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Journal articles on the topic 'Profession and education'
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1
Sadikova, Dilafruz. "DEVELOPMENT OF PROFESSIONAL KACHESTV STUDENTS OF PRESCHOOL EDUCATION ON THE BASIS OF INNOVATIVE EDUCATION TECHNOLOGY - AS AN ACTUAL EDUCATIONAL PROBLEM." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 46–50. http://dx.doi.org/10.55640/eijmrms-02-06-09.
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The article discusses the ways of developing the professional qualities of students of pedagogical universities. Today, the actual problem of education is the choice of profession. In the era of informatization of society, an important aspect of teaching is the widespread use of innovative technologies. The introduction of new technologies in teaching in order to instill in students an interest in knowledge, independently seek information to choose modern professions.
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Dewi, Pande Made Utariyani, and Anak Agung Ngurah Agung Kresnandra. "Faktor-Faktor Yang Mempengaruhi Minat Mahasiswa Pendidikan Profesi Akuntansi Memilih Profesi Sebagai Akuntan Publik." E-Jurnal Akuntansi 29, no. 1 (October 10, 2019): 173. http://dx.doi.org/10.24843/eja.2019.v29.i01.p12.
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Professions and careers are needed to improve one's survival. This study aims to empirically examine the effect of financial awards, professional training and work environment on the interest of Accounting Professional Education students to choose a profession as public accountant. Samples were obtained by nonprobability sampling method with saturated sampling techniques. Respondents were students of Accounting Professional Education at Udayana University in 2017 with 30 students. The data analysis technique used is multiple linear regression analysis. Based on the results of the analysis show that financial rewards have a positive effect on the interest of accounting profession education students to choose a profession as a public accountant. Professional training has a positive effect on the interest of accounting profession education students in choosing a profession as a public accountant. The work environment has a positive effect on the interest of accounting profession education students in choosing a profession as a public accountant.
Keywords : Financial Awards; Professional Training; Work Environment.
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Semenov, Aleksandr Alekseevich. "Labor education and professional orientation in biological and ecological education of pupils." Samara Journal of Science 8, no. 3 (August 5, 2019): 321–25. http://dx.doi.org/10.17816/snv201983316.
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The attitude of a person to work, the activity of his work, creative approach to it depends on the right choice of profession, in general, and specialty in particular. In this regard, the correct training of pupils for future employment is of paramount importance in the education of schoolchildren. One of the foundations of labor education is vocational guidance of pupils. It is considered as a condition of all-round and harmonious development of the personality; the unity of teaching Biology and Ecology with the main directions of spiritual and moral development, education and socialization of pupils. Professional orientation involves purposeful activities to form pupils internal needs and readiness for conscious choice of profession and consists of several components: professional education; professional upbringing; professional advice; professional adaptation. Professional education equips pupils with knowledge about professions in the field of Biology and Ecology, conditions of their choice, educates them a positive attitude to work, forms professional preferences. Professional upbringing is the education of pupils professionally important qualities of personality: communication skills, professional duty and honor, responsibility, professional ethics and others. The teacher introduces pupils to the professions related to Biology and Ecology; studies and develops the interests, aptitudes and abilities of each pupil; includes career guidance topics in the design of the classroom; provides regular demonstration of videos reflecting the application of the achievements of biological science in production. Professional advice is designed to provide pupils with necessary assistance in professional self-determination. It involves informing pupils about biological and environmental professions. Professional adaptation is associated with the acquisition of necessary knowledge and practical skills for pupils future profession. There is a direct correlation between the level of subject knowledge and skills and the speed of adaptation of a person to professional training and work. Thus, labor education and professional orientation of pupils in the process of teaching Biology and Ecology is a holistic system consisting of interrelated and complementary components, united by a common goal and unity of management.
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Noland Dodd, Virginia J., and Ying Li. "Reimbursement as a Legitimizing Strategy for Health Education." Health Promotion Practice 10, no. 1 (January 2009): 34–40. http://dx.doi.org/10.1177/1524839905284575.
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The health education profession has made significant advances throughout the past few decades. However, health education is still described as an emerging profession. This article suggests strategies to move health education from its status as an emerging profession into that of an acknowledged profession. The authors assert that actively seeking direct third-party reimbursement will advance health education's emergence as a profession as well as increase its legitimacy in the eyes of other professions. The benefits of direct third-party reimbursement, experiences of the nursing profession's pursuit of direct third-party reimbursement, and the current status of health education are discussed. The article concludes by offering strategies for pursuing direct third-party reimbursement.
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Wilkerson, Gary B., Marisa A. Colston, and Brian T. Bogdanowicz. "Distinctions between Athletic Training Education Programs at the Undergraduate and Graduate Levels." Athletic Training Education Journal 1, no. 2 (April 1, 2006): 38–40. http://dx.doi.org/10.4085/1947-380x-1.2.38.
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Objective: To provide a historical perspective on factors that have shaped the current structure of athletic training education, and to advocate development of a new conceptual framework for a continuum of professional education in athletic training. Background: Athletic training is a relatively young profession that has undergone significant planned change in education and credentialing to enhance the practitioner knowledge and to promote the credibility of the profession within the healthcare community. However, comparison of the prevailing model for basic and advanced professional education in athletic training to those of other health professions reveals major structural differences. In an effort to promote an integrated approach to the spectrum of athletic training education, and to be consistent with terminology used by other health professions, the term professional education is used to designate entry-level education and the term post-professional education is used to designate post-certification, or advanced, education. Conclusions: Perceived problems with the current educational structure, along with advocated changes, are presented to clarify issues that will affect the future of the athletic training profession. Although change inevitably generates controversy, a failure to address these issues will almost certainly impede advancement of the profession.
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Wilkerson, Jack E. "Accounting Educators as the Accounting Profession’s Trustees: Lessons from a Study of Peer Professions." Issues in Accounting Education 25, no. 1 (February 1, 2010): 1–13. http://dx.doi.org/10.2308/iace.2010.25.1.1.
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ABSTRACT: The past decade has been a difficult period in the history of the accounting profession in the U.S. This challenging environment provides an opportunity for the accounting academy, acting as “trustees” for the integrity of the profession, to play a significant role in sustaining and enhancing the profession’s status as a profession. Generally, accounting educators play this role in two ways: through our practice-related scholarship and through our teaching. This paper draws on a recent comparative study of peer professions to offer insights to accounting educators as we seek to sustain the accounting profession specifically through our teaching. One key insight is that accounting education, as professional education, must be broadly formative, encompassing three broad spheres of professional preparation: technical knowledge, practice skills, and, of critical importance, normative purpose and professional identity. Other insights relate to the use of “signature images” of professional identity and “signature pedagogies.” Two specific recommendations are made: First, accounting students should be required to experience and reflect on the meaning and demands of professional accounting practice as a central, continuing feature of their accounting studies. And second, they should be required to participate in significant clinical learning experiences as part of their accounting studies.
