Journal articles on the topic 'Professional Knowledge Bases'
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1
Tether, B. S., Q. C. Li, and A. Mina. "Knowledge-bases, places, spatial configurations and the performance of knowledge-intensive professional service firms." Journal of Economic Geography 12, no. 5 (September 1, 2012): 969–1001. http://dx.doi.org/10.1093/jeg/lbs015.
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Rosu, Sebastian Marius, George Dragoi, Costel Emil Cotet, and Luminita Rosu. "PROFESSIONAL RISK ASSESSMENT USING KNOWLEDGE BASES IN SMALL AND MEDIUM ENTERPRISES." Environmental Engineering and Management Journal 9, no. 4 (2010): 489–93. http://dx.doi.org/10.30638/eemj.2010.068.
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Ngan, Duong Thi Ngoc, Maria Hercz, and Nguyen Van Thong. "Teachers’ Professional Knowledge and their Professional Identity If they Relate or not?" International Journal of Childhood Education 2, no. 4 (December 3, 2021): 17–31. http://dx.doi.org/10.33422/ijce.v2i4.93.
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There exist some evidence that research on knowledge of teachers has led to new insights and that studies on teachers’ professional identity is of increasing interest for research in the field of education. In reality, there has been no attempt documented in opening the black box of teachers’ professional identity and professional knowledge to see how they actually internally related. The current paper fills this gap and bases its reasoning of teachers’ professional knowledge presumably seen as the reflection of their professional identity on 3 central parts of teachers’ professional knowledge (conceptions, relations, conditions) and 3 aspect of their professional identity (subject matter experts, pedagogical experts and didactic experts). Significantly potential implication can be drawn for the identification of instructor’s trends of teaching through having a sufficient and comprehensive understanding about what they believe about them as the instructors. Also to be considered is its potential contribution to the advancement of educational studies regarding proposing the new pedagogical and didactical intervention and adapting the currently-employed measures for quality assurance to approach the teaching development.
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Krasnovа, Nataliia. "Interactive Methods of Preparation of the Future Social Worker for Professional Activity in the Context of the Competence Approach at Studying of an Educational Component «Technologies of Social Work»." Bulletin of Luhansk Taras Shevchenko National University 2, no. 1 (349) (2022): 59–74. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-2-59-74.
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The article examines the methods of training future social workers as competent and effective professionals capable of social practice in the study of the educational component «Social Work Technologies», based on alternative, large-scale, advanced, problematic, activity bases, which define dialogue, context, game, modular, information and computer and other technologies that consider them as system-forming means of training. The following interactive methods are defined and characterized: training (aimed at the formation of professional competencies and the development of relevant practical skills and abilities that meet the goals of professional action); independent work (formation of knowledge, skills and abilities of professional activity); integrated media-educational technologies (forms a dialogic space of the student's personality promotes the development of such skills: reconstruction of intentions (motivational-target attitudes), diagnostics of intentionalities of subjects, argumentation, establishing associative and professionally significant connections between media texts and social phenomena); case study method, which involves open discussion, work in microgroups, participation in webinars on relevant topics, stimulating self-educational activities (aimed at: forming a set of knowledge and professional competencies, ability to work in a team to make decisions; group performance evaluation); coaching (aimed at stimulating self-learning, the possibility of self-realization, the disclosure of internal potential, and the activation of the system of motivation of each individual).
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Wilson, Jean, and Arnold J. Moore. "Writing the Knowledge Bases for Professional Education Standard of the NCATE Report." Action in Teacher Education 11, no. 4 (January 1990): 48–53. http://dx.doi.org/10.1080/01626620.1990.10463101.
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Dwyer, Anne, Caroline Jones, and Lee Rosas. "What digital technology do early childhood educators use and what digital resources do they seek?" Australasian Journal of Early Childhood 44, no. 1 (March 2019): 91–105. http://dx.doi.org/10.1177/1836939119841459.
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Continuing professional learning is vital to early childhood professionals, and the use of digital technology can potentially reduce costs and improve access. In this study, 74 educators across 17 early childhood services in Australian urban and regional locations completed a questionnaire about their personal and professional uses of digital technology to find resources. The results indicate most early childhood educators use digital technology to construct their own professional knowledge bases, and though they make some use of formal resources around national standards, they make greater use of informal resources and discussion groups. They tend to seek practical information and activity ideas and ways to connect with other professionals, although this varies somewhat by years of professional experience, age and the socioeconomic context they work in. Results highlight early childhood educators’ professional learning desires and the potential value of mobile learning for providing access to professional learning for early childhood educators working in resource-limited and geographically limited settings.
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Tergenbayeva, Zh T., and L. N. Karasholakova. "Pedagogical bases of formation of professional competence of future teachers." Bulletin of the Karaganda University. Pedagogy series 104, no. 4 (December 29, 2021): 60–67. http://dx.doi.org/10.31489/2021ped4/60-67.
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This article presents the features of the pedagogical foundations of the formation and development of vocational competence of future teachers. Essence of vocational competence is defined. The efficiency of the basis that ensures the formation and development of vocational competence of future teachers is demonstrated. The main objectives of the study are: to reveal the essence of the principle of «professional competence» of a teacher; to define the components of professional competence of a future teacher; to determine the state of the problem of formation of future professional competence of teachers of general pedagogy; improvement of the theoretical principles of pedagogy as a science for the formation and development of professional qualities of future teachers; research and analysis of the most effective ways to develop professional competence and literacy of students of a pedagogical university in the preparation of future teachers. The formation of competencies of personal qualities of future teachers, which consists of four components, structural components of personal qualities is determined. These components increase the personal qualities and form the professional competence of future teachers. The article analyzes the basic concepts of the formation of professional competencies of future teachers of the educational process, studies and discusses the scientific works of Kazakh and Russian researchers. It is revealed that the pedagogical foundations of the formation and development of vocational competence and literacy of future teachers are the ability to independently solve problems and tasks in the field of biology, the ability to self-development based on knowledge, skills and abilities. The theory of the article leads to the understanding that the teacher must have new knowledge, personal qualities of professional significance.
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Kamolova, Nargiza. "Scientific and methodological bases of professional training of future chemistry teachers." Общество и инновации 2, no. 10/S (December 10, 2021): 506–10. http://dx.doi.org/10.47689/2181-1415-vol2-iss10/s-pp506-510.
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The purpose of this article is to study the knowledge of teachers in the field of chemical and technological science. Using new learning modules, new principles of computational chemistry for chemistry teachers are explored.
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AKMALDINOVA, V. "CHARACTERISTICS NORMATIVE LEGAL BASES FORMATION OF READYNESS OF FUTURE MASTER IN TRANSPORT TECHNOLOGIES (BY AIR TRANSPORT) FOR PROFESSIONAL ACTIVITY IN TECHNICAL UNIVERSITY." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 5–9. http://dx.doi.org/10.33989/2075-146x.2021.27.246973.
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The article analyzes the features of professional training of future masters in transport technology (by air transport) in the institution of higher technical education. The normative-legal and organizational-pedagogical bases of formation of readiness of future masters іn transport technologies (by air transport) to professional activity in experience of technical establishments of higher education of Ukraine are characterized. It is noted that the educational process should be aimed at preparing future professionals for independent professional activity. It was found that the process of forming the readiness of future specialists in transport technology (by air transport) begins in the system of their training and is inextricably linked with the content, methods of knowledge presentation, pedagogical competence of teachers, individualization of education, educational and cognitive activities of students. the educational environment of the institution of higher technical education, the level of motivation of students. The basis of professional training should be classroom and independent search and creative activity of the student, in the process of which the professional knowledge, abilities and skills, personal qualities set by the educational and qualification characteristic will be formed. The main directions of modernization of the content of professional training of future masters in transport technologies (by air transport) are substantiated: harmonization of normative-legal base on professional training of masters in transport technologies, their better adaptation to new requirements of European educational space, modern national and European labor markets; combination of theoretical and practical training; modernization of forms and methods of teaching; wider use of the potential of information technology, e-learning.
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Жернов, Евгений, and Evgeny Zhernov. "Intrafirm Culture of Knowledge Update: Humanistic Approach." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2019, no. 1 (April 18, 2019): 70–76. http://dx.doi.org/10.21603/2500-3372-2019-4-1-70-76.
