Journal articles on the topic 'Professional and specialized training'
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1
Oleskova, Halyna. "Dual Education as the Peculiarity of Specialized Training of Nursing Personnel in Germany." Comparative Professional Pedagogy 7, no. 2 (June 27, 2017): 86–91. http://dx.doi.org/10.1515/rpp-2017-0028.
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Abstract Specialized training of nursing personnel in Ukraine is being reformed presently. Quality specialized training of nursing personnel is a prerequisite for successful functioning of the health care system in general. In this regard, the article describes dual education system in Germany where educators have accumulated valuable experience in specialized training of nursing personnel. It must be noted that dual education system is divided into theoretical and practical components, whereas theoretical component assumes out-service training and priority practical component - in-service training. In addition, such notions as “dual education”, “nursing personnel”, “professional training”, “specialized training” have been defined. The peculiarities of specialized training of geriatric nursing personnel, health and nursing professionals, health and pediatric nursing personnel have been considered. Special attention has been paid to the fact that new names for nursing professions linguistically highlight a more extensive approach to nursing. The role of practice mentoring in specialized training of nursing personnel has been justified. Based on theoretical analysis of references, it has been concluded that professional pedagogics being the most developed direction in Germany contributes to efficient organization of the education process and training of highly qualified specialists.
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Eslava-Suanes, María-Dolores, Ignacio González-López, and Carlota De-León-Huertas. "La voz de los profesionales de la educación social en España y Francia: la identidad autopercibida." Revista Española de Educación Comparada, no. 32 (December 29, 2018): 10. http://dx.doi.org/10.5944/reec.32.2018.22701.
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Even though the specialized education model in France is a reference in the definition of the training model of the first social educators in Spain, both training processes are developed in differentiated ways. Social education in Spain develops and acquires recognition in the university academic environment, when it is legally recognized in 1991 after the establishment of the official university degree of Diploma in Social Education. However, the training of the specialized educator in France does not take place in the university sphere but in Schools and Institutes of Social Work and concludes with the Diploma of State of Specialized Educator. Both studies were adapted to the European Higher Education Area, allocating a credit load of 180 ECTS, however, the Specialized Educator does not hold the same professional category as the social educator in Spain. Thus, the objective of this work is to know social education as a profession from the perception of its professionals through a comparative study between France and Spain, focusing attention on the training process. For this purpose, a qualitative study was carried out using the structured interview as an information collection instrument. The results show that the social educator in Spain recognizes himself more empowered by defining himself as a professional; both groups identify with the functions and competencies in which they have been trained; they emphasize formative deficiencies and show similar difficulties in the exercise of the profession. The conclusions show that professional recognition goes beyond professional identity, implying recognition or social prestige, as well as the need to design a permanent training plan that channels the training deficiencies of both professionals.
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Levchenko, Oleksii, and Andrii Mykhailenko. "ASPECTS OF BIM-MANAGER TRAINING." Current problems of architecture and urban planning, no. 59 (March 1, 2021): 118–31. http://dx.doi.org/10.32347/2077-3455.2021.59.118-131.
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The article demonstrates the timeliness of the emergence in Ukraine of new positions for higher / intermediate BIM qualification specialists at modern architectural offices and construction companies during design, construction, and operational stages of an architectural object. Attention is focused on the legislative framework for the development of interrelated (architectural and construction) specialties in Ukraine. At the same time, a shortage of personnel with deep knowledge of BIM technologies is noted.
Development of specialized courses and curricula for training and integration of professional BIM managers in the design and development business throughout the country is encouraged. The hierarchy of the main responsibilities and functions of BIM managers determines the list of tasks and the direction of their professional activities. Engaging specialists from real design, leading specialized institutions, educational and experimental centers for the formation of an in-depth specialized training course for top-level specialists is proposed. For the preparation of BIM managers, the concept of a training program for senior years of a specialized university, a refresher courses or other postgraduate trainings in licensed training centers has been proposed. It includes training in project administration, setting up collaboration, an interdisciplinary system, checking the model’s quality, effective organization of BIM processes themselves and within a company, as a whole. A system of organizational, technical, methodological, software and other means of ensuring the educational process is considered. The stages and specifics of professional staff development, as well as preparation for the subsequent BIM certification, have been specified.
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Benore, Ethan, and Gerard Banez. "Who Are We and What Are We Doing? A Survey of Biofeedback Professionals Working with Children." Biofeedback 41, no. 2 (June 1, 2013): 56–61. http://dx.doi.org/10.5298/1081-5937-41.2.04.
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This article sought to understand the current training and activities of professionals providing biofeedback to children, via an anonymous survey administered though professional organization listservs. Based on 57 responders, we identified gaps in training and in the use of evidence-based interventions. However, these responders are communicating primarily with other biofeedback practitioners. The vast majority are not active in biofeedback research on children. We conclude by raising several questions for professionals and professional organizations to consider regarding the specialized training and evidence-based practice of biofeedback.
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Vyetrynska, A. V. "Innovations in modern choreographic professional education." Musical art in the educological discourse, no. 2 (2017): 59–61. http://dx.doi.org/10.28925/2518-766x.20172.5961.
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The article describes the history of the study of issues on art education. It analyses modern system of higher choreographic training. It describes actual forms of university training and innovations of 21 century in teaching specialized courses and training of choreographers.
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Yezhova, Olesya Nikolaevna, and Natalia Ivanovna Ulendeeva. "The problem of assessing the quality of specialized university graduate training." Samara Journal of Science 5, no. 3 (September 1, 2016): 163–66. http://dx.doi.org/10.17816/snv20163305.
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The paper analyzes the problem of assessing the development degree of the specialized university graduate competencies that are found in state standards of higher education and the departmental order. We consider the existing practices and approaches to making a collection of evaluation tools. The paper presents the requirements for assessment tools to check the development of competencies: integrative, problem-activity tasks, focus on the application of skills and knowledge in the field of special situations in the actualization of the content of professional work tasks, expertise in the professional community, link criteria with planned results. These requirements are considered for innovative forms of control: level test (recognition - substitution - productive activity - decision-making in problem situations); test action (practical test); situational test (analysis of the situation of the future professional activity). Special attention is devoted to the consideration of this form of professional competence assessment as interdepartmental exercises that allow you to check special developed students competences when students demonstrate their knowledge, skills and personal qualities and carry out their professional activities in practice. Developed professional competence assessment tools for specialized university cadets and students can serve as a basis for further coordination of the educational process.
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Sliuta, A. M. "FORMATION OF THE FUTURE GEOGRAPHY TEACHERS PROFESSIONALLY SPECIALIZED COMPETENCIES IN THE PROFESSIONAL TRAINING PROCESS." Innovate Pedagogy 1, no. 30 (2020): 147–51. http://dx.doi.org/10.32843/2663-6085/2020/30-1.29.
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Woźniak, Robert Piotr. "Distance learning in the training of military professionals in the age of the COVID-19 pandemic." Scientific Journal of the Military University of Land Forces 201, no. 3 (September 15, 2021): 602–13. http://dx.doi.org/10.5604/01.3001.0015.3412.