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Farozin, Muh. "COUNSELOR PROFESSIONAL IDENTITY OF COUNSELOR PROFESSION EDUCATION." Jurnal Cakrawala Pendidikan 38, no. 1 (February 8, 2019): 104–19. http://dx.doi.org/10.21831/cp.v38i1.22515.
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This paper describes professional identity of counselor educators teaching in a counselor profession education in Indonesia. The counselor identitiy was explored using a self-reported semi-open questionnaire and a focus-group discussion. Using the questionnaire, the couselors self-assessed their competency level of 75 competence-statement based on the government’s regulation. Their self-assessed level of competencies was compared to factors like age, teaching experiences, professional development as well as their self-efficacy toward the counselor competencies mandated by the government. To confirm the survey findings, a focus-group discussion was held and revealed culture-specific competencies that were not explicated in the regulation but deemed an important characteristic of the counselors’ identity. The study found that the counselors described themselves having average level of the mandated competencies and developing culture-specific competency related to technology literacy. The findings provide recommendation to set up context-suited professional development training that prepare the counselors for teaching in the profession training.
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Blomquist, Helle. "Legal Education, Profession and Society Transition: Reform of Lithuanian Legal Education." Review of Central and East European Law 29, no. 1 (2004): 35–95. http://dx.doi.org/10.1163/157303504773821158.
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AbstractThe article explores a specialized perspective of democratization and nation-building in one of the states restored from the former Soviet Union. The focus is on the reform of Lithuanian legal education. It regards the interaction between the two main national law faculties, on the one hand, and society and the profession on the other. There has been a rise in law work and the number of lawyers. Both legal education and the structure of the profession have undergone changes, facilitated by ways of regulation and the allocation of resources. The profession has become an active and necessary vehicle for institutional reform and European integration. The article covers the following areas: (1) the reconstruction of the legal professions and legal education; (2) the role of legal education in a changed society; and (3) a discussion of how law faculties educate lawyers to solve legal problems in a new state. The examination is based mainly on qualitative interviews, the respondents being elite members of the legal profession, students, and citizens engaged in public debate. This is supplemented with an overview of the regulatory framework, university study programs, and a few statistical data. A few comparisons are made to other similar reforms in post-socialist Europe. The conclusion is that the new nation-state has invested considerable regulation and resources into a project of creating a new generation of lawyers, hinged on western constitutional values, taking the Lithuanian heritage back to an earlier tradition of the normative values of law. Professional forums have been created, as well as professional debate over legal education and other professional issues. However, the project does not seem to have reached its goal. Members of the legal profession voices concern about the ability of the traditionally most prestigious law faculty to bring about the required changes of its performance. On the one hand, in pointing out the weaknesses, the profession renders a practical example of having established an open professional community debating professional issues, among them legal education. They take standpoints independent of the political level. On the other hand, the examination also indicates a lacking ability to deal with some general malfunctions. The most important one is that the community habors considerable mistrust which curbs responsiveness to suggestions from other professionals, not to mention willingness to listen to criticism. This makes it extremely diffi cult to deal in practical terms with a number of issues, such as how to safeguard a level of professionalization of law work, creating standards that can be benchmarked with other international systems, getting on with the disposal of repressive law remains, and securing independent law professors with relevant and adequate academic standing in their field.
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Dixon-Terry, Eleanor. "Attending Professional Health Education Meetings." Californian Journal of Health Promotion 2, no. 1 (March 1, 2004): 16–21. http://dx.doi.org/10.32398/cjhp.v2i1.575.
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The profession of health education and health promotion involves a journey of discovery, where along the way, the student and new professional is uncovers many layers and nuances. One of the mysteries surrounding the profession is the participation in a professional meeting. Student and new professionals often perceive this to be challenging, overwhelming and fraught with roadblocks and barriers. While understanding perceptions of mystery from those entering the field about professional meetings, the best way to fully engage in the profession and to get the full effect and benefit of a professional health education meeting is through direct immersion and personal experience.
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Nikolova, Bistra. "Accounting Education – Training Professionals Ready for the Future." Vocational Education 24, no. 5 (October 11, 2022): 460–73. http://dx.doi.org/10.53656/voc22-511scet.
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The purpose of the article is to present the results of a study of modern trends in the accounting profession, related to the need to acquire knowledge, skills, and competencies to achieve a successful professional realization of accounting students in the conditions of rapid development of information technologies and digital transformation. In connection with this, traditional and modern ideas about accounting and modern opportunities for professional realization in this field are examined. Research insights into the implementation of a multidisciplinary approach in accounting education are presented. Through the lens of the International Educational Standards (IES), published by the International Federation of Accountants (IFAC), and the Canadian CPA profession's Competency Map, the necessary skills and competencies for successful implementation in the accounting profession have been examined. Contemporary challenges and perspectives for the accounting profession are clarified, as well as emerging job roles related to the increasing use of digital data, artificial intelligence, and automation.
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Lawson, Hal A. "Knowledge for Work in the Physical Education Profession." Sociology of Sport Journal 2, no. 1 (March 1985): 9–24. http://dx.doi.org/10.1123/ssj.2.1.9.
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Specialized, theoretical knowledge is important to professions such as physical education as they attempt to gain and later maintain their status and control over the labor market. This knowledge must be monopolized and used in work by the profession’s members if they are to be granted this status and control by society’s members. Upon examination physical educationists do not enjoy a knowledge monopoly, nor do they appear to use their specialized, theoretical knowledge in work. Chief among the explanations offered are the limitations in the positivist conception of knowledge for the professions and the different frames of reference for researchers and practitioners. Analyses of the monopoly and use of knowledge in professions such as physical education yield insights about the ways in which knowledge is articulated and contested, the internal and external relationships of the profession, and the relationship among the structure of knowledge, the professions, and social theory.
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Marquez, Mark R. "Continuing Professional Education and Competency." International Journal for Innovation Education and Research 4, no. 7 (July 31, 2016): 156–65. http://dx.doi.org/10.31686/ijier.vol4.iss7.570.