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The present research features the culture of knowledge in the organization (firm). The purpose of the research is to substantiate the need to apply the humanistic approach to the formation of a culture of knowledge in the personnel policy of a modern firm. The research employed a qualitative analysis of knowledge orientation in the typologies of organizational culture. The author determines the areas of application of types of organizational culture according to their orientation on the knowledge of workers. The paper reveals the main and almost the only way to transfer tacit knowledge – socialization and its form, mentoring. The author proposes to create knowledge bases of intrafirm professional communities as the joint ownership of employees who possess personal knowledge. The results can be used for the development of the personnel and social policies of the firm, taking into account the proposed humanistic approach to the formation of the culture of knowledge and its update. Conclusions: 1. The culture of knowledge as a source of its update should be considered in personnel management, and not in knowledge management, since knowledge is the personal property of employees, not firms. 2. Organizations should create not corporate knowledge bases, but knowledge bases of intrafirm professional communities. 3. The proposed humanistic approach will ensure the creation of the cognitive environment that is adequate to the culture of knowledge, which in turn, will give a positive socio-economic effect to the activities of the organization (firm) by updating the knowledge of its employees.
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Baymetov, Botir B. "SCIENTIFIC AND THEORETICAL BASES OF PEDAGOGICAL GUIDANCE OF STUDENTS’ INDEPENDENT WORK ON PAINTING." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (May 1, 2022): 71–78. http://dx.doi.org/10.55640/eijmrms-02-05-16.
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The importance of self-study in the professional training of future teachers of fine arts, methods for performing practical tasks to acquire theoretical knowledge, practical skills and competencies of a student in the field of drawing, painting and composition, consistent and orderly work of teachers of higher educational institutions are about the process.
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BOHDANOV, I. T., Y. O. SUCHIKOVA, and I. O. BARDUS. "КОНЦЕПТУАЛЬНІ ЗАСАДИ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ У ГАЛУЗІ НАНОМАТЕРІАЛОЗНАВСТВА ДО ПРОДУКТИВНОЇ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 4, 2021): 168–76. http://dx.doi.org/10.31494/2412-9208-2021-1-2-168-176.
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The article is devoted to the actual problem of improving the quality of professional training of future specialists in the field of nanomaterials to productive activities, namely the development of conceptual foundations for building an appropriate methodological system. The article proposes a conceptual idea of the study, which assumes that improving the quality of training of future specialists in nanotechnology will increase under the condition of systematic philosophical-natural-mathematical fundamentalization of learning content, as well as their involvement in productive synthesis of innovative nanomaterials based on dual education. The article highlights the conceptual principles of training future specialists in the field of nanotechnology for productive professional activity. In particular, methodological and theoretical bases of development of methodical system of fundamental professional training of future specialists for productive professional activity are given. General scientific methods of cognition, as well as systemic, competence-based, activity-based, integrative, prognostic, synergetic methodological approaches are determined by the methodological foundations. The theoretical foundations of the substantiation and development of the methodological system are determined by the philosophical provisions of the theory of knowledge, the general scientific provisions of the system approach, the psychological provisions of the theory of personality, the theory of creativity, models of knowledge representation, pedagogical laws, regularities, and principles of teaching. Based on the conceptual idea and theoretical and methodological principles defined organizational and pedagogical conditions, compliance with which in developing goals, content, methods, tools and forms of teaching methodological system of fundamental training of future professionals in nanomaterials will ensure the effectiveness of the formation of their professional competence to perform productive activities. Key words: nanotechnologies, professional training, fundamentalization, productive activity, system approach.
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Kornosenko, Oksana, Pavlo Khomenko, Iryna Taranenko, Valeriy Zhamardiy, Olena Shkola, Hanna Tolchieva, and Volodymyr Saienko. "Scientific Bases the System of Future Fitness Coaches’ Professional Training in Higher Educational Institutions." International Journal of Higher Education 10, no. 2 (December 10, 2020): 265. http://dx.doi.org/10.5430/ijhe.v10n2p265.
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In the article is the system of future fitness coaches’ professional training in higher educational institutions in the unity of conceptual, contention, technological and effective components. The purpose of this paper is to ground conceptual principles of future fitness coaches’ professional training in higher educational institutions. Method of the study reflects the theoretical substantiation and development of a system of professional training for future fitness coaches in higher educational institutions. The model of the system of professional training of future fitness coaches was proposed, which contains four interrelated components: conceptual, intensive, technological and effective. The efficiency of the system is provided with the integration of medical-biological, social-humanitarian and psychoeducational knowledge in disciplines of different cycles of training based on integrative interdisciplinary connections, unity and intercommunication of sport and professional-pedagogical perfection in professional-motive abilities and skills formation, application of innovative information-communicative technologies and educational-technical facilities, the collaboration of higher educational institutions lecturers and practicing fitness coaches, development of international connections and collaboration in the context of the world and European educational sphere integration.
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��������� and Olga Shafranova. "To a Question of Axiological Content of Higher School Teacher�s Continuous Education." Standards and Monitoring in Education 2, no. 1 (February 17, 2014): 29–33. http://dx.doi.org/10.12737/2646.
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Experimental analysis related to main aspects of axiological content of higher school teacher�s continuous education has been presented in this paper.
The author has formulated main pedagogical conditions, allowing increase professional education�s efficiency. Aspect analysis related to axiological
bases of higher school teacher�s professional activity system has been carried out in this paper. The higher school teachers pay the greatest attention to
quality of future professionals� knowledge and abilities. Respondents� understanding of importance of training and educational component in professional
teacher�s activity structure is also high respectively.
From this point of view in the paper have been reflected such research directions as a problem related to development of pedagogical ensuring of higher
school teacher�s continuous education, character of axiological prerequisites allowing the teacher to design by education means his own professional
picture of the world. Parameters defining profession�s attraction, professionalizing efficiency and higher school teacher�s professional satisfaction in
system of his relations with himself, the world and other people have been emphasized.
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Shehadeh, Amal, Alexander Felfernig, Martin Stettinger, Michael Jeran, and Stefan Reiterer. "Automated Learning Content Generation from Knowledge Bases in the STUDYBATTLES Environment." International Journal of Software Engineering and Knowledge Engineering 27, no. 09n10 (November 2017): 1387–408. http://dx.doi.org/10.1142/s0218194017400022.
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E-learning environments provide an orthogonal approach to transfer relevant knowledge. For example, sales representatives can improve their sales knowledge more independently from related courses offered. Major challenges for successfully establishing e-learning technologies in a company are to develop learning content in an efficient fashion, to recommend only relevant content to system users, and to motivate them to utilize the learning environment in a sustainable fashion. In this paper, we present the gamification-based e-learning environment STUDYBATTLES. We provide an overview of STUDYBATTLES functionalities including content creation, gamification techniques, learning performance analysis, and automated question generation. We show how STUDYBATTLES can be utilized for different learning purposes in academic and professional environments. In addition, we introduce an approach to automatically generate product and sales domain learning content from recommender knowledge bases to be exploited in STUDYBATTLES. Finally, we report the results of an initial qualitative study related to the applicability of STUDYBATTLES in different domains, the potential improvements that StudyBattles can achieve, and additional functionalities that should be integrated.
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Kordonova, Alla. "Theoretical bases for training future political scientists in profession-oriented activity in English." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 2 (127) (August 29, 2019): 14–20. http://dx.doi.org/10.24195/2617-6688-2019-2-2.
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Nowadays political reality is characterized by instability, the tendency of traditional state structures to collapse and the emergence of new interstate associations. The analysis of current political events taking place in them belongs to the professional activities of political scientists. As it is impossible to find a modern country which could develop beyond the formation of world civilization, there is no doubt that political scientists of different nationalities should communicate in the global English language. It follows from the above that it is necessary to train qualified specialists in this field of knowledge who could fulfil their professional duties by means of English. However, the existing methods of teaching English-language professional speech to the future political scientists do not provide students with the mentioned skills. In this regard, the purpose of the suggested article is to work out theoretical bases for training future political scientists in profession-oriented activity in English. The development of the above-mentioned skills is possible on the basis of the procedural integration of the English language and political science, where the links of these two different subjects are coordinated. A specific feature of the procedural integration is the manifestation of educational and professional foreign language skills alongside with foreign language professional skills in the profession-centred (field-centred) process. Thus, it is necessary to develop two integrated competences: the professional and foreign language speaking ones. For their development, the professional subject of the course of political science and the corresponding vocabulary necessary for the expression of its content have been determined. Integrated training of future political scientists in analysing current events in English includes the stages as follows: familiarization, language-oriented, training in speaking, and profession-centred. Keywords: professional activity, integrated training, future political scientists, procedural integration, professional competence, foreign language speech competence.