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The modern military requires professionals in its ranks. One of the many dimensions of professionalization is education and training aimed at building human capital. Modern equipment or specialized training devices are not sufficient for education to be effective; innovative teaching methods are also needed. Constantly growing needs in the field of education and professional development are determinants in the search for modern education forms, methods and tools adaptable to the military environment. As part of the education and professional development process, the military education units of the General Command of the Armed Forces concentrate their main efforts on the course training of soldiers and staff of the Ministry of National Defense, training of candidates for non-commissioned officers and specialized training of candidates for professional privates. As an organization, the Armed Forces must operate regardless of the emerging threats. Therefore, they must perform tasks in the most difficult and unpredictable circumstances. Paradoxically, the pandemic proved to be a catalyst for military education units to raise the level of teaching and enrich the ways of transmitting knowledge, including the popularization of distance learning. This paper discusses the distance learning model in operation at the Polish Armed Forces. The process of military professionals training using remote learning methods and techniques is characterized. Conclusions and experiences concerning the implementation of remote learning in the pandemic counteracting conditions are presented. The article also indicates the desired directions of transformation in the area of remote learning applied in the Polish Armed Forces.
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Zheldochenko, Lyudmila, and Nina K. Epritskaya. "Representations about the subject of future activities by students in the classroom profile training." SHS Web of Conferences 70 (2019): 08047. http://dx.doi.org/10.1051/shsconf/20197008047.
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The article analyzes the problem of profile education in the modern education system and its role in the pre-profile training of students at the senior level of secondary school. The forms of profile training organization are considered. It is shown that the training of high school students in specialized classes promotes conscious professional choice based on holistic, complete and adequate ideas about the future profession, ideas about their own abilities and professional preferences, contributes to the successful building of an individual educational route. The respondents were senior pupils of specialized and non-specialized classes of secondary schools in the number of 115 people. The following methods were used: “the Questionnaire aimed at studying the ideas about the object of activity (E. I. Rogova), the test method of J. Golland to determine the type of professional orientation of the individual. Methods of mathematical and statistical processing. The results of empirical research of professional representations of senior pupils of educational organizations are presented.
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Vasileva, Silviya. "Some Methodological Principles in Specialized FLT for the Professional Sphere." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 6 (December 17, 2021): 594–603. http://dx.doi.org/10.53656/for21.64prin.
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The article discusses the necessity to apply specific methodological principles in FLT for professional purposes due to the increasing interest of learners towards such training. The focus is on the essence of the concept of specialized economic language and on the method of Task-Based Approach. The necessary strategies for its application are also mentioned. The development of the skill for active linguistic performance is promoted mainly by the implementation of minimally structured training situations (authenticity). The constructivist principle of creating polymodular conditions, including the personal experience of the learner so as to stimulate the solution of the given problem are mentioned. For this purpose the specialized content and its peculiarities together with its exact location in the vertical stratification of specialized language are emphasized. The process of working with specialized text and one of the descriptors of CEFR are discussed. When working, the principles of subject-specific aspects are taken into consideration, placing the importance on the quality of teaching materials instead of their quantity, and prioritizing the sistematicity and the orientation of the content over the form.
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KATBAEVA, M., and U. BAIZAK. "THE WAY TO ORGANIZE AN ELECTIVE COURSE ON MECHANICS IN SPECIALIZED TRAINING." Iasaýı ýnıversıtetіnіń habarshysy 121, no. 3 (September 30, 2021): 118–28. http://dx.doi.org/10.47526/habarshy.v3i121.739.
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In this article, we will consider the introduction of students into the future profession through specialized training in secondary schools of Natural Sciences. An analysis of the concept of specialized training is carried out and a definition is given. Ways to increase interest in technical specialties in physics are analyzed. Ways to increase interest in technical specialties in physics are analyzed. In addition, a task has been defined that will increase the role and effectiveness of vocational guidance in schools. The main areas of implementation of these tasks include independent training, knowledge acquisition, education, formation of students 'maturity and development of individual abilities in accordance with their interests, increasing students' interest in activities, i.e. in the construction of machines, engineering, cosmology, aircraft design, satellite ships. The direct dependence of the future professional career of mankind on its initial course at school is discussed. Conducting classes based on the interests and aptitudes of students is organized through an elective course. In this regard, making sure that the tasks of mechanics are necessary for mastering the specialty, the student expands and deepens his knowledge of physics. With the help of professionally-oriented tasks, students are required to take a creative approach to solving them, are forced to think actively, are taught to apply physical knowledge in professional activities, use mathematical tools in solving problems, and develop skills in working with literature.
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Модло, Євгеній, Сергій Семеріков, and Катерина Шмельцер. "Modernization of Professional Training of Electromechanics Bachelors: ICT-based Competence Approach." Педагогіка вищої та середньої школи 51 (December 13, 2018): 192–223. http://dx.doi.org/10.31812/pedag.v51i0.3668.
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Modlo Yе.O., Semerikov S.O. and Shmelttser K.O. Modernization of Professional Training of Electromechanics Bachelors: ICT-based Competence Approach.
Analysis of the standards for the preparation of electromechanics in Ukraine showed that the electromechanic engineer is able to solve complex specialized problems and practical problems in a certain area of professional activity or in the process of study. These problems are characterized by complexity and uncertainty of conditions. The main competencies include social-personal, general-scientific, instrumental, general-professional and specialized-professional. A review of scientific publications devoted to the training of electromechanics has shown that four branches of engineering are involved in the training of electromechanical engineers: mechanical and electrical engineering (with a common core of electromechanics), electronic engineering and automation. The common use of the theory, methods and means of these industries leads to the emergence of a combined field of engineering — mechatronics. Summarizing the experience of electrical engineers professional training in Ukraine and abroad makes it possible todetermine the main directions of their professional training modernization.
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Honcharuk, Valentyna, Nelia Podlevska, and Victoriya Zhyvolup. "PROFESSIONAL COMMUNICATIVE COMPETENCE IN THE SYSTEM OF SPECIALIZED TRAINING OF FUTURE PHILOLOGISTS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 89–94. http://dx.doi.org/10.36550/2415-7988-2021-1-194-89-94.
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The ability to communicate and engage in a dialogue in an appropriate level indicates not only professional qualities of the teachers, but also ensures his/her success in a competitive and changing labour market. Having made researches and analyzed the scientists' interpretation of the concept of communicative competence and found out that it is known as a person's ability to build his/her own communicative behavior in accordance with real communication situations, a special quality of speech personality, acquired in the process of communication or special training. Communicative competence is the teacher's ability to build effective communication actions in a certain range of situations in an interpersonal interaction, the specialist's knowledge of patterns in different forms of communication and rules of behavior in different situations, the ability to form and implement a tactical plan, which is based on social skills. An important part in the process of forming communicative competence of higher education students is working with texts, especially deepening their reading, annotating, abstracting and editing texts, which is based on which dialogical statements are formed. Work on fiction texts will enable students to master phonetics and grammar at the level that is not regulated by rules. In addition, future teachers of philology are encouraged to read professional literature. Such a view of a communicative competence includes an impeccable command of the norms of modern literary language, linguistic literacy and broad erudition. Nowadays, competitiveness in the professional domain requires knowledge, skills and abilities in a whole range of related domains, one of which is professional mobility. Attention has been paid to the direct link between mobility and a teacher's communicative competences, and to the effect that mobility has on the set of competences associated with direct communicative manifestations. The primary place in the professional training of philologists belongs to the study of the Ukrainian language and literature and other philological disciplines, during which higher education applicants discover cultural, historical, social and other aspects of the Ukrainian language. Thus, the system of professional training of teachers-philologists will give them an opportunity in the future to develop communicative abilities with pupils, to bring up a feeling of Ukrainianness, to form a Ukrainian mentality and love to the native land.