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Competent professional practice requires ongoing professional development. Not only to enhance current competency but also to develop the necessary competency to address new and emerging issues within and given profession. Though it has long been understood that a training need exists when an individual lacks the skill or knowledge to perform adequately, many professions, including social work, historically did not pay attention to the relationship between training and improved practitioner performance. However, with public expectations of competent performance and credentialing activities to insure such, the professions are aware that they must maintain high levels of competence and that Continuing Professional Education (CPE) is a valuable tool in achieving such. This article is a discussion of how CPE can play a significant role in developing and enhancing professional social work practice competency.
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Rabanirajona, Haingo. "Role of Notary in Abroad and Indonesia." Jurnal Akta 7, no. 4 (December 25, 2020): 343. http://dx.doi.org/10.30659/akta.v7i4.12900.
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One of the important professions in society is notary. This profession is a special profession because it is a public official in carrying out its duties which is bound by juridical norms and professional code of ethics. The notary code of ethics becomes a moral principle determined by the Indonesian Notary Association (INI) which is the basis for organizing or regulating the notary professional code of ethics in relation to many parties, which of course must be obeyed or obeyed by every member who is bound or binds himself/herself in the association (organization) that. The consequences as a member of this profession must be understood by a notary, because sourced from here, the dignity of the profession can be maintained. The position of the Notary which is urgent in human life makes the process of someone who wants to become an expert notary public important. Therefore, in notarial education, notary ethics should also be considered. So in this case it is emphasized that a professional education without education on responsibility and professional ethics is not complete. In the field of law, technical skills that ignore aspects relating to the responsibilities entrusted to him and his profession in general, as well as ethical values and measurements that must serve as guidelines in carrying out his profession.
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García, Emma, and Elaine Weiss. "How teachers view their own professional status: A snapshot." Phi Delta Kappan 101, no. 6 (February 24, 2020): 14–18. http://dx.doi.org/10.1177/0031721720909581.
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The question of whether teaching is a profession, with all the status and responsibilities that entails, is not as settled as some believe. Emma García and Elaine Weiss look at the requirements and characteristics of a profession and examine data from teachers and find that teaching, as currently experienced by teachers, does not measure up to the traits of a profession, though it would merit the status,. Although teaching has credentialing requirements, many teachers lack the credentials associated with effectiveness. In addition, teachers do not receive the professional support needed to grow professionally, and they lack the societal respect and influence other professions enjoy. Teachers also receive lower pay than their peers, and many experience emotionally and physically damaging work environments.
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Khenner, E. K. "Pedagogical support for professional self-determination of high school students in IT professions." Education and science journal 23, no. 8 (October 14, 2021): 37–60. http://dx.doi.org/10.17853/1994-5639-2021-8-37-60.
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Introduction. The formation of professional self-determination of high school students and the associated choice of vocational education is an urgent problem of the modern school. This paper examines the possibility of pedagogical support to solve this problem by the example of the formation of ideas about IT education and IT professions at a level sufficient for their conscious choice in Russia. The tools discussed are the school Computer Science course and, more broadly, teacher-led non-formal education in the field of computing.The aim of this article was to analyse the factors affecting the conscious choice of high school graduates of IT professions and types of professional IT education, and the possibilities of pedagogical support for the formation of this choice by means of informatics education, implemented by means of a modern information and educational environment.Methodology, methods and materials. A systematic approach was applied, i.e. not only school but also subsequent stages of professional development of students were analysed. The leading theoretical methods were the analysis of the knowledge system, generalisation, identification and resolution of contradictions in the process of self-determination of students in the IT profession. Empirical methods for collecting, analysing and interpreting empirical data were also employed. The analysis of academic publications, documents and statistical data was carried out.Results. It is shown that the main reasons for the low level of formation of the professional self-determination of high school students in the IT profession are the following factors: insufficient attention paid in the school Computer Science course to the technological aspects that underlie most of the IT professions; lack of awareness of labour functions in IT professions; lack of awareness of the content of training in various areas of higher IT education and the focus of these areas on specific IT professions; ignorance of the real demand for the country’s economy in various IT professions.The school course in Computer Science can become a system-forming beginning in the formation of professional self-determination of high school students in the IT profession, but in its current state, it does not fully fulfill this function. The reasons are the inability to provide everyone, who wants to study Computer Science in high school at an in-depth level, the neglect in this course of the technological aspects of computing that underlie most of the IT professions, and insufficient use of the information resources of the information and educational environment of modern non-formal education.One of the ways to solve this problem is to supplement the Computer Science course with a special pre-professional training module, which will purposefully acquaint students with IT professions, with information technologies that underlie these professions, as well as the types and the content of the most popular areas of professional IT education and their connections with IT professions. To implement such a module, in addition to traditional forms of education, distance and network learning can be used, including with the involvement of university teachers and employees of leading IT companies.Scientific novelty. For the first time, the problem of pedagogical support for the formation of professional self-determination of senior high school students in the IT profession has been investigated.Practical significance. The obtained results can become the basis for improving school informatics education for the full fulfillment of the task to develop the professional self-determination of students in the IT profession.
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Sofović, Bisera. "Profesionalno sagorijevanje u nastavničkoj profesiji." Obrazovanje odraslih/Adult Education 21, no. 1 2021 (2021): 39–60. http://dx.doi.org/10.53617/issn2744-2047.2021.21.1.39.
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Research in the world, as well as in our region, consistently indicates that teachers at all levels of educational work are exposed to various stressors that are related to the characteristics of their work. One of the outcomes of long-term chronic stress at work that has not been successfully resolved is the development of burnout syndrome. The aim of this research was to examine burnout in educators and teachers at all levels of education in Sarajevo, taking into account burnout indicators - emotional exhaustion, depersonalization, sense of personal accomplishment, according to the theoretical and empirical assumptions of the author Christine Maslach. The instrument for testing burnout - Maslach Burnout Inventory (Maslach & Jackson 1986) was applied on a convenient sample of 517 professionals directly involved in the educational process in 13 institutions in Sarajevo Canton at different levels of education – from kindergarten to college. The results indicate high emotional exhaustion in all participants, regardless of age, gender, type of institution and job position. The experience of the phenomenon of depersonalization in the examined sample is not emphasized on average, which means that the teaching staff is still not alienated from their students to the extent that would indicate the development of burnout syndrome. Sense of personal accomplishment is perceived by participants on average as low, even when they achieve the highest academic titles. According to the results of this research, it seems that support in overcoming emotional exhaustion and depersonalization is especially important to provide to older teachers and to male teachers. In addition, it is desirable to provide support to older male and female teachers, who work with older and adult students, in gaining a sense of personal accomplishment. Furthermore, the results suggest that teachers, secondary school teachers and senior university assistants should first be covered by prevention activities and programs, as they are at greatest risk of burnout.