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Evtukh, Nikolai, and Inna Chervinska. "AXIOLOGICAL BASES PROFESSIONAL ACTIVITY TEACHERS OF MOUNTAIN SCHOOLS REGION OF THE UKRAINIAN CARPATHIANS." Academic Notes Series Pedagogical Science 1, no. 203 (March 2022): 18–23. http://dx.doi.org/10.36550/2415-7988-2022-1-203-18-23.
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The article reveals the axiological principles of professional activity of teachers of mountain schools in the Ukrainian Carpathians region, points to the leading ways of their formation The authors identify the essential characteristics of professional values as the logical and meaningful foundations of pedagogical axiology in the framework of innovative technologies for training a specialist in the pedagogical field, ready for professional activity in the socio-cultural space of the mountain school. It is emphasized that professional and universal values are manifested in two aspects: procedural and substantive. It is indicated that the system of criteria for personal development of professional values contains cognitive, evaluative-emotional, ideological, behavioral components. It is emphasized that mastering professional values will be effective if the novice teacher is provided with timely methodological assistance in clarifying the essence of values and specific features of the process of their assimilation. Researchers substantiate the fundamental need to establish in the minds and self-consciousness of the teacher, the priority of spiritual and moral, national and ethnocultural values of national pedagogical heritage as one of the foundations of raising the status of teachers in society and school. In summary, we characterize the professional values of the teacher ZSSO mountain area as a unique set of integrated personality traits, manifested in a selective attitude to different types of pedagogical activities depending on the level of experience of sociocultural activities, ethnocultural values, professional knowledge, skills and abilities. , attitudes, assessments, ideals and interests of the individual and develop in terms of professional development and mobility of the teacher. We see prospects for further research in the study of innovative forms and methods of training teachers to implement the axiological approach to the educational process of general secondary education.
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Jan Alam, Syed Muhammad Aamir, and Saqib Shahzad. "Perceptions of Efficacious Teachers Regarding Their Experiences of Professional Development: A Narrative Inquiry." sjesr 2, no. 2 (December 19, 2019): 1–19. http://dx.doi.org/10.36902/sjesr-vol2-iss2-2019(1-19).
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This qualitative investigation followed a narrative inquiry research approach to determine how 5 teachers, identified as efficacious and committed to life-long learning, perceived the experiences of their professional development. In-depth interviews were conducted to answer two research questions: 1) how do efficacious teachers perceive professional development experiences? 2) which professional development experiences do efficacious teachers consider the most and least important in terms of improving instruction? Data analyses included transcribing, coding, and constructing five narratives. Findings indicated that teachers value professional development experiences that offer relevant knowledge, time for reflective thinking, practical knowledge, and empowerment to make better choices regarding instruction. It was also highlighted that the lack of time, and lack of discussing ideas or problems with colleagues was barriers teachers confronted when applying new learning. On these bases some suggestions were made to be given due consideration.
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Kultti, Anne, and Niklas Pramling. "Traditions of Argumentation in Teachers’ Responses to Multilingualism in Early Childhood Education." International Journal of Early Childhood 52, no. 3 (December 2020): 267–80. http://dx.doi.org/10.1007/s13158-021-00280-0.
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AbstractIn this study, we investigate how professionals in early childhood education (ECE) reason about multilingualism. Empirical data are analyzed in terms of ‘traditions of argumentation’ which proposes that we cannot argue for something without, explicitly or implicitly, arguing against something else. The analyses use transcribed data from two focus groups conducted with teachers in two preschools in Sweden. These teachers had experience teaching culturally and linguistically diverse groups of children. The reoccurring rhetorical strategy used by the teachers to talk about their work with multilingual children used a set of contrasts. Three contrasts were identified: (1) I/we versus them (others); (2) here-and-now versus there-and-then; and (3) building ECE on research versus personal experience. The study has implications for teachers and students in preschool teacher education to understand the possible tensions and contrasts inherent in teaching culturally and linguistically diverse children. Rather than simplifying professional practice to either side of a dichotomy, teachers should be encouraged to understand and verbalize the bases of their professional knowledge, and understand the different positions from which they draw knowledge to inform practice.
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Laffin, Marcos. "Graduação em Ciências Contábeis - a ênfase nas competências:contribuições ao debate." education policy analysis archives 23 (August 17, 2015): 78. http://dx.doi.org/10.14507/epaa.v23.1844.
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The productive restructuring required new training bases to ensure improvements in the professional performance. The undergrad degree in Accounting in Brazil, through the curriculum guidelines of the course, adopted the training path based on competences and skills. This tension inclined to competences required a training to respond to the labor market, depriving the understanding of accounting conceptual dimension at the expense of its technical rationality. In this context, the goal of this study is to discuss limitations of pedagogical competences regarding contradictions between the demand of an accounting professional who conciliates accounting knowledge and participate in social development through its professional performance. Considering its bibliographical and documentary nature, this study sought contributions from Ramos (2001), Mendez (2011), and Kuenzer (2007) to support its analysis of the perspective in the Resolution CNE/CES nº 10/2004, which established guidelines to the undergrad degree in Accounting. It was concluded that the reification of Accounting curriculum by competences, which is subject by the exam of sufficiency, does not contribute to a full professional development, which would allowed the exercise of professional and citizenship autonomy, contrarily, it imposes limits to the development of the accounting knowledge.
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Ziza, Oleksandr. "CONCEPTUAL BASES OF FORMATION OF ARTISTIC AND AESTHETIC COMPETENCE OF THE FUTURE TEACHER OF MUSICAL ART." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 82–89. http://dx.doi.org/10.31499/2307-4906.1.2022.256188.
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The article examines the main components of the formation of artistic and aesthetic competence of the future teacher of music. The specifics of the implementation of the competence approach in higher education institutions are considered, and the difference between the definitions of “competence” and “competency” is highlighted and substantiated.The competence approach involves significant changes in the content and structure of the learning process in higher education, as the main focus is on acquiring professional knowledge, using research and creative methods, attracting the best domestic and foreign methods to improve professional skills, and achieving high results in music and teaching.The study presents the key components of artistic and aesthetic competence of the future teacher of music art: scientific and cognitive, value, motivational and practical, creative and effective.It is determined that artistic and aesthetic competence is an integrative spiritual and aesthetic phenomenon, which is determined by the readiness to use personal resources in the organization of the educational process, mobilization of musical and performing knowledge, skills, values, abilities, etc. to effectively solve musical and pedagogical problems in different situations and building your own effective model of professional activity. Artistic and aesthetic competence is characterized by the synthesis of such structural elements as an aesthetic worldview, aesthetic taste, and aesthetic ideal.The article states that artistic and aesthetic competence is characterized by the synthesis of such structural elements as an aesthetic worldview, aesthetic taste, and aesthetic ideal.Artistic and aesthetic competence as a universal characteristic of aesthetic development of the individual is designed to ensure harmonious and comprehensive development of the aesthetic sphere of man in the context of his general culture, to promote creative potential and creative activity, uniqueness, and originality.
Keywords: competence; competency; artistic and aesthetic competence; competence approach; professional competence; cultural competence; aesthetics; professional education; music teacher.
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Han, Lihong. "Research and Practice of Constructing Engineering Practice Base for Application-oriented Universities." Lifelong Education 9, no. 5 (August 2, 2020): 243. http://dx.doi.org/10.18282/le.v9i5.1262.
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"Practical training" is very important in construction engineering, especially for the construction engineering major of application-oriented undergraduate colleges. For students to master professional knowledge, it is necessary to carry out effective practical teaching. Generally speaking, teachers carry out practical training at the practical training base. Therefore, college leaders and teachers have always been very concerned about the construction of training bases. This article analyzes the construction of the construction engineering training base focusing on how to build a practical training base in application-oriented undergraduate colleges, in order to train more construction engineering professionals to meet the needs of social development.
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Rimarchuk, M. I., and O. M. Makarchuk. "Remote technology in postgraduate education – an alternative towards reform." HEALTH OF WOMAN, no. 6(142) (July 29, 2019): 16–19. http://dx.doi.org/10.15574/hw.2019.142.16.