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Semenikhina, Olena, Volodymyr Proshkin, and Olha Naboka. "Application of Computer Mathematical Tools in University Training of Computer Science and Mathematics Pre-service Teachers." International Journal of Research in E-learning 6, no. 2 (December 29, 2020): 1–23. http://dx.doi.org/10.31261/ijrel.2020.6.2.06.
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The requirements for the training of mathematics and computer science teachers to use specialized mathematical software in professional activities are substantiated in the article. Among them: the ability to creatively choose the forms and methods of teaching for the use of specialized software; ability to find non-standard or creative mathematical problems; ability to make an informed choice of specialized software; ability to see possible ways to check the result obtained by the pupil; the ability to eliminate common mistakes when pupils use computer tools, etc. The specialized mathematical software, which is used today in mathematical training of mathematics and computer science teachers in Ukraine, has been specified. The specialized mathematical software which is used today for teaching mathematics in schools of Ukraine is given. The analysis of computer tools used by the teacher in the most common mathematical software is carried out. The most urgent problems faced by mathematics teachers in their professional activities are highlighted. The experiment with ninth-grade pupils proved the positive impact of using dynamic geometry software and appropriate mathematical tools on the level of pupils’ mathematical training, which is reason to talk about the importance of computer science and mathematics pre-service teacher training to involve such tools in professional activities. Prospects for further research in the direction of developing methods for using computer mathematical tools in a research-based learning environment are presented.
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Mordous, Iryna. "COMPREHENSIVE APPROACH IN TRAINING FOR PRE-SCHOOL TEACHERS WITH OPPORTUNITY OF THE FOREIGN LANGUAGE TEACHING." Educational Discourse: a collection of scientific papers, no. 2(1) (December 20, 2017): 96–108. http://dx.doi.org/10.33930/ed.2017.5007.2(1)-9.
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The purpose of specialized academic disciplines, filling a professionally directed information field to ensure the implementation of a competence approach, taking into consideration of practical and scientific elements of vocational training – we consider the interdependence and interpenetration of these components on the path to the realization of the continuity and complexity of professional training of pre-school teachers to the foreign language teaching of children.
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Bychkov, Anatoliy. "Scientific Expertise of Profiling Programs: Algorithmization of Students' Success." Profession-Oriented School 9, no. 5 (December 1, 2021): 3–9. http://dx.doi.org/10.12737/1998-0744-2021-9-5-3-9.
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The goal of modern specialized training is to increase the human potential – the sustainable development of schoolchildren in the process of becoming professional adaptability – the ability to cope with the challenges of civilization and globalization in production activities, the active introduction of students into socio-economic life, the formation of satisfaction with the process and results of training that create a positive attitude as a factor for ensuring life success both during school education and in later life.
Profiling of training is the development of programs aimed at meeting the needs of students in professional self-determination.
Algorithmization of training profiling (building of educational material in a scientifically based sequence) it helps to increase the effectiveness of the educational process aimed at the formation of social and professional success of students.
Scientific expertise of specialized training programs is a mechanism for managing the personal success of students in a specialized school. During the examination, an active qualitative analysis of the didactic materials and educational technologies proposed by the developer takes place, methods of their improvement are recommended. This is the activity essence of pedagogical expertise.
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Jern, Stefan, Pirkko Nieminen, and Torleiv Odland. "The Equivalence Framework in Relationship to the Basic Training of Psychologists and Specialization Training: The Nordic Scene." European Psychologist 7, no. 3 (September 2002): 213–20. http://dx.doi.org/10.1027//1016-9040.7.3.213.
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This paper describes and compares university education and training, the procedures for licensing, and the specialist training systems for professional psychologists in the Nordic countries of Finland, Norway, and Sweden. The inter-Scandinavian and European regulations and agreements affecting mobility are presented. The systems presented are compared to each other, and a discussion follows on the following topics: What is the relationship between generic and specialized training? Will it be possible in the future for these countries to mutually recognize their different specialization educational programs? How specialized should further education be?
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Undre, Shabnam, Andrew Healey, Nick Sevdalis, Maria Koutantji, and Charles Vincent. "The Observational Teamwork Assessment for Surgery (OTAS): Development, Feasibility and Reliability." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 51, no. 11 (October 2007): 673–77. http://dx.doi.org/10.1177/154193120705101115.
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Surgery depends on inter-professional teamwork, which is becoming increasingly specialized. If surgery is to become a highly reliable system, it must adapt and professionals must learn from, and share, tested models of inter-professional teamwork. Trainers also need valid measures of teamwork to assess individual and team performance. However, measurement and assessment of inter-professional teamwork is lacking and inter-professional team training is scarce in the surgical domain. The presentation will address the complexity of measuring inter-professional teamwork in the operating theatre. It will focus mainly on the design and properties of observational assessment tools and will describe in some detail the “Observational Teamwork Assessment for Surgery” (OTAS) that our group has developed. We aim to inform the researcher or clinician of the issues to consider when designing or choosing from alternative measures of team performance for training or assessment.
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Romanenko, G. H., and A. A. Stremoukhov. "Ensuring the Effectiveness and Quality of Modern Professional Development Programs for Medical Workers: the Experience of Russian Medical Academy of Continuous Professional Education." Doctor.Ru 21, no. 2 (2022): 10–14. http://dx.doi.org/10.31550/1727-2378-2022-21-2-10-14.
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Objective of the Review: to determine the criteria for the effectiveness and quality of modern educational programs, the choice of advanced training programs by medical professionals within the framework of personal and professional growth in the formation of an individual educational trajectory. Key Points. Additional professional training programs ensure the updating of professional standards in the context of changing goals, content, technologies, regulatory support of professional activity in a particular field, and also take into account the qualification requirements specified in the qualification reference books for the relevant positions and specialties. Educational programs must meet strict requirements: be relevant, modern, practice-oriented, methodically and scientifically sound. Conclusion. The formation of the educational trajectory of a medical specialist and the choice of advanced training programs should be based on the quality criteria of both individual educational programs and the educational process as a whole: compliance with the federal state educational standard in the specialty, professional standard in the specialty/position, clinical recommendations and their evidence base. The quality of training of a medical specialist increases many times when the content of the educational program is supported by a specialized interdisciplinary educational event. Training and advanced training of medical workers should be carried out in medical educational organizations with qualified teaching staff, full-fledged logistical and methodological support, as well as their own bases of practical (clinical) training. Keywords: doctor, additional professional education, continuous professional development, professional development program, educational event, Russian Medical Academy of Continuing Professional Education.
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Bidzilya, Yuriy M., Liubov M. Rusynko-Bombyk, Yevhen O. Solomin, Hanna I. Hetsko, and Olesya V. Barchan. "Implementation of the of Lifelong Learning Principles as a Background for Quality Specialized Education of Journalists." Journal of Curriculum and Teaching 11, no. 1 (January 17, 2022): 142. http://dx.doi.org/10.5430/jct.v11n1p142.
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The need for lifelong education is urged in the context of constant social transformations, unprecedented challenges, total digitalization of communicative transactions, virtualization of many types of professional activity. Journalism is one of the most sensitive to transformational challenges. Therefore, a journalist must respond objectively, flexibly, tolerantly, adequately, professionally, responsibly and social transformations and challenges to the current realities. To do this, he/she must be prepared for lifelong learning. It is the journalist’s readiness for lifelong learning that is an indicator of the quality of his/her specialized education. The research aimed to empirically establish the skills of journalists related to lifelong learning, and to develop a programme for the implementation of the lifelong learning principles in the professional training of journalists. General scientific methods, surveys of research respondents, qualitative and quantitative analysis of the obtained data, modelling are the methods used. A model of modern journalist training in the context of lifelong learning was formed, a program for the implementation of lifelong learning principles in specialized education of journalists was developed. The results of the research can be used for the development of individual trainings, seminars, compilation of collections of didactic tools for the formation of the ability of modern journalists to education throughout life. Prospects for further research in this area are: experimental testing of our proposed program for the implementation of the principles of lifelong learning in the training of journalists; development of diagnostic tools to establish the levels of readiness of journalism students and practicing journalists for lifelong learning.