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Verhoef, Grietjie, and Grant Samkin. "The accounting profession and education." Accounting, Auditing & Accountability Journal 30, no. 6 (August 21, 2017): 1370–98. http://dx.doi.org/10.1108/aaaj-08-2015-2192.
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Purpose The purpose of this paper is to examine how the actions of the accounting profession, the state, universities, and academics have inhibited the development of South African accounting research. Design/methodology/approach A multiple history approach using traditional archival material and oral history is used. Findings Since the late nineteenth-century, a network of human and non-human actors has ensured that accounting education in South Africa retained a technical focus. By prescribing and detailing the accounting syllabuses required for university accreditation, the South African Institute of Chartered Accountants (SAICA) and its predecessors exercise direct control over accounting education. As a result, little appetite exists for a discipline based on academic enquiry or engagement with international scholars. While the SAICA claims to support accounting research, this support is conditional on its meeting the professional body’s particular view of scholarship. Research limitations/implications The limitations associated with this research are that it focusses on one particular professional body in one jurisdiction. The South African situation provides a cautionary tale of how universities, particularly those in developing countries, should take care not to abdicate their responsibilities for the setting of syllabi or course content to professional bodies. Accounting academics, particularly those in a developing country currently experiencing major social, political, and economic problems, are in a prime position to engage in research that will benefit society as a whole. Originality/value Although actor network theory has been used in accounting research and in particular to explain accounting knowledge creation, the use of this particular theoretical lens to examine the construction of professional knowledge is limited. This study draws on Callon’s (1986) four moments to explain how various human actors including the accounting profession, the state, universities, and accounting academics, along with non-human actors such as accreditation, regulation, and transformation, have brought about South African academic disengagement with the discipline.
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Rhodes, Rosamond. "Medical Ethics: Uncommon Morality and the Implications for Medical Ethics Education." Studia Universitatis Babeş-Bolyai Bioethica 66, Special Issue (September 9, 2021): 17–18. http://dx.doi.org/10.24193/subbbioethica.2021.spiss.03.
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"Common morality has been the touchstone for addressing issues of medical ethics since the publication of Beauchamp and Childress’s Principles of Biomedical Ethics in 1979. In my presentation, I will challenge that reigning view by presenting two arguments. The negative argument shows why common morality cannot be the ethics of medicine. The positive argument explains why medical professions require their own ethics. I will then explain medicine’s distinctive ethics in terms of the trust that society allows to the profession. By distinguishing roles from professions, I will explicate sixteen specific duties that medical professionals undertake when they join the profession. My derivation of medicine’s distinctive ethics begins with a thought experiment demonstrating that trust is at the core of medical practice. Society allows doctors to develop special knowledge and skills and allows them to employ special powers, privileges, and immunities that could be particularly dangerous to members of society. Society, therefore, has to be assured that professional’s use of their remarkable powers and privileges will be constrained to their intended use. Professions’ publically declared codes and oaths go a long way to engender public confidence in medical professionals. Medical education must complete the job by helping our trainees understand their professional obligations and become clinicians who uphold their profession’s ethics. Medical educators therefor have to help our students comprehend and internalize their duty to “seek trust and be deserving of it,” and uphold their fiduciary responsibility to “use medical knowledge, skills, powers and privileges for the benefit of patients and society.” "
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Ferraresi, Alessandra. "La scuola militare di Modena: un modello di formazione professionale." SOCIETÀ E STORIA, no. 124 (October 2009): 325–30. http://dx.doi.org/10.3280/ss2009-124006.
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- The paper focuses, in Napoleonic Italy, on the innovative role of the Modena Military School in the complete education of Artillery officials and Engineers and the legacy it left in engineering culture and the profession during the first modernization of Italy.Parole chiave: scuole militari; ingegneri; formazione; professioni; modernizzazione.Key words: Military Institutions; engineers; education; professions; modernization.
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Madrimov, Bahram Khudoinazarovich. "Professional Training Is An Incentive For Moral And Aesthetic Education." American Journal of Social Science and Education Innovations 03, no. 02 (February 27, 2021): 109–13. http://dx.doi.org/10.37547/tajssei/volume03issue02-17.
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Each profession has its own characteristics, and the profession of a music teacher has its own secrets and requirements. The uniqueness of the professional competencies of the future teacher is reflected in the fact that they are aimed at enriching the inner world of students in the music sphere with spiritual values and content that are reflected in the works of musical art. Professional spiritual competences reflect the specificity and spiritual nature of the practice of musical pedagogy. Their formation is one of the most pressing problems inherent in the modern system of music education, and is a prerequisite for determining the effectiveness of the professional activity of a music teacher and his educational work with children.
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Castle, Joyce B. "Professional Development Schools — Schools for Developing a Profession." Teaching Education 7, no. 2 (January 1995): 135–37. http://dx.doi.org/10.1080/1047621950070220.
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Bonner, Patricia. "Professional Development Schools: Schools for Developing a Profession." Teachers College Record: The Voice of Scholarship in Education 108, no. 8 (August 2006): 1688–91. http://dx.doi.org/10.1177/016146810610800845.
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Brink, Alisa G., and Bernhard E. Reichert. "Research Initiatives in Accounting Education: Serving and Enhancing the Profession." Issues in Accounting Education 35, no. 4 (September 8, 2020): 25–33. http://dx.doi.org/10.2308/issues-2020-018.
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ABSTRACT The accounting profession is experiencing unprecedented changes due to forces such as technological advancement and increased global interactions. Researchers and educators in accounting are well positioned to provide valuable insight that guides this change process through well-executed education research. We identify research questions related to five topical areas impacted by the changing accounting environment. Research in these areas can significantly serve and enhance the accounting profession. Specifically, we discuss questions related to (1) factors affecting the entry-level hiring process, (2) technology and professional interactions, (3) accountants' professional identity, (4) continuing professional education (CPE), and (5) academic collaboration with the profession.
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Кyrylenko, Valentyna. "CHARACTERISTICS OF LIFE AND PROFESSIONAL STRATEGIES." Problems of Psychology in the 21st Century 16, no. 2 (December 25, 2022): 72–78. http://dx.doi.org/10.33225/ppc/22.16.72.