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The purpose of the work is to analyze the practical, theoretical and methodical bases of training students for the distant form in the context of reforming the health care system in modern Ukraine. Distance learning as a component of the European Higher Education Area (EHEA) requires a qualitative transformation of the learning environment for learners and other learners in order to achieve their autonomy and ability to critical clinical thinking based on a productive approach that is essential for the formation of professional readiness specialists. By joining the Bologna process, Ukraine has embarked on a global reform of its higher education system, which should raise the status of holders of national diplomas on higher education in the European labor market. To achieve the best results in this direction, based on classical teaching methods, it is necessary to develop new ones – based on the Internet technologies of the XXI century, which are already successfully applied in a number of leading universities of Ukraine. The distance learning form is also called «life-long education» because most of the learners are adults. Have higher education, but because of the need to improve their skills or expand the scope of many, there is a need to quickly and qualitatively acquire new knowledge and skills. Due to the fact that distance technologies in the system of post-graduate education provide the status of listeners as important, democratic, active participants in their own potential, the importance of their internal motivation to improve personal and professional qualities is substantially increased. Internal motivation becomes the basis for the implementation of the professional profile of continuing education of doctors with the aim of correcting their personality-value, professional qualities. Conclusions Because of the need for advanced training or expansion of the field, many need to quickly and qualitatively acquire new knowledge and acquire professional skills. The distance learning form is very popular among the audience because of its economic performance and educational efficiency. The social function of professional mobility is a fundamental factor in ensuring the effectiveness of educational and cognitive activities of health professionals. Key words: distance learning; professional improvement; reforming; health care.
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Rahimov, Sh R., and A. H. Huseynov. "STRUCTURAL MODELING OF THE DATABASE AND KNOWLEDGE BASE ACTIVE ELEMENTS OF FLEXIBLE MANUFACTURING SYSTEMS." Vestnik komp'iuternykh i informatsionnykh tekhnologii, no. 193 (July 2020): 15–23. http://dx.doi.org/10.14489/vkit.2020.07.pp.015-023.
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In this paper, using the PROLOG language and logical programming methods, development of databases and knowledge bases for manipulating objects like active elements in a simulation representation is considered. The knowledge presented in the form of facts and rules which are the main part of the PROLOG language, simplifies the creation of a knowledge base in logical terms. A source of information selected in accordance with the professional interests of an user and converted into a logical form is the main part for solving its tasks. Logical programming methods allow building knowledge base for manipulating objects. Information objects are built on the basis of a common database and serve as a source of information selected in accordance with the professional interests of the user and converted into a form suitable for solving its tasks. The architecture of structural modeling of each active element that is part of flexible manufacture systems is proposed. The production model is presented in view of facts and rules in the PROLOG language and also the knowledge base on the PROLOG language is implemented to manipulate active elements in the complex, as flexible manufacture systems. As a result, databases and knowledge bases are obtained that ensure the dynamic behavior of an object owing to time. The advantage of structural modeling of the system is that knowledge about the modelling system is defined and the algorithm implemented on the computer finds a solution that matches this goal.
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Rahimov, Sh R., and A. H. Huseynov. "STRUCTURAL MODELING OF THE DATABASE AND KNOWLEDGE BASE ACTIVE ELEMENTS OF FLEXIBLE MANUFACTURING SYSTEMS." Vestnik komp'iuternykh i informatsionnykh tekhnologii, no. 193 (July 2020): 15–23. http://dx.doi.org/10.14489/vkit.2020.07.pp.015-023.
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In this paper, using the PROLOG language and logical programming methods, development of databases and knowledge bases for manipulating objects like active elements in a simulation representation is considered. The knowledge presented in the form of facts and rules which are the main part of the PROLOG language, simplifies the creation of a knowledge base in logical terms. A source of information selected in accordance with the professional interests of an user and converted into a logical form is the main part for solving its tasks. Logical programming methods allow building knowledge base for manipulating objects. Information objects are built on the basis of a common database and serve as a source of information selected in accordance with the professional interests of the user and converted into a form suitable for solving its tasks. The architecture of structural modeling of each active element that is part of flexible manufacture systems is proposed. The production model is presented in view of facts and rules in the PROLOG language and also the knowledge base on the PROLOG language is implemented to manipulate active elements in the complex, as flexible manufacture systems. As a result, databases and knowledge bases are obtained that ensure the dynamic behavior of an object owing to time. The advantage of structural modeling of the system is that knowledge about the modelling system is defined and the algorithm implemented on the computer finds a solution that matches this goal.
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Zhanguzhinova, Meruyert, Akmaral Magauova, Kaliyabanu Kertayeva, Dinara Yessimova, Darkhan Toktarbayev, and Khanat Kassenov. "FORMATION OF THE PROFESSIONALLY-PEDAGOGICAL COMPETENCE IN PREPARATION OF FUTURE TEACHERS IN KAZAKHSTAN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 611. http://dx.doi.org/10.17770/sie2018vol1.3345.
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The given article is considering the problem of insufficient formulation of theoretical bases of the Formation of Professional competence of students – future teachers of Vocational training in Kazakhstan upon requirements of a new educational paradigm, this impedes the integration into the global educational space. The analysis of the theories of EU, USA and UIS scientists revealed the novelty of the research in the implementation of the main directions of international experience in accordance with the requirements of the new educational paradigm, oriented towards competencies, based on knowledge, skills and attitude. The aim of the study is to reveal the professionally-pedagogical competence for the preparation of future teachers according to the structure of using primary methods of overview-theoretical analysis, including analysis and synthesis. The study design is based on the modern requirements of higher education, based on competencies of educational paradigm. The key results of the study will determinate suggestions on the Formation of the professional competence of future teachers on the example of the specialty Vocational training. On results of theories’ analyse will be revealed the structure of the professionally-pedagogical competence. The question of the study is how to improve the preparation of future teachers in Higher Educational Institutions, which is depending on modern requirements of educational paradigm based on competencies.
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Radziievska, Iryna. "The analysis of pedagogical technologies efficiency in the professional training of medical specialists." ScienceRise: Pedagogical Education, no. 2(47) (March 31, 2022): 35–43. http://dx.doi.org/10.15587/2519-4984.2022.254833.
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The formation of professional readiness of graduates through the development and improvement of the professional education system is an important criterion for a medical specialist. It is achieved by introducing modern pedagogical technologies into the educational process. The key to the formation of professional readiness of graduates is the use of interactive teaching methods, technologies of a person-oriented approach, formation of students’ communication skills, contextual, imitation and problem-search methods, close cooperation of higher medical education institutions with clinical practice bases, information support, postgraduate training of teachers and graduates of educational institutions, adaptation to new market conditions.
Based on the conducted research, the following can be concluded: the effectiveness of the application of modern pedagogical technologies in the professional education of medical specialists has prospects for its development, forms a competitive and popular specialist in the labor market; medical education is one of the professional education types and contains a system of knowledge, skills, worldview and behavioral qualities of an individual; the main components for improving the formation of professional training of graduates are clinical training, innovative training methods, support for graduates in the workplace, self-education, motivation, readiness for continuous training and professional development; in the structure of professional training, the most important is psychological readiness of graduates of educational institutions, determined by the mood of the specialist’s psyche and spiritual forces to solve professional problems and perform professional duties. The scientific originality of the obtained research results is determined by the fact that the paper presents an analysis of the effectiveness of modern pedagogical technologies in the training of students of graduation groups of specialty 223 Nursing, in order to estimate the degree of importance of mastering their professional skills for their successful professional activity and assessment by graduates of their knowledge, skills and abilities necessary in the future for high-quality performance of professional tasks
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Frolovskaia, Marina Nikolaevna. "Dialogue of cultures in continuous education teacher." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2016): 83–95. http://dx.doi.org/10.51314/2073-2635-2016-3-83-95.
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The problem of continuing education teacher updated understanding of the need to create conditions of self-knowledge, the formation of the author's professional position. The interaction is considered as a Dialogue of Cultures participants of training courses, including the moderator and the texts «became» culture. Reveals the potential humanitarian practices aimed at identifying barriers to professional development, refinement of faculty values and meanings of their own activities and the discovery of the bases for the construction of individual development trajectory.
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Volovyk, V. "INFORMATION AND LEGAL BASES OF PREPARATION OF CITIZENS FOR MILITARY SERVICE." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 3 (47) (2021): 46–48. http://dx.doi.org/10.17721/1728-2217.2021.47.46-48.