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Rudik, Anna. "INNOVATIVE TECHNOLOGIES OF COMPETENCE ORIENTED TRAINING OF FUTURE TEACHERS OF MATHEMATICS FOR TECHNOLOGY IN THE CONDITIONS IN PROFILE SCHOOL." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 226–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-226-229.
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In the article the substantiation of selection of innovative pedagogical technologies and application for competence-oriented preparation of future teachers of mathematics for technologicalization of educational process in the conditions of profile school is carried out. Innovative educational and information technologies are analyzed, which comprehensively contribute to the formation of professional readiness of future mathematics teachers to the technologicalization of the educational process in the profile school in the system of professional training in higher education institutions. Promising innovative pedagogical, educational and information technologies that acquire further relevance in the educational environment are identified. It is proved that the introduction of training courses for future mathematics teachers on the use of innovative educational technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments and mathematical statistics. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologize the educational process in a specialized school. The introduction of training courses for future mathematics teachers on the use of innovative educational and information technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments in specialized schools. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologicalize the educational process in a specialized school.
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Osadchyi, Viacheslav, Nataliia Valko, Liudmyla Kuzmich, and Nataliya Abdullaeva. "Studies of impact of specialized STEM training on choice further education." SHS Web of Conferences 75 (2020): 04014. http://dx.doi.org/10.1051/shsconf/20207504014.
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The specialized training influence to the choice of further direction of study is considered in the work. The assumption that early involvement of students in the study of natural and mathematical disciplines, in particular mathematics is given. It will stimulate young people to get STEM education in future. The essential element in future professional choice, development and formation is the issue of motivation for learning. It is important that modern students are gradually losing their incentive to study. Almost a third of those who choose the appropriate study profile have contradictions between professional self-determination and the availability of the necessary knowledge for the profession, between choosing a higher education institution and being able to enter in it. The contradiction requires purposeful formation of a conscious choice of future activities. The conducted research has shown that the basis of the motivational component of the choice of STEM-learning is studying of natural and mathematical disciplines by modern teaching technologies and organizing of additional lessons system based on the projected teaching methods. It satisfies the growing needs for intelligence, knowledge, motivational beliefs to understand the specifics of the future profession.
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Yaretskii, Y. L., and N. Yu Zykova. "Harmonization of the Qualification Characteristics of Practicing Psychologists with the Requirements of Specialized Professional Standards (Regional Practice)." Psychological-Educational Studies 9, no. 3 (2017): 104–14. http://dx.doi.org/10.17759/psyedu.2017090311.
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The experience of bringing the qualifying characteristics of practicing psychologists in line with the requirements of professional standards has been generalized through the development of an appropriate educational program for professional retraining, developed by the Voronezh Insti-tute of Social Education. The author's curriculum of the educational program is presented. The data of the self-assessment study by specialists conforming to their qualification characteristics to the requirements of psychological professional standards before and after training on the proposed educational program are presented. The analysis of zones of discrepancy between the former professional competences of psychologists and the necessary labor functions prescribed by professional standards was carried out. It is determined that the training of practitioners in the programs of additional professional education is the most important condition for achieving compliance of their professional competencies with the requirements of professional standards.
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Kataraga, O. "PREPARATIONS OF FORENSIC PERSONNEL TRAINING IN MODERN CONDITIONS." Archives of Criminology and Forensic Sciences 1 (June 22, 2020): 61–72. http://dx.doi.org/10.32353/acfs.1.2020.04.
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The article considers the problems of professional training of forensic experts in conditions of modern legal proceedings based on the analysis of forensic activity of the Republic of Moldova and other neighboring countries for the period of 19912019. The peculiarities of expert personnel training are clarified, as well as the importance of a rational approach to the process in order to ensure an effective expert practice and affect the modern legal proceedings in general. Based on the definition of forensic examination as a complex procedural action, taking into account the semantic load of the term “specialized knowledge” used while court proceedings, as well as the same term “specialized knowledge” in its general interpretation, the author’s vision of the stages of forensic personnel training is proposed. The article defines that, while ongoing professional training the expert masters new achievements of relevant sciences, fields of technology, accumulates new knowledge, practical skills and abilities required for the successful performance of functional duties in his/her position. It is noted that in some countries of the world, ongoing training of forensic experts is obligatory and provided at the legislative level.
Thus, the scientific article focuses on a clear delineation of the mentioned concepts. The stages of the process of forensic personnel training and its types are defined, as well as the scientific links of specialized training processes within the scope of higher education and professional training of forensic experts, which is the most crucial factor at the present stage in terms of a proper understanding of knowledge requirements that a forensic expert should possess in the present conditions.
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Zhanazarova, Z. K., and T. A. Kulgildinova. "SCIENTIFIC AND PEDAGOCICAL APPROACHES TO THE FORMATIONOF PROFESSIONAL METACOMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN A SPECIALIZED SCHOOL." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 89–94. http://dx.doi.org/10.51889/2020-2.1728-5496.15.
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The article discusses the scientific and methodological platform for the formation of professional metacommunicative competence of foreign language teachers in a specialized school. The content of the article reveals the basic approaches and principles of the formation of professional metacommunicative competence, which refers to the ability of students to use a foreign language for educational purposes as a tool for the development of foreign language education in a professional metalanguage aspect. The features of the component composition in determining the level of formation of professional metacommunicative competence of students are revealed. The tactical goal of training a foreign language teacher for specialized classes are described, which provides for improving the quality of training for students with the goal of mastering such technologies that give the prospect to a future teacher the ability to speak a meta- branch language in various working conditions.
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Zhanazarova, Z. K., and T. A. Kulgildinova. "SCIENTIFIC AND PEDAGOCICAL APPROACHES TO THE FORMATIONOF PROFESSIONAL METACOMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN A SPECIALIZED SCHOOL." BULLETIN Series of Pedagogical Sciences 66, no. 2 (May 25, 2021): 84–88. http://dx.doi.org/10.51889/2020-2.2077-6861.15.
Full textAbstract:
The article discusses the scientific and methodological platform for the formation of professional metacommunicative competence of foreign language teachers in a specialized school. The content of the article reveals the basic approaches and principles of the formation of professional metacommunicative competence, which refers to the ability of students to use a foreign language for educational purposes as a tool for the development of foreign language education in a professional metalanguage aspect. The features of the component composition in determining the level of formation of professional metacommunicative competence of students are revealed. The tactical goal of training a foreign language teacher for specialized classes are described, which provides for improving the quality of training for students with the goal of mastering such technologies that give the prospect to a future teacher the ability to speak a meta- branch language in various working conditions.
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Oleksenko, Karina, Olena Kryvylova, Natalya Sosnickaya, Valentin Molodychenko, and Tetiana Kushnirova. "Professional training for primary school teachers on the basis of the task-based approach." Linguistics and Culture Review 5, S4 (October 31, 2021): 409–18. http://dx.doi.org/10.21744/lingcure.v5ns4.1611.