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The implementation of the research goal, which was to determine the main functional characteristics of a person's life and professional strategy, was carried out on the basis of the analysis of the results of his own research. The article substantiates the essence of the concept of "life strategies", "professional strategies" based on the analysis of scientific psychological literature. On the basis of the author's own research, a characterization of the professional strategies inherent in people of different age periods was carried out. In the structure of the characteristics, the following parameters were selected: the age of education seekers, the form of education, the strategy of choosing a profession and an educational institution, the presence of a profession and the presence of professional experience. Based on the analysis of the results of the author's research, the following characteristics were identified: the ability to adapt to the conditions of the profession and life, stress resistance, readiness for professional development, readiness to achieve professional success, professional activity, professional mobility, attitude to the profession as the implementation of a life plan. Combinations of these features made it possible to distinguish professional strategies: a strategy of cooperation, a strategy of professional creativity, a strategy of professional development and professional health. Keywords: life strategies, professional strategies, professional development, personal development, helping professions
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Orbayinah, Salmah, and Laksmi Putri Utami. "Students’ Perception on Interprofessional Education." International Journal of Public Health Science (IJPHS) 4, no. 4 (December 1, 2015): 284. http://dx.doi.org/10.11591/ijphs.v4i4.4747.
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Unawareness of the roles and competencies of other health professions has led to many medical and medication errors in the treatment of patients in the hospital. It is considered important to give Interprofessional Education (IPE) to students at pre-clinic and clinical stage in order to have a good understanding about roles of other health professionas. IPE is an interprofessional collaborative learning to support promotive, preventive, curative, rehabilitative and other approches related to health aspect. Perception is among the most important and highly needed skill in the implementation of IPE. This research aimed to determine the effect of IPE learning toward the perception among the students in Faculty of Medicine and Health Science of Universitas Muhammadiyah Yogyakarta (FMHS UMY). This is an observational study adopting a cross sectional design. The sample of students was collected through purposive sampling technique. A number of 94 students met the inclusion criteria, comprised of 21 students of Medical Profession Education, 25 of Dentistry Profession Education, 25 of Nursing Profession Education and 21 Undergraduate students of Pharmacy. Samples were given questionnaire of<em> Interdiciplinary Education Perception Scale</em>. Comparative test<em> </em>was done by<em> Kruskall-Wallis test.</em> From 94 students of FMHS, 75.5% had good perception toward IPE. No significant differences appeared in perception (p=0.285) among the students of FMHS UMY. The <em>Interprofessional Education</em> (IPE) had significant effects toward the perception among the students of FMHS UMY.
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Orbayinah, Salmah, and Laksmi Putri Utami. "Students’ Perception on Interprofessional Education." International Journal of Public Health Science (IJPHS) 4, no. 4 (December 1, 2015): 284. http://dx.doi.org/10.11591/.v4i4.4747.
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Unawareness of the roles and competencies of other health professions has led to many medical and medication errors in the treatment of patients in the hospital. It is considered important to give Interprofessional Education (IPE) to students at pre-clinic and clinical stage in order to have a good understanding about roles of other health professionas. IPE is an interprofessional collaborative learning to support promotive, preventive, curative, rehabilitative and other approches related to health aspect. Perception is among the most important and highly needed skill in the implementation of IPE. This research aimed to determine the effect of IPE learning toward the perception among the students in Faculty of Medicine and Health Science of Universitas Muhammadiyah Yogyakarta (FMHS UMY). This is an observational study adopting a cross sectional design. The sample of students was collected through purposive sampling technique. A number of 94 students met the inclusion criteria, comprised of 21 students of Medical Profession Education, 25 of Dentistry Profession Education, 25 of Nursing Profession Education and 21 Undergraduate students of Pharmacy. Samples were given questionnaire of<em> Interdiciplinary Education Perception Scale</em>. Comparative test<em> </em>was done by<em> Kruskall-Wallis test.</em> From 94 students of FMHS, 75.5% had good perception toward IPE. No significant differences appeared in perception (p=0.285) among the students of FMHS UMY. The <em>Interprofessional Education</em> (IPE) had significant effects toward the perception among the students of FMHS UMY.
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Scott, P. Anne. "Ethics Education and Nursing Practice." Nursing Ethics 3, no. 1 (March 1996): 53–63. http://dx.doi.org/10.1177/096973309600300107.
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This paper suggests that a consideration of health care practice is a necessary step in gaining insight into the appropriate composition of an ethics course for students in the health care professional. Health care practice, if it responds to the needs of society, is dynamic in nature. In the current climate of change in the health service, the author sug gests that the nursing profession needs to become more proactive in analysing and attempting to determine the future shape of nursing. To protect patient care the nursing profession needs to have its eyes open to the ethical dimensions of changes in role and practice. The author argues that, in attempting to ensure that the education to which nursing students are exposed is of relevance, it is necessary to introduce an element of the ideal into the ethics component of their professional education. From early on in their profes sional development students should be aware of the scope and standards of practice, and the type of role enactment to which the profession requires them to aspire.
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Siregar, Lis Yulianti Syafrida. "GURU SEBAGAI PROFESI PADA PENDIDIKAN DASAR." DIRASATUL IBTIDAIYAH 1, no. 1 (June 1, 2021): 72–84. http://dx.doi.org/10.24952/ibtidaiyah.v1i1.3720.
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AbstractBase of education is one of effort for develop potential from human with professional. Substantially, reformation of education in now days is for making education back to education’s character. Teacher is an actor in education. Up till now, teacher have been made as profession but treatment to teacher not reflect that job as a teacher is profession Keywords: education, profession, teacher.
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Dokuchyna, Tetіana. "PROFESSIONAL MOBILITY OF SPECIAL EDUCATION SPECIALIST IN THE CONTEXT OF INTERDISCIPLINARY DISCOURSE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(50) (May 31, 2022): 86–89. http://dx.doi.org/10.24144/2524-0609.2022.50.86-89.
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The article provides a theoretical analysis of the problem of professional mobility of special education specialist in terms of interdisciplinary approach. The aim of the article is to analyze the problem of professional mobility of special education specialist in interdisciplinary discourse and identify options for its manifestations in professional activities. The analysis of scientific publications showed that professional mobility is the subject of research in various fields of science. Socio-economic direction of the study of professional mobility is aimed at studying the processes of changing professions, positions, jobs. For psychology, it is important to study the psychological readiness of professionals to change professions and adapt to a new one. In the pedagogical aspect, professional mobility is considered from the standpoint of changing the nature and content of activities in accordance with the new situation, new requirements and challenges of today. The generalization of different conceptual approaches to the study of professional mobility showed that in terms of professional activity of special education specialists it manifests itself in two directions: change of profession and changes in the structure of professional activity (content, working conditions, features, etc.). Readiness for changes in the profession is an urgent problem of professional training and professional development of specialists. In the aspect of mobility, it presupposes the formed readiness to change the place of work, position, qualification, content, nature of the organization of activity, etc. This area is more relevant for the development of professional potential of special education and we have identified it as promising for further research.