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The purpose of the article is to determine the essence and elements of information and legal training for military service. The article substantiates that in order to ensure a high level of development of information security and information culture of servicemen, it is necessary to form in them sufficient knowledge, skills and abilities to ensure personal and corporate information security. Attention is focused on the importance of the use of the information space by military personnel for more effective performance of their service and combat missions. The implementation of the tasks defined above is possible provided that the preparation of civilians for military service includes components of training and practicing skills necessary for the effective implementation of the information component of their future professional activities. Information activity is considered, in which a soldier participates, in a structural aspect. Three blocks of the studied phenomenon are highlighted: firstly, this is a block of information and legal knowledge, which should include the most important provisions of the legislation of Ukraine on access to public information, protection of personal data, protection of state secrets, as well as the peculiarities of working with information requests from citizens and the basics of electronic workflow. Secondly, this is an information security block, which consists of three main elements: information security of an individual, information security of the Armed Forces of Ukraine and information security of the state. Thirdly, this is a block of information hygiene, which includes the development of skills and abilities to maintain the psychological balance of a serviceman in situations of aggressive communicative influences, the ability to understand the purpose of disseminating information, to highlight false information, the purpose of which is to achieve military and non-military goals of the enemy. The article establishes that the system of information and legal training for military service should include the formation of relevant knowledge, abilities, skills and personal qualities. This can be achieved through the introduction of special courses in the system of military lyceums, as well as the introduction of a system of disciplines on the basis of higher military educational institutions and military educational subdivisions of higher educational institutions, providing for the acquisition of basic information and legal knowledge, skills and abilities. In addition, approaches to the formation of professional standards for all military registration specialties, educational and professional programs and curricula should be revised by including in them the relevant competencies in the field of information security, information hygiene and information legislation, each of which is of indisputable importance for the formation of personality. a modern serviceman as an educated, knowledgeable and information literate person who can use all the possibilities of the information space for the effective fulfillment of his service and combat missions.
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Ferreira, Álex de Carvalho. "The dimension of teaching-learning in Physics teaching: interfaces with the choice of high school students." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (May 4, 2021): e11905. http://dx.doi.org/10.20952/jrks2111905.
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The present work approaches the teaching-learning process and the bases of professional knowledge, focusing on the context of Teaching, specifically, in Physics teaching. By analyzing the students' perception of teaching Physics in Basic Education and its relationship with entering higher education, through field research, this study presents a reflection on the importance of thinking about the teaching-learning process in Basic Education, explaining the means that this teaching takes place, the difficulties (or not) encountered, as well as the influence of this process for entering higher education. The research is guided by a qualitative approach, configured to the survey research procedures, the collaborative participants were students of the Physics Degree course, from the State University of Southwest Bahia - UESB, from the Itapetinga-BA campus. As a result of the analysis, it became evident that the conception of the teaching-learning process that predominates in Physics classes, in Basic Education, is based on a traditional perspective, using only the didactic resource, the blackboard, the brush and the textbook, placing focusing on teacher action as an essential factor for learning. Thus, the tastes, affectivity, difficulties and learning in Physics classes, places the teacher as an influencer of the teaching-learning process, emphasizing the bases of professional knowledge as essential knowledge for the improvement of the teacher's action, and consequently, in the teaching of Physics.
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Gaborets, Olga. "CONTENTS OF INFORMATION TECHNOLOGIES IN THE SYSTEM OF PROFESSIONAL TRAINING OF FUTURE DOCTORS." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 182–87. http://dx.doi.org/10.36550/2415-7988-2020-1-190-182-187.
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The article examines the problem of using information technology in the training of future doctors. The expediency of their introduction is substantiated for the integration of natural and professional knowledge. It is demonstrated that the use of these technologies in education increases the motivation of students to the chosen profession and promotes the formation of professional thinking and creativity in practice. The possibility of using information technologies in the medical university for effective distance learning and independent work of students is analyzed. The main tasks of studying the discipline are: formation and development of knowledge, skills and knowledge bases necessary for effective use of modern general-purpose applications in educational and cognitive activities and everyday life; acquainting students with the role of new information technologies in professional activities, with the prospects for the development of computer technology and the importance of continuous self-improvement; development of the ability to independently master various software tools and update and integrate the acquired knowledge. At the present stage of development of higher medical school there is a tendency to use fundamentally new integrated technologies of educational activities, which allow teachers to effectively manage the learning process. Thus, on the example of the considered disciplines it can be argued that the integration of scientific knowledge and professional skills by means of modern IT ensures the development of professionalism of the future doctor and creates favorable conditions for continuous self- development and self-improvement throughout practice.
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Nurumbekova, Yarkinay. "TRAINING OF FUTURE TEACHERS TO PROFESSIONAL EDUCATIVE ACTIVITY ON THE BASEMENT." Journal of Central Asian Social Studies 02, no. 01 (January 1, 2021): 66–74. http://dx.doi.org/10.37547/jcass/volume02issue01-a11.
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The article enlightens the analyze of the system of improving spiritual-moral features, transformation of cognitive and sensual-social, also dialectical unit of individualization of person’s intronization with general human values. Spiritual-moral education, which was developed in our country and enriched with ancient values of our ancestors, leads to improvement of pedagogical process. In the process of the research, there was obtained organization of the process of formation of spiritual-moral features while training future teachers to spiritual-historical values, spiritual-moral bases, professional-educative activities. Spiritual-moral feature as a complicated social phenomenon in the formation process, closely related with national, spiritual, historical, moral and legal factors. At this point, national and spiritual values are not only historical-spiritual heritage of our nation, but also important factors of education and formation of fully complex person. On the basement of the analyze, there were obtained and analyzed that spiritual-moral feature has a complicated structure and covers components such as spiritual-moral knowledge, spiritual-moral skills, spiritual-moral qualifications, spiritual-moral features, spiritual-moral advantages.
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Bührmann, Leah, Pia Driessen, Allison Metz, Katie Burke, Leah Bartley, Cecilie Varsi, and Bianca Albers. "Knowledge and attitudes of Implementation Support Practitioners—Findings from a systematic integrative review." PLOS ONE 17, no. 5 (May 11, 2022): e0267533. http://dx.doi.org/10.1371/journal.pone.0267533.
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Background It requires thoughtful planning and work to successfully apply and sustain research-supported interventions like healthcare treatments, social support, or preventive programs in practice. Implementation support practitioners (ISPs) such as facilitators, technical assistance providers, knowledge brokers, coaches or consultants may be involved to actively support the implementation process. This article presents knowledge and attitudes ISPs bring to their work. Methods Building on a previously developed program logic, a systematic integrative review was conducted. Literature was sourced by searching nine electronic data bases, organizational websites, and by launching a call for publications among selected experts and social media. Article screening was performed independently by two researchers, and data from included studies were extracted by members of the research team and quality-assured by the lead researcher. The quality of included RCTs was assessed based on a framework by Hodder and colleagues. Thematic Analysis was used to capture information on knowledge and attitudes of ISPs across the included studies. Euler diagrams and heatmaps were used to present the results. Results Results are based on 79 included studies. ISPs reportedly displayed knowledge about the clinical practice they work with, implementation / improvement practice, the local context, supporting change processes, and facilitating evidence-based practice in general. In particular, knowledge about the intervention to be implemented and its target population, specific improvement / implementation methods and approaches, organizational structures and sensitivities, training, and characteristics of (good) research was described in the literature. Seven themes describing ISPs’ attitudes were identified: 1) professional, 2) motivated / motivating / encouraging / empowering, 3) empathetic / respectful / sensitive, 4) collaborative / inclusive, 5) authentic, 6) creative / flexible / innovative / adaptive, and 7) frank / direct / honest. Pertaining to a professional attitude, being responsive and focused were the most prevalent indicators across included publications. Conclusion The wide range and complexity of knowledge and attitudes found in the literature calls for a comprehensive and systematic approach to collaboratively develop a professional role for ISPs across disciplines. Embedding the ISP role in different health and social welfare settings will enhance implementation capacities considerably.
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Zhigarenko, Igor. "Gender-role features of professionalism in the work of socio-individual professionals." Теоретичні і прикладні проблеми психології, no. 3(50)T3 (2019): 75–84. http://dx.doi.org/10.33216/2219-2654-2019-50-3-3-75-84.