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The aim of the article is the theoretical justification of the task-based approach as a methodological basis for the formation of future elementary school teachers' readiness to design the learning environment. The research methodology includes the analysis of regulatory documents, psychological and pedagogical literature and scientific research to determine the essence of the task-based approach and its implementation features in the formation of future elementary school teachers' readiness to design the learning environment. Distinguishing between the stages of preparing future elementary school teachers for designing learning environments and their purpose influenced the development of a specialized task system and practical problems which can be divided into three groups: adaptive, stabilizing, specialized. When selecting and developing specialized tasks and practical problems have been acted according to the following algorithm: assignment of a task or practical problem (adaptation, stabilization, specialization) determination of expected results in accordance with the components of readiness and the predominant choice; evaluation of the content complexity on the B. Bloom's scale.
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Nechyporuk, N., and Yu Suprunchuk. "Motivation as the Basis for the Professional Language Competence Formation for Future Intelligence Officers of the Armed Forces of Ukraine." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 3(89) (December 10, 2021): 116–20. http://dx.doi.org/10.35433/pedagogy.3(89).2017.116-120.
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The paper highlights the main motivation aspects of military highly specialized language training of future intelligence officers of Ukrainian Armed Forces. The motivation resources for forming the professional foreign language competence of military students of higher military educational establishments are determined. The effective conditions for studying professional terminology as the basis for the skills of a future expert are specified. The necessity of organizing an effective training process of studying professional terms is substantiated with the aim of creating the most effective conditions for learning professional terms for terminology, the latter being the basis of professional communication. The algorithm for introducing highly specialized terminology is outlined in order to better comprehend and reveal the essence of the concept and structure of the terms. The emphasis is laid on the technique of introducing highly specialized terminology. Thus the process of foreign language classes organization makes it possible to master professional texts in the original. The authors maintain that main methods of rendering contemporary English military vocabulary (single- and multi-component terminology, abbreviations and shortenings, set terminological units, neologisms) into Ukrainian are as follows: lexical equivalent translation, transformation translation borrowing (transcription / transliteration), descriptive translation, loan translation and others. The difficulties in rendering military vocabulary of the NATO publications are related to the pragmatic aspects of translation.
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Haxhiu, Kastriot. "Professional Education for Traditional Crafts in Kosovo." European Journal of Multidisciplinary Studies 1, no. 3 (April 30, 2016): 97. http://dx.doi.org/10.26417/ejms.v1i3.p97-104.
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Youth vocational education belongs to the general sphere of an individual education, having in mind that regular education is not a conclusion but an ongoing process. Knowledge is not limited to or has any limits whatsoever, but simply are one of the conditions to materialize lifelong education. Requirements to approach the European community dictate the need for the Kosovar society in general and its youth in particular must continue their education to meet the challenges and obstacles of life are changing rapidly. The use of new technologies is one of the most dramatic changes in professional education. Along with this new reality that is before us young people must inevitably continue to track participation in vocational education as one of the alternatives for easier access to employment and development their career. Qualified professions and crafts are those jobs or activities that produce products made by individuals or providing specialized technological services. Qualifications for these specialized professions and crafts are obtained through professional education based on concrete programs. To motivate young people to attend a vocational training as a prerequisite to reach easily to the labor market, the Kosovar state needs a reforming flexibility in curriculum reorientation of vocational training. Therefore, result oriented efficient training programs must be catalyst for young Kosovar today in continuing education in professional schools.
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Osgood, Robert L. "Becoming a Special Educator: Specialized Professional Training for Teachers of Children with Disabilities in Boston, 1870–1930." Teachers College Record: The Voice of Scholarship in Education 101, no. 1 (September 1999): 82–105. http://dx.doi.org/10.1177/016146819910100105.
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This article examines the origins of the development of a separate professional identity as special educators for teachers of children with disabilities in the United States, focusing particularly on the Boston, Massachusetts, public schools from 1870 to 1930. The article first traces emergent professionalization among teachers in institutions for individuals with disabilities, identifying specific training programs as well as the growth of professional knowledge and professional associations. It then discusses efforts by the Boston public schools to provide specialized training for teachers recruited to work in four special education programs: the Horace Mann School for the Deaf, conservation of eyesight classes for children with vision impairments, speech improvement classes for students with identified speech disorders, and special classes for children considered mentally retarded. Each program is examined in terms of desired teacher characteristics, requirements for hiring or certification, in-service programs to enhance professional knowledge, and other professional opportunities such as associations, publications, and mentoring. The article concludes with a brief discussion of how teacher training has contributed to the separation between general and special educators and how it might be redesigned to facilitate a reintegration of these separate professional worlds.
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Chelysheva, Olga, and Oksana Romanova. "Competence-based approach in the professional training of ATS investigators." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2020, no. 1 (April 8, 2020): 169–73. http://dx.doi.org/10.35750/2071-8284-2020-1-169-173.
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The article is devoted to the General characteristics of the competency approach introduced in the training of investigators as part of training in specialized educational institutions of the MIA of the Russian Federation. Recognizes the crucial role of the investigative unit of the MIA of Russia in the implementation of law enforcement, the investigation of crimes. The necessity of modernization of the system of professional training of investigators in the framework of specialized universities in connection with the constant complication of the tasks solved by these employees in the framework of their professional activities is substantiated. Such modernization is largely associated with the introduction of a competency-based approach that ensures the formation of the necessary set of knowledge, skills and personal qualities of students. This approach also makes it possible to objectively assess the level of training of a specialist in the framework of higher education. Attention is drawn to the existing difficulties of implementing the competence approach. The article points to the need for a uniform understanding of the terms "competence" and "competence", discusses modern approaches to the interpretation of these concepts. The analysis of the approaches to the definition of the types of competencies and investigative personnel of the interior Ministry, educated in government schools. The article also presents the authors ' opinion on the understanding of the forensic aspect of the formation of professional competencies of investigators of the Ministry of internal Affairs of the Russian Federation.
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Gaag, Andrey Viktorovich, Anatoly Andreevich Medenstev, and Inga Nikolaevna Ryumkina. "Pedagogical Support is a Necessary Condition for Creation and Development of a System of Lifelong Rural Education Providing the Training of High-quality Agricultural Specialists." Alinteri Journal of Agriculture Sciences 36, no. 2 (September 17, 2021): 245–51. http://dx.doi.org/10.47059/alinteri/v36i2/ajas21139.
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Currently, there are two main options for training agricultural specialists in the Russian Federation. The first option is studying in a college (technical school) or mastering university programs through bachelor's, specialist and master's programs. The second way is to form a stepwise organisation of continuous agricultural education: a specialised general education school, a college (technical school), a university, and an institution of additional professional education. Insufficient attention to the change and development of new social statuses by students makes it difficult to fully disclose the educational potential of the system of continuous agricultural education. Thus, it is necessary to organize pedagogical support for students' adaptation to current changing academic situations. It is also essential to consider lifelong agricultural education not only as advanced training in the workplace, but also as a transition from specialized training in a secondary general education school to secondary agricultural vocational education, and then to the development of programs of higher agricultural education and subsequent regular, professional development throughout the entire period professional activity.
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Machynska, Nataliia, Yuliya Derkach, and Yuliya Pankevych. "TYPES AND FORMS OF PROFESSIONAL DEVELOPMENT OF A PRESCHOOL TEACHER IN IN-SERVICE TRAINING." Continuing Professional Education: Theory and Practice, no. 2 (2020): 72–77. http://dx.doi.org/10.28925/1609-8595.2020.2.10.