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Domagała, Dominika. "Samodzielność zawodowa nauczycieli wychowania przedszkolnego i edukacji wczesnoszkolnej oraz jej uwarunkowania." Kwartalnik Pedagogiczny, no. 65/2 (October 9, 2020): 141–53. http://dx.doi.org/10.31338/2657-6007.kp.2020-2.8.
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The interest in the teaching profession is evident in the discussions of students and their parents, school graduates, teachers working at various stages of education, sociologists, psychologists, educators and representatives of many other professions that are simply impossible to be mentioned. Topics of these discussions are varied, they concern teachers’ qualifications and competences, their educational background, selection of candidates for the profession, personality traits, the functions they perform, teaching methods used by them, etc. Often, the participants of such discussions are not professionally connected with the teaching profession, but each of them had the opportunity to develop their own view and opinion of this profession based on many years of experience while participating, as a student, in the process of education. It can be assumed that this attention points to the significant role of the teacher in society and therefore results in frequently emotional discussions that conclude with enumeration of the teachers’ duties, skills and abilities in addition to the principles behind their actions and conduct while performing their didactic and educational work. At this point, I would like to pose the questions: What about the teacher’s independence? Does the teacher have the opportunity to carry out his or her work independently? In the article, which consists of two parts, I attempt to answer these questions. In the first part, I present theoretical approaches to the teacher, his or her qualifications and competences, with particular focus placed on the professional independence. The second part contains the results of surveys on professional independence and its determinants, conducted among pre-school and early school education teachers in the Wielkopolska region.
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Stárek, Lukáš. "Special education teachers as a profession mirror the helping professions." Perspectives of Science and Education 60, no. 6 (January 1, 2022): 644–58. http://dx.doi.org/10.32744/pse.2022.6.39.
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Introduction. The scientific major, special pedagogy, is a relatively new field in the Czech Republic. It started growing in the second half of the 20th century. Therefore, it is still evolving its assumptions for personal and professional aspects that a special pedagogue should have. The influence and evolution of society should be reflected not only in the scientific field but in the profession as well. The aims of this paper are to describe the personality of a special pedagogue, to reflect one’s personality as a special pedagogue, and to highlight the importance of an individual who is transferred to a pedagogical-inclusive process which is initiated by a special pedagogue. Study participants and methods. The main of this research was to collect reflections on the profession of a special pedagogue in the working environment. This research was focused on special pedagogues in the first stage of primary schools. The target group was not eliminated by age, gender, colour, religion, education, or the length of working experience in the position of the special pedagogue. With regard to the established research goal, we chose qualitative research – specifically, the interview method. We conducted in total five semi-structured interviews with which the respondents agreed to be shared for purposes of the research. All interviews were recorded, and respondents knew about that and agreed with it. Results. The profession of the special pedagogue, similarly to any other profession which fits in the category of so-called ‘helping professions’ requires a higher level of responsibility, which for workers could be a bit of a burden. Furthermore, special pedagogues who do diagnoses are responsible for correct diagnosis which determinates further work with a child. Thus, a mistake in diagnosis could be fatal and could be discovered a few years later. All participants talked about some level of stress. However, all of them have defined it differently. On the other hand, all participants agreed on another stressful part which is to follow the pace of a child with a health handicap. Mainly they mentioned their ability to keep themselves in the background, calm themselves down, and be very patient sometimes. Sometimes it happens that it is hard for a special pedagogue to see a sense and future in their work. About this situation, four participants talked. The profession could lose its sense, or it could be seen as stereotypical. All of this is mostly because of low feedback from a student or a student’s family. This fact was reflected by all respondents. I n relation to the data that we collected all respondents see limitations within the administrative part of their profession which keeps others from “important” activities. Further, all respondents mentioned the problem of limit right during their work, and problematic of raise of modern technologies and cooperation with modern technologies during teaching. Cooperation with modern technologies was mentioned in the context of insufficient education and non-reflection of own abilities and skills. Practical significance. In respondents’ answers, diverse topics were detected which often correlate with each other, but the individual topics were detected as well. These individual topics might be interesting for further research. However, the purposes of this research were irrelevant. With regard to inclusive tendencies, it is necessary to reflect the individuality of pupils and still maintain an approach that stems from the essence of special pedagogy.
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Sedana, I. Made. "Guru Dalam Peningkatan Profesionalisme, Agen Perubahan Dan Revolusi Industri 4.0." Jurnal Penjaminan Mutu 5, no. 2 (September 11, 2019): 179. http://dx.doi.org/10.25078/jpm.v5i2.891.
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<em>The progress of science and technology in the era of globalization which has now led to the era of industrial revolution 4.0 brings the effect of extraordinary changes to the pattern of life of humanity in this hemisphere. Teachers as educators are implementers of the education profession, in carrying out their professions there are several requirements that must be met by a teacher in order to have qualifications and credibility in the field of education. This is a condition for the realization of professional teachers, namely having overall competency both in the field of education and learning methodology as well as the substance of the scientific field. Teachers will become a developing profession when constantly changing themselves, because practical education will continue in different situations and times. Improving the ability of teachers to carry out their profession should not be passive but must be proactive, do not wait for opportunities but seek opportunities</em>
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Handayani, Rahmaya Nova, and Adiratna Sekarsiwi. "STUDENTS INTEREST IN CONTINUING PROFESSIONAL EDUCATION NURSES IN HEALTH EDUCATION INSTITUTIONS IN BANYUMAS." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 2, no. 1 (March 13, 2018): 14. http://dx.doi.org/10.24990/injec.v2i1.3.
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Introduction. Types of nursing education in Indonesia are vocational, academic and professional. Professional education is higher education after an undergraduate program that prepares students to have jobs with specific skill requirements. The purpose of this study was to identify factors that affect student interest in continuing professional education nurses based on perception, motivation and support system. Method. The study design was a descriptive analytic cross-sectional approach. Unstratified sampling using random sampling with a sample of 111 respondents in health education institutions in karisidenan Banyumas, there are Harapan Bangsa Purwokerto Institute of Health Science, Purwokerto Muhammadiyah University, Jenderal Sudirman University.Data was analysed by using multivariate logistic regression. Results. The results of the study showed that no correlation perception, motivation, and support system of nurses Profession election interest in health education institutions in-karisidenan Banyumas (p=0,999; 0,956; 0,135).Discussion. The most dominant factor affecting the interest of the nurse profession was support system.Keywords: interest, perception, motivation, support system, professional nurses
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Gregory, Anne. "Chartered status and public relations' struggle for legitimacy." Corporate Communications: An International Journal 25, no. 4 (July 24, 2020): 639–53. http://dx.doi.org/10.1108/ccij-11-2019-0130.