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The article provides an analysis of various aspects of professional activity and professional growth of specialists in the socio-economic sector, in particular civil servants, and ways to improve it. The main directions of the study of professionalism in public administration are defined. The characteristics and professionalism of the civil servants' professionalism are highlighted. At the same time, attention was paid to the study of gender differences within the framework of philosophy, psychology, pedagogy, sociology, public administration, both in our country and abroad. An analysis of studies on gender issues in the professionalism of civil servants was carried out, which showed that the main attention is paid to: studies of differences in the profile of professional interests of men and women; the study of the effectiveness of leadership by men and women; research on gender aspects of career development; identifying differences in professional motivation; the study of professional self-determination, professional adaptation; comparison of business and personal qualities of men and women, etc. It is emphasized that the main general psychological requirements for the professional activity of civil servants are: social competence; emotional and psychological culture, which in turn require qualities such as the ability to integrate emotional evaluations and intuitive ideas in decision-making; the degree of psychological and emotional stability; ability to establish effective interaction; ability to understand the interests of both their own and those of colleagues and subordinates; ability to work in a team; ability to manage oneself, understanding of personal values and goals, ability to influence the environment, to manage, to teach; ingenuity, creativity, pursuit of professional and personal growth and more. It is shown that on the basis of interdisciplinary base of knowledge about professionalism a scientific vision is formed concerning: social and psychological bases of formation of professionalism, its dynamics in the context of professional life cycle and career and professional development of professional, acmeological bases of professionalism; various characteristics of professionalism of employees ("portraits", morphological descriptions, models of subjects as a management activity in general, and special types of activity in public administration); professionalism as an object of assessment in the context of personnel management; components of professionalism (knowledge, skills, skills), which are formed in the course of professional training of employees, etc. Therefore, it is important to determine how the gender characteristics of civil servants affect the professional development, as the above-mentioned requirements for professional activity require both feminine and masculine manifestations of personality.
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Appleyard, James, Michel Botbol, Fernando Caballero, Tesfamicael Ghebrehiwet, Juan E. Mezzich Juan E. Mezzich Juan E. Mezzich, Juan Perez-Miranda, Roger Ruiz-Moral, Ihsan M. Salloum, Jon Snaedal, and Wim Leberghe. "Bases of Person Centered Medical Education to Enhance Health Systems Worldwide." International Journal of Person Centered Medicine 7, no. 2 (January 26, 2018): 82–90. http://dx.doi.org/10.5750/ijpcm.v7i2.637.
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Medicine is at the heart of healthcare. Healthcare systems have contributed to increasing the life expectancy and the wellbeing of millions of people worldwide during the 20th century [1] and they represent an asset of utmost importance in achieving fairness in accessing health-related prevention, promotion and recovery from illness [2]. Thus one of the driving purposes of medical education must be to enhance the performance of health systems for meeting the needs of patients and populations in an equitable and efficient way. A crucial factor in this endeavor will be the successful adaptation of professional education for local and national leadership in workforce teams that are capable of extending reach to all people. The purpose of this paper is to explore a deeper understanding that a person centered approach is essential as to how this can be achieved.Health is about people. The goal of physicians and all health professionals, irrespective of nationality and specialty is to share a common global vision for the future. [3] In this, all health professionals in all countries should be educated to gather knowledge, and to engage in critical reasoning and practice to high ethical standards so that they are competent to participate in person-centered and people-centered health systems as members of locally responsive and globally connected teams. The ultimate vision must be to assure universal coverage of high-quality comprehensive services that are essential to advancing opportunity for health equity within and between countries [4]. The aspiration for better health commonly shared will resonate with aspiring young professionals who seek value and meaning in their work.
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Dragoi, George, Anca Draghici, Sebastian Marius Rosu, Alexandru Radovici, and Costel Emil Cotet. "Knowledge Base Development in Virtual Enterprise Network as Support for Workplace Risk Assessment." International Journal of Human Capital and Information Technology Professionals 2, no. 3 (July 2011): 44–60. http://dx.doi.org/10.4018/jhcitp.2011070104.
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The article presents research results based on the concept of collaborative infrastructure (as the virtual enterprise network PREMINV e-platform from “Politehnica” University of Bucharest, Romania), in order to unify existing standards for supply chain management and to provide support in various decision making processes in manufacturing supply networks. The intent is to facilitate and enhance the required knowledge management processes linked with the business process management. The virtual enterprise network expects to reduce small and medium-sized enterprises involvement in networking efforts, enable better and faster decision processes and promote the development of the business services. In addition, the new product development paradigm requires software tools for risk estimation and assessment. For this purpose, the authors describe a knowledge bases method build and use for the professional risk assessment as part of risk management process. The risk level is established based on the probability and severity of its consequences.
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Zinchenko, Yu P., E. M. Dorozhkin, and E. F. Zeer. "Psychological and Pedagogical Bases for Determining the Future of Vocational Education: Vectors of Development." Education and science journal 22, no. 3 (April 29, 2020): 11–35. http://dx.doi.org/10.17853/1994-5639-2020-3-11-35.
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Introduction. Today, the field of education around the world is facing a protracted crisis caused by the transition to post-industrial society. The dynamic knowledge obsolescence due to the rapid development of science and high technology caused deep structural changes in employment and significantly shortened the life cycle of professions. Modern economy needs specialists with qualitatively new characteristics: a competent and flexible person with meta-professional competencies, who is capable to implement innovative activity and to work in multitasking regime in the situation of instability and uncertainty, and who is ready for active professional self-determination throughout life. Therefore, a radical reorganisation of vocational education system is necessary to be undertaken. It is significantly important to solve this problem through the conduction of professional and pedagogical training of teachers, since the level of their competency primarily depends on the qualitative characteristics of future employees for diverse sectors of the economy and production.The aim of the present article is to define strategic guidelines for predicting the development of professional education in the conditions of post-industrial society.Methodology and research methods. The theoretical and methodological framework of the research is based on the theory of vocational development, the concept of determining the immediate and long-term perspectives of educational sphere, as well as logical-evolutionary, system-dynamic, project-based, personal and convergent approaches. In the course of the research, the methods of analysis, synthesis, generalisation and hypothetical-inductive method were applied.Results and scientific novelty. The trends and directions of vocational education development are identified and described. The principal defining factor of vocational education is close integration of all its processes and subsystems (prevocational, primary vocational, vocational higher secondary and postgraduate education), which integrity is ensured by the continuity and compliance with the principle of advanced education. The concept of convergence and transprofessional in multi-disciplinary training of professionals is revealed. The process of convergence, determining interdisciplinary and prevocational links, ensures transprofessionalism formation – human readiness and participation in the development and realisation of new types of socio-professional activities. A logical and semantic model of a modern specialist is constructed. This model can serve as an empirical basis for designing and supporting a vocational educational platform, which integrates natural science, industrial-technological and socio-humanitarian disciplines and related innovative technologies when training teachers for the system of vocational education. Transprofessionalism, cooperation, collaboration, advanced and high-speed education are highlighted as the vocational training strategies in the conditions of digital transformation of the economy.Practical significance. The research materials can be useful for the specialists in the field of vocational education, for the managerial staff of educational organisations when developing management decisions and organising efficient preparation of teaching personnel.
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Schultz, M., G. A. Lawrie, C. H. Bailey, and B. L. Dargaville. "Characterisation of teacher professional knowledge and skill through content representations from tertiary chemistry educators." Chemistry Education Research and Practice 19, no. 2 (2018): 508–19. http://dx.doi.org/10.1039/c7rp00251c.
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An established tool for collating secondary teachers’ pedagogical content knowledge (Loughran's CoRe) has been adapted for use by tertiary educators. Chemistry lecturers with a range of levels of experience were invited to participate in workshops through which the tool was piloted, refined and applied. We now present this refined tool for the tertiary teaching community to consider adopting. The teaching approaches of over 80 workshop participants were collected using the tool in a broad survey of tertiary chemistry teaching strategies. Participation in the workshops led to a significant gain in personal PCK for some individuals. Analysis of responses received in the workshops revealed that the consensus model of secondary teacher professional knowledge and skill is also applicable to the tertiary level, and that the CoRe is a useful way to gain insight into the knowledge bases and topic-specific professional knowledge of tertiary chemistry teachers. The data were aggregated and coded inductively to distil the types of strategies commonly found to be useful for teaching particular tertiary chemistry topics. This resulted in collation of over 300 teaching strategies for 19 different chemistry topics, representing significant topic-specific professional knowledge of tertiary practitioners. To share and sustain this collection of teaching strategies, a website was built that is searchable by either chemistry topic or by type of teaching strategy, making it immediately useful to practitioners. Usage analytics data for the website confirm that many users have accessed the resource, showing that this is a practical way to transfer information between chemistry educators.