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The article is devoted to the practical aspects of forming the professional readiness of preschool teachers for life-long professional development. It is shown that the professional development of practicing teacher can be embodied in certain forms, in particular: specialized on-the-job training; coaching and / or advisory interactions with the professional oriented communities sharing the experience or peer training groups. In the article it is stated that pedagogical trainings are the effective form of methodological work in the preschool education establishment, the main purpose of which is the formation of readiness of teachers for professional development during life. The advantages and difficulties in conducting trainings are outlined. It is pointed out that the success of the training depends crucially on the so-called «group effect». The authors provide a description of the content characteristics and practical importance of various forms of methodological work in pre-school educational establishment, in particular: trainings, certified courses (innovative form of professional growth of teachers), business games (form and method of active teacher training), exercises (a method of teaching that involves purposeful learning), repeated repetition of certain actions or operations for the purpose of formation of skills), methodical associations (structural unit of the methodical service of the educational establishment providing the educational training, methodical research and experimental work), training (acquisition by a person experiences the tasks and responsibilities of a specialty) and others. Examples of trainings, business games and exercises, directions for methodological associations, workshops, and internship topics are provided with a clear description of their goals and objectives. It is shown that the professional growth of a preschool teacher depends on a set of different factors, including the level of motivational readiness generated and the selection of interactive forms and methods of methodical work that are appropriate to use in working with preschool teachers.
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Jayanthi, Neeru, Stacey Schley, Sean P. Cumming, Gregory D. Myer, Heather Saffel, Tim Hartwig, and Tim J. Gabbett. "Developmental Training Model for the Sport Specialized Youth Athlete: A Dynamic Strategy for Individualizing Load-Response During Maturation." Sports Health: A Multidisciplinary Approach 14, no. 1 (November 11, 2021): 142–53. http://dx.doi.org/10.1177/19417381211056088.
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Context: Most available data on athletic development training models focus on adult or professional athletes, where increasing workload capacity and performance is a primary goal. Development pathways in youth athletes generally emphasize multisport participation rather than sport specialization to optimize motor skill acquisition and to minimize injury risk. Other models emphasize the need for accumulation of sport- and skill-specific hours to develop elite-level status. Despite recommendations against sport specialization, many youth athletes still specialize and need guidance on training and competition. Medical and sport professionals also recommend progressive, gradual increases in workloads to enhance resilience to the demands of high-level competition. There is no accepted model of risk stratification and return to play for training a specialized youth athlete through periods of injury and maturation. In this review, we present individualized training models for specialized youth athletes that (1) prioritize performance for healthy, resilient youth athletes and (2) are adaptable through vulnerable maturational periods and injury. Evidence Acquisition: Nonsystematic review with critical appraisal of existing literature. Study Design: Clinical review. Level of Evidence: Level 4. Results: A number of factors must be considered when developing training programs for young athletes: (1) the effect of sport specialization on athlete development and injury, (2) biological maturation, (3) motor and coordination deficits in specialized youth athletes, and (4) workload progressions and response to load. Conclusion: Load-sensitive athletes with multiple risk factors may need medical evaluation, frequent monitoring, and a program designed to restore local tissue and sport-specific capacity. Load-naive athletes, who are often skeletally immature, will likely benefit from serial monitoring and should train and compete with caution, while load-tolerant athletes may only need occasional monitoring and progress to optimum loads. Strength of Recommendation Taxonomy (SORT): B.
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Черкас, Олена, Наталя Биковець, and Марія Чумаченко. "PROFESSIONAL ORIENTATION OF MATHEMATICAL TRAINING OF THE BACHELOR IN NAVIGATION." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 109–15. http://dx.doi.org/10.32835/2223-5752.2019.18.109-115.
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The article discusses the competences in Mathematics of a prospective Bachelor in Navigation. Mathematical competence is defined as a function of competencies: general and subject-specific. It’s manifested that mathematics acts as a fundamental discipline for the further mastering of specialized disciplines. The article suggests the competence approach to mathematical education based on the analysis of professional requirements as the methodology of the research.
The article states the principal provisions of the competence approach in terms of the Tuning methodology; classification of the general and subject-specific competencies of the Bachelor in navigation required for successful professional activities; analysis of the structure and content of the mathematical training of the prospective Bachelor in Navigation in some Higher Maritime Educational Institutions in Ukraine and Europe. In accordance with the IMO (International Maritime Organization, 2014) standards, the requirements for teaching mathematics to the undergraduate students are presented. The analysis of the determined tasks as well as cooperation with the lecturers of the specialized disciplines allows to formulate the content of the Higher Mathematics course paying sufficient attention to those sections of mathematics that are necessary for vocational training of the navigators; the contribution of the mathematical competence to the integral, general and special competencies indicated in the profile of a higher educational institution is manifested.
The article suggests that the tools and approaches of the Tuning project provide effective monitoring, evaluation and improvement of the curriculum for achieving the object and making pertinent changes in the relevant subject areas.
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MONDEL, Antoni, and Filip PILARCZYK. "TRAINING OF UNITS SPECIALIZED TO COMBAT IEDs OPERATING WITHIN POLISH MILITARY CONTINGENT." Scientific Journal of the Military University of Land Forces 166, no. 4 (October 1, 2012): 5–20. http://dx.doi.org/10.5604/01.3001.0002.3517.
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This article presents the necessity for the training of specialized units designated to combat IEDs in accordance with “The Training Program of Professional Engineering Units”. It shows training requirements as well as the equipment used by specialized units in order to fight against IEDs as part of the Polish Military Contingent (PMC). Besides, the authors introduce a new concept of training intended to prepare soldiers to carry out their combat assignments in the areas where there is a high risk of the occurrence of IEDs. Moreover, the authors propose the use of new technical solutions in the equipment of units designated to combat IEDs.
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Spiridonov, O. V. "DIGITAL TECHNOLOGIES IN MACHINE BUILDING PROFESSIONAL STANDARDS." Education and Science without Limits: Fundamental and Applied Researches, no. 10 (November 25, 2019): 190–95. http://dx.doi.org/10.36683/2500-249x-2019-10-190-195.
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Digital transformation of machine building is impossible without the workers and experts capable to use digital technologies in their professional work. Requirements to workers qualification are established by professional standards, actualization and working out of which should be carried out taking into account digital competencies. Such professional standards will serve a basis for programs of vocational training, educational standards of specialized secondary education and higher education.
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Reshetnikov, Andrey V., Tatyana M. Litvinova, Nadezhda V. Prisyazhnaya, Sergey V. Pavlov, Nadezhda Yu Vyatkina, and Natalia S. Andriutsa. "Motivational factors of professional self-determinationof grade 10–11 students of medical orientation in moscow." Sociology of Medicine 19, no. 2 (June 15, 2020): 115–22. http://dx.doi.org/10.17816/2020-19-2-115-122.
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The article presents the results of a medical and sociological study of the professional orientation and motivation for higher medical education among pre-professional medical orientation students (grades 1011) in Moscow. Most students consider being a medical doctor a prestigious profession and were proud of their choicetheir most significant motivation for choosing their future field of activity is their desire to become a doctor and an outstanding specialist in their chosen field. The analysis of independent efforts of high school students to improve their knowledge of specialized subjects, which is required for admission to a medical university, generally reflects their high level of motivation to become successful. This is confirmed by the wide range of training received by respondents, the most popular among which are self-training, attending additional classes at school, and training with the help of professionals, such as tutors.
