity resilience of organizations is also gaining importance. In order to prepare organizations to counter advanced cyber attacks, specific training and realistic exercise procedures and supporting simulation environments are required. These simulation environments should be able to support and adequately prepare organisations to counter advanced cyber threats. Currently there is a wide variety of e-environments for cyber exercises. They vary from e-learning platforms offering static content, to virtualization based environments, to computer simulations and serious gaming and proprietary systems offered by software and consulting companies. Simulation based exercises are an excellent tool to transfer outcomes defined in the training curriculum in to the practice. Virtual-based simulation can be defined as an imitation of reality by using virtual environments or virtual programs on the computer. The range of different virtual methods varies from a basic video to an immersive, three-dimensional virtual environment. In this article we analyze existing e-learning platforms for cybersecurity training and education, and propose an integrated, multidisciplinary approach to cybersecurity training and exercising, allowing different levels of IT personnel in the organisation to understand how they shall cooperate to be prepared to defend the organisation. We are arguing that a common methodological and pedagogical framework to cybersecurity training can and should be utilized both by the educational institutions providing cybersecurity education, and by the organizations specializing on cyber drills. This framework will support technologically advanced simulation environments with a holistic model of professional competence, which integrates knowing, understanding, doing and situation management into learning outcomes as one component, and with a knowledge transfer methodology that focuses on finding and implementing the best methods to stimulate people to think and/or act differently in the cyber domain. The proposed framework will take inputs from existing works such as ENISA’s “Good practice guide on training methodologies”, ECSO’s position paper on “Gaps in European Cyber Education and Professional Training” and other relevant works, and will apply learning by developing pedagogical model in the context of cybersecurity simulation environments.

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Lupu, Sergiu, Alecu Toma, Sergiu Serban, and Andrei Pocora. "THE ROLE AND IMPORTANCE OF THE INSTRUCTOR IN ACHIEVING LEARNING OBJECTIVES USING SIMULATION TECHNIQUES IN STUDENT CENTERED EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-218.

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In the educational process, the simulator is a means by which a number of specialty learning objectives can be achieved. In the naval domain, the maritime simulators are used in the learning process because the virtual environment can simulate unusual naval situations and also for economic reasons. Since 2009, ,,Mircea cel B?tr?n" Naval Academy (MBNA) has aligned to the requirements of the Standard of Training, Certification and Watch-keeping for Seafarers (STCW) that states the fact that naval universities must develop competences of initial operational level for undergraduate students, managerial level for master students and professional improvement for seagoing personnel. The MBNA uses a top notch "Integrated simulator for driving of watercraft" that meets the Standard Certification No. 2.14 for Maritime Simulator Systems, adopted in January 2011 and is a Class A (NAV) full mission simulator In order to acquire the necessary skills for the integration to the labor market, in accordance with the European Union Directives, the student centered education principle and ,,learn to practice - practice to learn" principle are respected. The maritime simulators integrates modern equipments that manage to provide virtual training in terms of gaining onboard standard routine for seafarers and to improve the safety in exploiting of the merchant vessels and navy ships. The simulator instructors have an important role in developing the competences of students. The simulator instructors must meet the professional competences acording to the Standard for Certification No. 3.323 and 3.324 (October 2009). Quality training of students depend on the capabilities of the maritime simulator and especially to the competences of the simulator instructors. The simulator instructor is the person that creates training scenarios on the simulator, establishes the learning objectives to be acquired, the minimal requirements and the assessment criteria. This paper aims to present the rules and methods of the simulator instructors from MBNA in the process of developing abilities and functional-acting competences, stated as standards in STCW.

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Reports on the topic "Education and professional training domain"

Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.

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Burov, Oleksandr Yu, Svitlana H. Lytvynova, Сергій Олексійович Семеріков, Yuliia V. Yechkalo, Олександр Юрійович Буров, Світлана Григорівна Литвинова, and Юлія Володимирівна Єчкало. ICT for disaster-resilient education and training. CEUR Workshop Proceedings, September 2023. http://dx.doi.org/10.31812/123456789/7826.