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Mishurovsky, V. V. "Theoretical and practical bases of work on the portrait in oil painting as the basis of mastering the professional and creative knowledge." Educational Dimension 26 (December 14, 2009): 253–56. http://dx.doi.org/10.31812/educdim.7023.
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Hume, Anne, Chris Earnes, and John Williams. "The benefits of collaborative Content Representation (CoRe) design with experts for early career secondary teachers in science and technology." Set: Research Information for Teachers, no. 2 (August 1, 2013): 35–43. http://dx.doi.org/10.18296/set.0349.
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This article reports on a study, funded by the Teaching and Learning Research Initiative (TLRI), which addressed the key area of early career teacher education. The study researched the construction and use of a CoRe (Content Representation) as a planning tool to develop the professional knowledge bases of early career secondary teachers in science and technology. The study was designed to examine whether a CoRe, co-designed by a team of early career teachers and content and teaching specialists, can support and accelerate the professional learning of early career science and technology secondary teachers, and enhance student learning outcomes in schools.
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Петросян, А., and A. Petrosyan. "Pedagogical Conditions for the Development of Engineering Knowledge in Modern General Education." Profession-Oriented School 7, no. 2 (May 23, 2019): 38–42. http://dx.doi.org/10.12737/article_5caf05419a5dd4.45931631.
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This article addresses the issue of introducing engineering knowledge bases into general educational practice for the successful self-determination of schoolchildren and the formation of their respective competencies. Today, an engineer is a person who designs our modern life in many of its forms. Since progress does not stand still, it is in its professional activities that it is often faced with the need to constantly evolve and master ever newer software and hardware. To solve such non-standard tasks, it needs not only to possess technical knowledge and ability to self-improvement, but also to have engineering thinking. As a result of advances in computer technology and the digitalization of our society, computers have become better people to cope with linear and patterned tasks. It created great competition in the labor market among professions, whose work is based on a clear algorithm of actions, and also caused the need to improve the level of training of an engineer.
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Baktybayev, Zh Sh, and М. S. Turysbekova. "METHODOLOGICAL BASES OF FORMATION OF INFORMATION AND COMMUNICATION COMPETENCE OF FUTURE TEACHERS." BULLETIN Series of Physics & Mathematical Sciences 73, no. 1 (March 29, 2021): 142–51. http://dx.doi.org/10.51889/2021-1.1728-7901.21.
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The article determines the effectiveness of increasing the volume of knowledge, skills and abilities of students in the context of informatization in such regulatory documents as the State Program for the Development of Education of the Republic of Kazakhstan for 2020-2025, the Law of the Republic of Kazakhstan "On Education", the State Program "Digital Kazakhstan", theoretical basics of literacy of information and communication competence of a teacher. The article discusses the need for any future teacher in the information society to master the basics of information knowledge, use information and communication technologies (ICT) for self-education and develop skills to use their potential as a cognitive and didactic tool in professional activity. The needs of future teachers in the country's universities and the main directions of social and pedagogical activities are described. There are also links to the formation of information and communication competencies of future teachers and a review of the work of domestic and foreign scientists.
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Wu, Meng-Yang M., and Ellen J. Yezierski. "Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning." Chemistry Education Research and Practice 23, no. 2 (2022): 287–99. http://dx.doi.org/10.1039/d1rp00282a.
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Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the Refined Consensus Model (RCM), understanding teacher learning, beliefs, and practices is predicated on the interconnections of such knowledge bases. However, lesson planning (defined as the transformation of subject matter knowledge to enacted pedagogical content knowledge) remains underexplored despite its central position in the RCM. We aim to address this gap by developing a conceptual framework known as Pedagogical Chemistry Sensemaking (PedChemSense). PedChemSense theoretically expands upon the RCM that generates actionable guidelines to support chemsistry teachers’ lesson planning. We incorporate the constructs of sensemaking, Johnstone's triangle, and the models for perspective to provide a lesson-planning mechanism that is specific, accessible, and practical, respectively. Lesson examples from our own professional development contexts, the VisChem Institute, demonstrate the efficacy of PedChemSense. By leveraging teachers’ sensemaking of the limitations and utility of models, PedChemSense facilitates teachers’ designing for opportunities to advance their students’ chemistry conceptual understanding. Implications and recommendations for chemistry instruction and research at secondary and undergraduate levels are discussed.
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Akopyanc, Igor A. "Model of practical training in the university for future social sphere professionals." Tambov University Review. Series: Humanities, no. 191 (2021): 66–74. http://dx.doi.org/10.20310/1810-0201-2021-26-191-66-74.
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The conceptual development of a model for the practical training of future professionals in the social sphere at the university is substantiated. It is noted that the core of the social sphere is social work as an active tool of the state’s social policy in working with various categories of the population. In the course of the study, block-structural model of the practical training of future professionals in the social sphere at the university is developed, including the following blocks: productive-purposeful, conceptual, software-technological, evaluative-reflective. The productive-purposeful block is associated with competence indicators, determined by the main indicators of professional knowledge, skills and abilities, the requirements for professionals in solving social problems and the goals of theoretical and practical training of future specialists in the social sphere, in accordance with professional standards. The conceptual block of the model includes re-search approaches (competence-based, androgogical, socio-cultural) and their corresponding prin-ciples. The software-technological block contains programs for organizing the passage and train-ing work with students and representatives of social organizations – bases of educational, research and industrial practices, a program for monitoring student practice and individual support. The evaluative-reflective block of the model assumes an awareness of how students achieve their learning goals in practical training is of paramount importance, this is important for understanding their professional role in the practice of social work. Practical training at a university is an integral part of the social education curriculum, taking into account the essence of helping professions and the specifics of the social sphere. The results of the interviewing, the included observation show the relationship between changes in practical training programs and the positive dynamics of the quality of practical training of students, an increase in the parameters of personal, social and tech-nological competencies among students of the “Social Work” Programme.
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Schmitt, Ulrich. "From Ignorance Map to Informing PKM4E Framework: Personal Knowledge Management for Empowerment." Issues in Informing Science and Information Technology 15 (2018): 125–44. http://dx.doi.org/10.28945/4017.
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Aim/Purpose: The proposed Personal Knowledge Management (PKM) for Empowerment (PKM4E) Framework expands on the notions of the Ignorance Map and Matrix to support the educational and informing concept of a PKM system-in-progress. Background: The accelerating information abundance is depleting the very attention our cognitive capabilities are able to master, contributing to widening individual and collective opportunity divides. Support is urgently needed to benefit Knowledge Workers irrespective of space (developed/developing countries), time (study or career phase), discipline (natural or social science), or role (student, professional, leader). Methodology: The Design Science Research (DSR) project conceptualizing the PKM System (PKMS) aims to support a scenario of a ‘Decentralizing KM Revolution’ giving more power and autonomy to individuals and self-organized groups. Contribution: The informing-science-related approach synthesizes and visualizes concepts related to ignorance and entropy, learning and innovation, chance discovery and abduction to inform diverse audiences and potential beneficiaries. Findings: see Recommendation for Researchers Recommendations for Practitioners: The PKM4E learning cycles and workflows apply ‘cumulative synthesis’, a concept which convincingly couples the activities of researchers and entrepreneurs and assists users to advance their capability endowments via applied learning. Recommendation for Researchers: In substituting document-centric with meme-based knowledge bases, the PKMS approach merges distinctive voluntarily shared knowledge objects/assets of diverse disciplines into a single unified digital knowledge repository and provides the means for advancing current metrics and reputation systems. Impact on Society: The PKMS features provide the means to tackle the widening opportunity divides by affording knowledge workers with continuous life-long support from trainee, student, novice, or mentee towards professional, expert, mentor, or leader. Future Research: After completing the test phase of the PKMS prototype, its transformation into a viable PKM system and cloud-based server based on a rapid development platform and a noSQL-database is estimated to take 12 months.