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Akilina, Maria I. "Education and Professional Development Training of Methodologists: Based on the Research Materials." Bibliotekovedenie [Library and Information Science (Russia)] 67, no. 5 (December 7, 2018): 571–79. http://dx.doi.org/10.25281/0869-608x-2018-67-5-571-579.
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The article is devoted to the results of the research “Personnel of Methodologists of the Central Libraries of the Subjects of the Russian Federation”, conducted by the Center for Research on the Development of Libraries in the Information Society of the Russian State Library in 2017. The article presents the results of one of the aspects of the study related to the problems of education and professional development training of employees of methodical services of the Central Libraries of the Russian Federation. 97,9% employees of the methodical divisions have higher education that demonstrates high educational status of the methodical personnel. At the same time, almost one third of the staff does not have the specialized library training. Non-core education is represented by various disciplines, mainly of humanitarian area. Participants of the research also noted the discrepancy between the education of graduates of library qualification and modern requirements of methodical activities and the great need for continuous professional development training of staff of specialized methodical units. The author studied participation of methodologists in the activities of the professional development system, as well as the topics of these activities. There were almost no training events organized specifically for methodologists, and their participation in the numerous training events was not systematic. The analysis of educational needs of methodologists showed the greatest deficiency of events on legal subjects and organization of methodical activities. The results of the study are important for the subsequent development of the professional training strategy and system of professional development training of the personnel of methodical services.
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Berroya Elosua, Alfonso, and Maitane Echevarria Aguirre. "The industrial network and the role of the professional illustrator in Spain." AusArt 6, no. 1 (July 13, 2018): 9–29. http://dx.doi.org/10.1387/ausart.19459.
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The crisis of the publishing industry shows the precarious situation of the professional illustrator in Spain, which does not seem to improve in recent years. Job opportunities are hindered by competition at the international level after the appearance of the Internet, and the decrease of commissions, which are mostly assumed by highly experienced professionals. This situation makes it difficult to access the labor market, where the absence of official rate charts makes it complicate to budget jobs for the less experienced ones. Contrasting with this reality, the booming industries of video games and animation movies demand new professionals, but the lack of academic professionalization in traditional training system limits the possibilities of finding work due to the lack of preparation, forcing future professionals to depend on self-taught education or training in specialized private centers, being these economically less accessible
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Babiuk, Oksana. "TRANSLATOR’S PROFESSIONAL COMPETENCE: A MODEL AND ITS IMPLEMENTATION IN UNIVERSITY TRAINING." Педагогічні науки: теорія, історія, інноваційні технології, no. 8(102) (October 27, 2020): 69–81. http://dx.doi.org/10.24139/2312-5993/2020.08/069-081.
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The article identifies the structure of translator’s professional competence, grounds its model and suggests the ways of its implementation. The following sub-competences necessary to be acquired by future translators have been identified and analyzed with the aim of providing best training: linguistic competence, intercultural competence, subject (thematic) competence, instrumental competence, psychophysiological competence, interpersonal competence, strategic competence, self-reflection competence. The role of the subject (thematic) competence for specialized translation is analyzed. The ways of the translator’s professional competence model implementation are highlighted.
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Sysoyev, Pavel V., and Yulia V. Tokmakova. "Teaching agricultural university students professional foreign language and a specialized major via an integrated course." Perspectives of Science and Education 55, no. 1 (March 1, 2022): 221–35. http://dx.doi.org/10.32744/pse.2022.1.14.
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Introduction. The development of professional foreign language communicative competence is one of the main goals of teaching a foreign language in a non-linguistic university. Achieving this goal is possible in the context of an integrated approach to teaching a foreign language and a specialized major. However, the implementation of content and language integrated learning requires the development of subject-thematic content of education and a complex of problem solving foreign language tasks that have intra-profile specialization and reflect the specifics of the future professional activities of graduates of a specific profile of education. The purpose of the work is to develop a method for content and language integrated learning and its verification in the course of experimental learning. Materials and methods. The study involved 2nd year students (N = 40) studying "Technology of production and processing of livestock products" of the Emperor Peter I Voronezh State Agrarian University (Russian Federation). To check the effectiveness of the method for the experimental group, a selection of the subject-thematic content of training was carried out and a complex of foreign language integrative tasks was developed, reflecting the specifics of this training profile. The control group took a traditional English course for specific purposes. The following were investigated: professional vocabulary, grammar, reading, monologue and dialogical speech and professionally oriented educational content. To process the results obtained, the Student's t-test was used. Research results. The results showed that the integrated approach proved to be effective in mastering students' professional vocabulary (t = 0.23; p ≤ 0.05) and grammatical material (t = 0.56; p ≤ 0.05), the development of monologue and dialogical speech (t = 0.17; p ≤ 0.05), as well as performing tasks of a professional orientation (t = 0.23; p ≤ 0.05). At the same time, statistical data processing did not show an improvement in the results of students in the development of learning to read in a foreign language (t = 2.65; p> 0.05), which can be explained by the students' possession of reading skills at a high level by the time of participation in the experiment. Conclusion. The novelty of the study lies in the definition of the subject-thematic content of the integrated course and the development of a complex of foreign language problematic tasks, reflecting the specifics of the future professional activities of students of "Technology of production and processing of animal products." The results obtained can be used in the development of a methodology for the content and language integrated teaching of students in other non-linguistic areas of training.
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Phelps, Rosemary E. "University and College Counseling Centers." Counseling Psychologist 20, no. 1 (January 1992): 24–31. http://dx.doi.org/10.1177/0011000092201004.
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Typically university and college counseling centers have been viewed as viable work settings for counseling psychologists. The selection of this type of setting is often encouraged for new professionals, especially those interested in clinical work This article examines some important issues for new counseling psychology professionals to consider when choosing this type of work setting. The issues are discussed in terms of professional and personal issues. The professional issues examined in the article include specialized training, implementation of the scientist-practitioner model, competency issues, practice issues, and ethical/legal issues. Developmental issues, racial/ethnic differences, and gender differences are also explored. Recommendations and coping strategies are presented for all of the issues.
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Saipov, Amangeldi, Yusubali Kamalov, Murat Kamalov, Ainagul Uzakhova, and Balnur Kendzhaeva. "METHODOLOGICAL TRAINING SYSTEM OF FUTURE TEACHERS FOR SPECIALIZED TEACHING AND ITS STRUCTURE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 488–500. http://dx.doi.org/10.17770/sie2018vol1.3134.
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At present, the system of teacher training for future teachers being formed does not take into account the true nature of the methodological assistance that arises in the process of solving various practical tasks of the teacher. Our research is dedicated to form a methodological preparation system of future teachers for specialized teaching in curricular and extracurricular teaching processes. In the current paper we list the opportunities for learning, teaching and learning, as well as the presence of a leading contradiction between the unidentified functional features of the components that form the methodological system for the training of future teachers in curricula and outside the learning process. Thus, scientifically formulated methodological training allows future teachers to adapt to various changes in their professional assistance, skillfully apply teaching methods and use them by changing, using traditional and innovative approaches flexibly within their pedagogical "laboratory" framework to combine methodological knowledge and skills.Purpose of the study: To develop a system of methodological training of future professional education teachers in the process of study and out-of-class learning and to describe their functional components.Research Methods: studying of the mechanism of conditions in the field of globalization, preservation of the originality, cultural values, customs, traditions, expressing the importance of self-determination.Practical value: According to the system of methodological training provided, the future teacher develops methodological knowledge, business and skill based on subject and metaphorically developed functional character.