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PurposeTo appraise progress towards “the professional project” for the public relations profession in the UK using the Royal Charter application as a pivotal assessment point in the journey.Design/methodology/approachPrimary and secondary, qualitative research, with participant observation and chronological and thematic analysis of archival documents at the time of the Charter process: 2003 to 2005. Two expert interviews were also conducted for a view on progress. The study is contextualised within the professions literature and the 2019 State of the Profession study undertaken by the Chartered Institute of Public Relations.FindingsThe Institute faced significant challenges during the Charter application raised by Institutions such as the Government Department for Education and Skills, including the diversity of the profession, standards of education and training, practitioner standards, including ethical, as indicated by their levels of membership and commitment to ongoing professional development. These challenges remain.Research limitations/implicationsDiversity, social acceptance, qualifications and professional progress provide an important, ongoing research agenda.Practical implicationsSocial acceptance, qualifications and professional progress remain elusive for the practice and more radical action is required to achieve progress.Social implicationsThe profession is making limited progress towards legitimacy. Continued press ambivalence, recent scandals, such as the Bell Pottinger affair in South Africa and jurisdictional infringement by other professions continue to threaten its attempts to move towards social closure.Originality/valueThis is the first academic article to chronicle the charter journey using the original documentation as source materials and the first to review progress towards the goals that chartered status signified for public relations.
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Syeda Sanaa Fatima and Rahila Yasmeen. "The fate of health professions education as a profession: a road less travelled." Journal of the Pakistan Medical Association 73, no. 2 (January 15, 2023): 264–69. http://dx.doi.org/10.47391/jpma.5358.
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Objective: To explore the views of academics about the identity of Health Professions Education as a discipline, its fate and sustainability as a profession. Method: The qualitative exploratory study was conducted from February to July 2021 after approval from the ethics review committee of Islamic International Medical College, Riphah International University, Rawalpindi, Pakistan, and comprised both fulltime and part-time health professions educationists of either gender teaching in different institutions of seven cities of Pakistan; Taxila, Kamrah, Rawalpindi, Peshawar, Lahore, Multan and Karachi. Using Professional Identity theory, data was collected through semi-structured one-on-one interviews which were conducted online. The interviews were transcribed verbatim, coded and thematically analysed. Result: Of the 14 participants, 7(50%) had qualifications and experience of other specialities as well, while 7(50%) were pure health professions educationists. Overall, 5(35%) subjects were from Rawalpindi, 3(21%) were serving in multiple cities including Peshawer, 2(14%) were from Taxilla and 1(7.5%) each was from Lahore, Karachi, Kamrah and Multan. Accumulated data led to 31 codes with 3 themes and 15 sub-themes. The main themes were identity of health professions education as a discipline, its fate and sustainability. Conclusion: Health professions education has established its identity as a discipline in Pakistan, with independent, fully functioning departments in medical and dental colleges across the country. Key Words: Health professions education, Future, Health professions educationists, Profession.
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Ayandiran, Emmanuel Olufemi, Omolola Oladunni Irinoye, Joel Olayiwola Faronbi, and Ntombi G. Mtshali. "Education Reforms in Nigeria: How Responsive is the Nursing Profession?" International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 11–18. http://dx.doi.org/10.1515/ijnes-2012-0016.
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AbstractEducation in the twenty-first century and educational reforms are subjects of interest and discourse worldwide because of the link between education and development. What appears not to have been fully explored in the Nigerian context is the responsiveness of various professions, especially nursing, to the consistently changing educational system. Yet innovative advances in health care system in the twenty-first century demands that Nursing as a profession should prepare practitioners who are well equipped to meet the challenges of care within the context of a complex milieu. This paper, therefore, examines the Nigeria educational system, its reforms and current status of nursing education in Nigeria. Some of the challenges in the emergence of professional nursing in Nigeria and the progress made so far to advance professional as well as university education for nurses are articulated with propositions of possibilities and the gains for the Nigeria nation.
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Khan, Salahuddin, Yasmin Iqbal Qureshi, Zia-ul Islam, Wasim Khan, and Syed Asif Abbass. "Attitude of Female Lecturers in Physical Education towards Profession." International Journal of Learning and Development 2, no. 4 (July 4, 2012): 17. http://dx.doi.org/10.5296/ijld.v2i4.2050.
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The study in hand was an attempt to investigate the Female Lectures of Physical Education (FLPE) Attitude towards profession. For the purpose a substantial sample from the population was selected using available sampling technique. A five point Likert-type Attitude Scale of Lectures in Physical Education towards Profession (ASLPEP) was developed, ranging from completely agree (CA = 5 points) to completely disagree (CDA = 1 point). Main objectives of the study were To investigate the Attitudes of FLPE towards Profession, to investigate the Professional Background of FLPE, to know the awareness level of FLPE regarding Physical Education profession, and to know the level of interest for achieving the goals set for physical education in the curriculum. The study investigated that FLPE who are working in the colleges of Khyber Pakhtunkhwa Province of Pakistan have no professional background, which means that the teachers have no sports background; neither have they had any interest in sports related areas. Their attitudes towards the profession were also found negative. The study also find out that FLPE did not feel comfortable as a physical education teacher. The majority of respondent did not aware of the goals set for physical education curriculum in the colleges. They came to the field by chance to get a job easily, and not by choice. Key Words: - Attitude, Female Lecturers, Physical Education, Profession
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Singh, Jagdev, and Mridul Panditrao. "Professional ethics – An approach through value education." Adesh University Journal of Medical Sciences & Research 1 (December 27, 2019): 4–7. http://dx.doi.org/10.25259/aujmsr_15_2019.
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Profession is not only the means to earn one’s livelihood but also the means of one’s evolution by appropriate participation in the larger order. Through professional education, one acquires the specific knowledge and skills to make contributions beneficial to the living as well as non-living beings. The contradictions and dilemmas in profession exist due to the prevailing world view, in which wealth maximization is perceived to be prime objective. This is what seems to be ailing the present-day medical profession. The development of professional ethics is a long-term process to be achieved through appropriate value education. A systematic approach in the field has been introduced where the effort to understand human reality vis-à-vis the rest of existence, with the prime focus to discover inherent coexistence and harmony at all levels of existence, has been propounded. In this article, the process of understanding, one’s own “natural acceptance”!
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Phelps, Geoffrey, and Gary Sykes. "The practice of licensure, the licensure of practice." Phi Delta Kappan 101, no. 6 (February 24, 2020): 19–23. http://dx.doi.org/10.1177/0031721720909582.