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Kosinskaya, Natalia. "METHODOLOGICAL BASES Natalia Kosinskaya OF FORMATION OF SCENIC-SHAPED CULTURE OF FUTURE TEACHERS OF MUSICAL ART." Aesthetics and Ethics of Pedagogical Action, no. 16 (September 9, 2017): 45–55. http://dx.doi.org/10.33989/2226-4051.2017.16.175972.
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In the article it has been proved that a range of competences are established at the present stage of the development of artistic pedagogical education the traditional principles of its development, oriented on the acquisition of knowledge, formation of skills and competencies. It has been determined that in the context of innovative approaches, new requirements are set for a teacher: modern society needs specialists who are capable of solving professional functions, endowed with readiness from the beginning of professional activity, to identify professionalism, competence in forming a generation with a high degree of aesthetic culture, value orientations, ethical settings.The methodological aspects of formation of the scenic-image culture of future music teachers are highlighted. The article discusses the position of methodological approaches in the context of the problem of formation of the scenic-image culture of future music teachers. It has been determined that the leading methodological approaches that determine the essence of the scenic-image culture of a music teacher are cultural, axiological, competence, hermeneutic; it allows determining the corresponding professional-significant qualities, professional competences, which allow a specialist to master the content of a musical work as a special phenomenon of culture, consider it as a synthesis of spiritual, emotional, aesthetic experience of a person, on the basis of interpretation of his artistic and semantic measure to build a scenic image and retransmit it in pedagogical, performing, vocal activities. This quality is manifested in the focus on the interpretation of artistic images through a scenic image based on the experience of universal and national culture, their own life and professional experience, value orientations, possession of interpretive skills, vocal and acting skills, pedagogical talent in decoding the figurative system of musical work through the mediation of scenic image, a multifaceted quality; structural components are motivational-empathic, cognitive, creative and actional.
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Brednyova, V. P. "WAYS OF FORMING PROFESSIONAL GRAPHIC COMPETENCE OF FUTURE ARCHITECTS." Regional problems of architecture and urban planning, no. 14 (December 29, 2020): 167–72. http://dx.doi.org/10.31650/2707-403x-2020-14-167-172.
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In the article actuality of research of questions of reformation is certain in the system of higher education, including from the point of view of improvement of modern principles of teaching of graphic disciplines creation of that assists forming of professional graphic competence students of architectural specialties. The forward process of improvement of educational activity produces new requirements to educating, in particular to his quality constituent, in this connection there is a necessity of development of mechanisms of the permanent monitoring of progress. The European model of education on the nearest future plugs in itself one of directions beginning such type of educating, that is characterized the considerable volume of independent work and active bringing in of students of creative specialties to the real projects, already from the first course, that it is impossible without steady skills individual graphic competence. In the last few years the circle of tasks that can be decided by graphic methods broadened, from meaningfulness of graphic disciplines that mortgage bases of the spatial thinking is accordingly enhance able therefore. The aim of our study is to analyze and summarize the results of experiments on the effect of quality of graphic competence of students which contributes to the effectiveness of their professional development. Long-term practice of teaching and exchange of experience in the methodology of graphic disciplines has shown that the formation of professional competence is impossible without a thorough study of the foundations of graphic literacy, whose essence lies in the study of the discipline Descriptive Geometry. Graphic education is a process, which leads to student’s gaining knowledge and skills of work with graphical information. The development of the ability to correctly perceive, create, store and transmit different graphical information about objects, processes and phenomena is the task of graphic training of professional education. Professional knowledge is objective necessary knowledge and abilities that is highly sought by future practical activity.
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PAVLENKO, L., and M. PAVLENKO. "APPROACHES TO THE CONTENT IMPROVEMENT OF THE «DIGITAL TECHNOLOGIES IN THE PROFESSIONAL ACTIVITY» DICIPLINE UNDER THE CONDITIONS OF THE FORCED DISTANCE TEACHING." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 6, 2022): 311–24. http://dx.doi.org/10.31494/2412-9208-2022-1-2-311-324.
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The article examines the problem of improving the educational process of studying ICT in the preparation of masters in the educational and professional program «Professional Education. Computer technologies» at Berdyansk State Pedagogical University. The improvement and clarification of the content of the discipline «Digital technologies in professional activity» was considered, which should be based on the consideration in the educational process of professional education of today's challenges of ICT application by future specialists. The application of six main categories of ICT, which are actively used in the educational process, has been analyzed. Training ICT, which have been designed to consolidate knowledge, skills and abilities. Cognitive ICT are focused on mastering concepts that serve to ensure the organization of the educational process in accordance with programmed learning systems. ICT for problem-based learning are focused on the implementation of educational and cognitive tasks and the principles of indirect management of the educational process. Simulating and modeling ICT, which are intended for simulating and modeling various processes, phenomena, situations of human social life, etc. Game ICT are used as a form and method to achieve certain educational goals. Reference and information ICTs provide access to knowledge bases, dictionaries, encyclopedias, information and search systems, etc. These categories are the basis for improving the content of the «Digital technologies in professional activity» discipline. A confirmatory study was conducted among stakeholders, owing to which specific ICTs have been determined that should be included in the content of the educational component «Digital technologies in the professional activity». The resulting list of ICT is quite broad, but it should be noted that a significant part of ICT can be used to achieve various educational goals and solve various didactic tasks, including: Google Keep, LearningApps, MindMeister, Nearpod, OneNote Web Clipper, Pear Deck, Popplet and TheBrain. A separate group is ICT that represent a whole range of tools and technologies and are system ICT, such as: Canvas, Google Classrom and LMS Moodle. Key words: information and communication technologies, content of education, distance education, professional education, stakeholders.
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Morales Acosta, Mario Alberto, and José de Jesús Reyes Machain. "ESTUDIO DEL CURRÍCULO, COMPETENCIAS Y LAS TIC EN LOS CONJUNTOS ESTUDIANTILES AL INGRESO DE LA CARRERA DE ARQUITECTURA." Revista de Investigación en Tecnologías de la Información 6, no. 12 (December 31, 2018): 28–35. http://dx.doi.org/10.36825/riti.06.12.005.
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The experience of a graduate trained in the space of design and construction, in the urban and architectural context that is carried out in a professional area and the process of academic teaching of the profession, constitute two spheres that closely interrelate, since the students are the ones that are prepared on academic bases so that they can be inserted in the professional field. In the municipality of Mazatlán, Sinaloa, México the pace of these processes has been changing, with the arrival of new technologies, changes in the ideological forms of a demanding society and duels of political powers, architects in their search for information and solutions the problems face a direct dialogue between the theory and practice of the profession.Today they present significant differences, both in relation to the academic training foundations, and in the dynamics that manifest themselves in the professional field. This situation has led to a decoupling between the knowledge that the student acquires in the classroom, professional practice and social reality, forcing the recently graduated professional to acquire them by empirical methods and additional studies.
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Kropotova, N. V. "THE SUBJECT TERMINOLOGICAL LITERACY OF THE TEACHERS OF LIFE SAFETY AS SUCCESS FACTOR OF THEIR PROFESSIONAL SOCIALIZATION." Scientific Notes of V.I. Vernadsky Crimean Federal University. Sociology. Pedagogy. Psychology 6(72), no. 4 (2021): 99–107. http://dx.doi.org/10.37279/2413-1709-2020-6-4-99-107.
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In article features of subject conceptual and terminological training of teachers in the field of life safety as important condition of their professional socialization are discussed. Professional socialization of students is a complex process of their integration into professional assemblage on the basis of mastering of professional experience and professional culture. The important role in this process is played by professional communications, to master which without knowledge of «professional language» it is impossible. Free possession of professional concepts and technical terms is real professional skill and an obligatory condition of personal and professional growth, that allows to react confidently in professional environment. Thus success of professional socialization of students during higher school training is largely defined by their readiness for using effective professional communications. The content of concrete vocational training of teachers of life safety is introduced by three «thematic lines» — safety in extreme situations, medical and biologic bases of life safety, extreme situations of social character and protection against them. Each thematic line forms, uses and enriches own terminological field. These terminological fields are sated by flock of various concepts and consequently require the enhanced training on their mastering. In the modular undergraduate program students form their terminological literacy, while the Master program is directed on developing the students’ terminological competence. The selection of methods and relevant educational technologies in the field of learning professional terminology was carried out in the course of studying of subject matters taking into account their specificity and academic semester.