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Villella, José, and Victoria Güerci. "Ayudar a aprender matemática sin enseñar: la construcción del conocimiento didáctico matemático en profesionales de la psicopedagogía." revistamultidisciplinar.com 3, no. 1 (May 2021): 5–15. http://dx.doi.org/10.23882/di2153.
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In this article we share the basics, planning and example of a professional training course for psychopedagogy professionals in Argentina. We characterize the proposal as a mathematical workspace (Kusniak, 2011), energized by an instrumental orchestration process (Trouche, 2018) where participating professionals can build specialized knowledge (Carrillo et. al, 2013). We promote a critical and democratic reflection on the teaching and learning of mathematics (Skovsmose, 1999) and the construction of mathematical didactic knowledge in those who do not have the function of teaching this discipline in school.
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Pankratova, Olga, and Natalya Ledovskaya. "The essence and main components of professional competence a teacher of educational robotics." KANT 35, no. 2 (June 2020): 288–92. http://dx.doi.org/10.24923/2222-243x.2020-35.60.
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The article is devoted to the theoretical substantiation of the essence, as well as the identification of the main components and methods of forming the professional competence of the teacher of educational robotics. As part of the study, it was found that the subject, methodological, technical, special, organizational and personal components are essential for the successful professional activity of an educational robotics teacher. The professional competence of the teacher of educational robotics should be formed and improved systematically in the framework of specialized areas of training and advanced training of teachers.
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Brown, Carmen Sherry, Tracy N. Cheddie, Lynell F. Horry, and Julia E. Monk. "Training to Be an Early Childhood Professional: Teacher Candidates’ Perceptions about Their Education and Training." Journal of Education and Training Studies 5, no. 6 (May 12, 2017): 177. http://dx.doi.org/10.11114/jets.v5i6.2308.
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Professionalism in the context of early care and education has received considerable attention in recent years (Caulfield, 1997; Harte, 2011; Tigistu, 2013). According to the 2010 National Association for the Education of Young Children (NAEYC) Standards for Initial & Advanced Early Childhood Professional Preparation Programs, teacher candidates prepared in early childhood degree programs should identify and conduct themselves as members of the profession, know and use ethical guidelines and utilize other professional standards related to early childhood practice (NAEYC, 2012). In their final journal entry for a student teaching practicum course, teacher candidates in an accredited early childhood program reflected on what it means to be an early childhood professional. In alignment with the 2010 NAEYC Standards, teacher candidates appeared to recognize that being an early childhood professional means having an understanding of the specialized knowledge required to be effective in early childhood education. They also appeared to be aware that providing responsive, supportive curricula, which acknowledges and respects the whole child and family and their cultural backgrounds, is an integral aspect of the early childhood profession. Implications from this inquiry suggest that the early childhood program should ensure the fidelity to the NAEYC Standards by aligning assignments that incorporate the language and expectations of the Standards.
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Tursinovich, Hasanov Ahadjon. "Factors For Improving the Professional and Physical Training of Students of The Faculty of Military Education." International Journal for Research in Applied Science and Engineering Technology 9, no. 10 (October 31, 2021): 1171–73. http://dx.doi.org/10.22214/ijraset.2021.38627.
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Abstract: The article examines the introduction of pedagogical technologies in the educational process of vocational and physical training in the training of specialists in the field of conscription in specialized faculties of higher humanitarian education. Keywords and phrases: pedagogical technology, innovation, structure, military skills, concept, motivation, methodology.
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Khmel, Violetta. "DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF SPECIALISTS IN THE CONTEXT OF PROVIDING QUALITY TRAINING FOR THE REAL ECONOMY." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 3 (December 5, 2010): 29–38. http://dx.doi.org/10.48127/spvk-epmq/10.2.29b.
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The Republic of Belarus in series implements an elaborate model of socially oriented market economy. The analysis of the educational level of the Belarusian population revealed that the high rate of state development is provided by specialists with specialized secondary education. The analysis of teaching situation in specialized secondary schools in respect to accountants’ training allowed to discover contradictions in the formulated aims and planned results of vocational education. Although the Republic of Belarus has not joined the Bologna process yet, it does not reject the key approaches of European education used to ensure the organizational and pedagogical conditions of the teaching process. The competency-based approach to choosing of the contents of teaching is not only widely researched, but is being introduced into the educational standards of different specialties. But the system of competences of a graduate proving its competence remains sometimes ill-conceived. The system analysis of concepts of the competency-based approach in Pedagogics and Management let us formulate the essence of competences of a specialist working in the real economy. In this research the professional competence is determined as willingness and ability of specialists to implement their knowledge, skills and experience in the real conditions of professional activity. The peculiarities of forming of professional competence are reflected by the example of accountants’ training. In the context outlined above professional competence of an accountant can be defined as an integrative personality characteristic of a specialist formed on the basis of and in the process of learning theory as well as getting expertise in economics, finance and accounting, acquiring professional skills and experience. It reflects the readiness of a specialist to solve professional problems in the dynamics of their development. The analysis of the peculiarities of accountants’ work that are important in terms of innovative development of economy and the synthesis of theoretical approaches to the concept of professional competence allowed us to substantiate and formulate the methodology of determining the professional component of specialists’ competence. The essence of the methodology lies in the fact that during the development of the model of professional component of a specialist’s competence consisting of a system of competences, the following conditions should be taken into account: • Competencies pertaining to knowledge and skills which pass down from generation to generation, the ability to use them in professional activities as well as professional consciousness. These competences are generalized and systematized in the educational standard of the specialty; • Competencies that define the essence of the process and the results of professional activities described by Human Resource Management and dependant on the current state and development of the society. The proposed algorithm was tested among the students of the specialty 2-25 01 35 Accounting, analysis and control at the level of specialized secondary education in the Republic of Belarus. Key words: professional competence, specialized secondary education, professional activities, competency-based approach.
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Lvovskiy, Vladimir, Anton Agapov, and Tatiana Mysina. "Training of educational technicians specialized in activity-based learning at institutions of higher education." SHS Web of Conferences 98 (2021): 04001. http://dx.doi.org/10.1051/shsconf/20219804001.
Full textAbstract:
A teacher mastering a new paradigm needs professional support. In this case, it is recommended to create collective pedagogical action, in which all reflexive functions are performed by a teacher together with colleagues and educational technicians specialized in activity-based educational methods. The specific task of educational technicians is to follow semantic guidelines and normative frameworks of the above-mentioned pedagogical action. The reflexive position of educational technicians in relation to teaching means is that they should rely on activity-based learning and the corresponding principles of organizing and managing educational processes while supporting teachers. Thus, it is necessary to state that activity-based learning with its foundations, objectives, and methods has not acquired a comprehensive form for its popularization among school teachers. Currently, this paradigm is represented by a set of theoretical constructs from classical Russian psychology and a description of different educational experiments. The prerequisites for the training of educational technicians are associated with the application of the activity-based approach, which is the most developed in general education, for the training of educational technicians specialized in activity-based learning at institutions of higher education, including through the organization of quasi-professional activities. The study aims at considering various aspects of training educational technicians at institutions of higher education, including the specifics of the interim assessment. The authors of the article examine the corresponding literature on activity-based formats of professional training, as well as methods of forming educational events and outlining their content. The results obtained in the course of the study offer possible solutions to creating favorable conditions for the experimental and productive actions of future educational technicians. The novelty of the study is determined by a new approach to the training of educational technicians, which includes educational games having both diagnostic and reflexive potential.