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Licensure tests play a critical role in any profession. Well-designed tests both delineate the core competencies that are required to enter a profession and provide evidence that candidates can safely practice in the profession. They also identify the professional knowledge and skill that differentiates any educated individual from the well-prepared professional. Geoffrey Phelps and Gary Sykes use a series of assessment tasks to illustrate how teacher licensure testing can be designed to focus more directly on assessing aspiring educators’ performance of the professional competencies that make up the day-to-day and moment-to-moment work of teaching.
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Basten, Carolyn. "A Feminised Profession: women in the teaching profession." Educational Studies 23, no. 1 (April 1997): 55–62. http://dx.doi.org/10.1080/0305569970230104.
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Gaffikin, Michael. "Education for an accounting profession." Pacific Accounting Review 21, no. 2 (September 11, 2009): 170–85. http://dx.doi.org/10.1108/01140580911002080.
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Girvan, James T., Marian V. Hamburg, and Kathleen R. Miner. "Credentialing the Health Education Profession." Journal of Health Education 24, no. 5 (October 1993): 260. http://dx.doi.org/10.1080/10556699.1993.10616396.
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Murray, Gordon. "Education for a smarter profession." Architectural Research Quarterly 16, no. 4 (December 2012): 281–84. http://dx.doi.org/10.1017/s1359135513000171.
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We must build for this nation a big passion for innovation. We must make the development of the creative mind a national agenda. Unless we get really serious about cultivating creativity and promoting innovation, the transformation to an innovation economy will not really happen.
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PUCKETTMA, RUBY P. "Education and the Dietetics Profession." Journal of the American Dietetic Association 97, no. 3 (March 1997): 252–53. http://dx.doi.org/10.1016/s0002-8223(97)00065-5.
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Strosnider, Robepta, and Linda F. Little. "Special Education as a Profession." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 11, no. 4 (October 1988): 168–71. http://dx.doi.org/10.1177/088840648801100405.
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Cao, Longbing. "Data Science: Profession and Education." IEEE Intelligent Systems 34, no. 5 (September 1, 2019): 35–44. http://dx.doi.org/10.1109/mis.2019.2936705.
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Porter, Ann M., Phillip D. Payne, Frederick W. Burrack, and William E. Fredrickson. "Encouraging Students to Consider Music Education as a Future Profession." Journal of Music Teacher Education 26, no. 2 (July 24, 2016): 12–24. http://dx.doi.org/10.1177/1057083715619963.
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The purpose of this study was to examine the attitudes, communication, and opportunities provided by music teachers to encourage consideration of the music teaching profession. Survey participants ( N = 436) were music educators from the Southeast (235), Midwest (51), and Southwest (149) National Association for Music Education regions of the United States. Fifty-two percent of respondents reported encouraging students to explore the music teaching profession, one third reported uncertainty about their encouragement of a music education career, and 21% indicated active discouragement. Personal job satisfaction, student music abilities, and constraints/forces outside the profession were factors for respondents who discourage students from the profession. A majority reported providing opportunities to explore the profession as a viable career option and those experiences reflected the authentic practices of the teaching profession. Professional development opportunities for in-service teachers in the encouragement of students toward music teaching should be strongly considered.
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Setyowati, Herning. "The Judges Ethics and Justice: An Analysis of Law Enforcement in Indonesian Court System." Law Research Review Quarterly 7, no. 4 (November 1, 2021): 403–16. http://dx.doi.org/10.15294/lrrq.v7i4.48183.
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Technical skills education in the field of law that neglects the aspect relating to the responsibility of a person to the person entrusted to him and his profession in general and the values and ethical measures that should be guidelines in carrying out his profession will only produce skilled handyman in the field of law and his profession. Such circumstances not only make the clinical education incomplete because the prospective member of the profession does not know how he should use his acquired technical skills. In fact, it is no exaggeration to say that technical skills education without the education of professional and ethical responsibility is dangerous. In general, it can be said that every profession puts the expert concerned in a special circumstance, both because of the extraordinary powers entrusted to him (such as judges and prosecutors) as well as the fate of the interested person entrusted to him (in the case of the defense). When viewed in the framework of law enforcement as a matter of public interest, that responsibility is essentially also a trust mandate concerning public interest (public trust). It is undeniable that certain positions or professions have special positions or duties because they are subject to more severe conditions than are generally applicable for good practice rather than their duties or functions and the protection of those concerned.
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Zaretdinovna, Zaretdinova Nesibeli. "ISSUES OF ORIENTATION TO THE PROFESSION» (based on the teachings of Eastern thinkers)." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5444–46. http://dx.doi.org/10.17762/pae.v58i2.2958.
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This article provides information about education, mastering professions, choosing a profession, as well as Pandu-instructions of great scientists provided by parents to children from families of our Republic. It was noted that the views of Eastern thinkers can be used in the correct formation of professional choice of young people, it is necessary to know one or more types of professions of each adult, to acquaint our children with small types of professions and to solve tasks that should be performed by the state.
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Petliovana, L. "FACTORS INFLUENCING THE PROFESSIONAL ADAPTATION OF FUTURE SPECIALISTS IN THE ECONOMIC FIELD." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(110) (October 27, 2022): 184–99. http://dx.doi.org/10.35433/pedagogy.3(110).2022.184-199.
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This article defines the interaction of external (objective) and internal (subjective) factors that affect the process of professional adaptation of students of the economic profile from the perspective of the analysis of psychological and pedagogical literature. Among the first are the level of development of society, its socio-economic needs, as well as, of course, the established system of professional education, its content, methods, and forms of organization of the educational process. Analyzing subjective factors, first of all we have in mind the mental characteristics of the personality of the future specialist-economist.
Three main scales for the classification of motives have been distinguished: awareness – unawareness; congenital – acquired; qualitative characteristics of motives. The block of the structure of professional motives has been described: motives for understanding the goals of the profession; motives of professional activity, which in turn combine activity-processual and activity-resultative motives; motives of professional communication (prestige of the profession in society, social cooperation and interpersonal communication in the profession); motives for the manifestation of personality in the profession, including both the development and self-realization of the personality in the profession, and the development of individuality in the profession.
The requirements from the point of view of ensuring professional adaptation have been considered: fundamentalization, which is the most important condition for the formation of a comprehensively developed professionally adapted specialist; humanitarianization of the content of education, which is expressed in the search for new approaches to teaching social and humanitarian disciplines in higher education; the ability of the content of education and the technology of education to ensure high professional readiness of a specialist in accordance with the level and profile of education; integration of the content of higher and secondary professional education; personal and individual-psychological focus of professional education.
Approaches to increase the level of professional adaptability have been proposed: adaptive; operational and problematic (project).