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The 3L-Person 2022 workshop was held in Kryvyi Rih, Ukraine, on October 25, 2022. The workshop aimed to provide a platform for researchers and practitioners from different domains and regions, who are interested in exploring the opportunities and challenges of information and communication technologies (ICT) for lifelong learning and professional development. The workshop addressed various topics related to the design, development, evaluation, and application of ICT for education and training, such as personal learning environment design, advanced ICT for professional retraining and training in the workplace, blended and remote learning/teaching with emerging ICT, educational robots, databases and language technologies for open learning and research, ICT in education of a person with special needs, ICT in education safety and security, ICT-support of STEM education and professional career, and synthetic learning environment. The workshop featured 13 papers selected by a diverse and qualified program committee. The workshop also facilitated the discussion and networking among the participants,who shared their experiences and insights on the emerging trends and issues in this interdisciplinary field. This paper presents the theme, aims, topics of interest, program committee, accepted papers, and outcomes of the workshop.

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Piland, William. Surface Warfare Officer Training: A Study of Undergraduate Education and Professional Development. Fort Belvoir, VA: Defense Technical Information Center, May 1989. http://dx.doi.org/10.21236/ada212661.

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Dreier, M. J. Training the Trainers: A Call for Change in Combat Engineer Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, February 2005. http://dx.doi.org/10.21236/ada506119.

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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.

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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.

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The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.

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Maklakova, Irina, Elena Gagarina, Larisa Bogoslovskaya, and Vladimir Pestryaev. Electronic training course "Normal Physiology". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, December 2024. https://doi.org/10.12731/er0862.12122024.

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Electronic training course ‘Normal physiology’ is compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education specialty 31.05.01 - Medicine (specialist level), approved by the order of the Ministry of Education and Science of the Russian Federation from 12 August 2020 № 988 and taking into account the requirements of the professional standard 02.009 ‘Physician-Therapist (Physician-therapist, district)’, approved by the order of the Ministry of Labour and Social Protection of the Russian Federation from 21 March 2017 № 293n. The purpose of the course is to master the students the necessary amount of knowledge on normal physiology, necessary for the formation of competencies in accordance with the federal state educational standard of higher education in the specialty ‘Medicine’, the ability and readiness to perform the labour functions required by the professional standard ‘Physician-medicine (doctor-therapist, district)’. Course objectives: To lay down an understanding of: - mechanisms of functioning of organs and systems of the body; - the work of functional systems, their regulation and self-regulation in interaction with the environment; - methods of assessing the state of the body and its systems; - To develop skills and abilities to study the state of the organism and its systems. The labour intensity of the course is 252 hours.

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Steinmann, Peter. Do changes in the pre-licensure education of health workers impact on the supply of health workers? SUPPORT, 2017. http://dx.doi.org/10.30846/170209.

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In many countries there is a shortage of health workers. The high financial and resource investments needed to train health workers make it important to find ways to increase the number of students entering initial health professional training (sometimes referred to as pre-licensure training) and reduce the number of pre-graduation drop-outs. Ways to achieve this include interventions to increase the capacity of health professional training institutions; reduce the loss of students (and increase the likelihood that students will graduate); or increase the recruitment of students from other countries into health professional training institutions. Minority academic advisory programmes that include academic, personal, financial and vocational advising, skills building, mentorships, supplementary training, and annual evaluations are an approach to achieving this amongst students from minority groups.

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Opiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.

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Delivering effective, high quality patient care is complex and requires that health and social care professionals work together effectively. Interprofessional education – training or learning initiatives that involve more than one profession in joint, interactive learning with the explicit purpose of improving interprofessional collaboration or patient care – is a possible strategy for improving how professionals work together as well as improving professional practice and patient care.

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Sottilare, Robert, Anne Sinatra, Michael Boyce, and Arthur Graesser. Domain Modeling for Adaptive Training and Education in Support of the US Army Learning Model-Research Outline. Fort Belvoir, VA: Defense Technical Information Center, June 2015. http://dx.doi.org/10.21236/ada618706.

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