Academic literature on the topic 'Specialist studies in education'
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Journal articles on the topic "Specialist studies in education"
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Keskin, Yusuf. "US Influence On The Education System In Turkey: An Analysis Of Reports By American Education Specialists." Journal of International Education Research (JIER) 10, no. 3 (July 1, 2014): 229–36. http://dx.doi.org/10.19030/jier.v10i3.8742.
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This study aimed to analyse reports prepared by American education specialists visiting Turkey from the Proclamation of the Republic till the end of the 1950s to inspect Turkeys education system. In accordance with this purpose, first, the foreign specialists reports are briefly introduced chronologically and then American specialist reports are analysed. This study examined reports prepared by J. Dewey (1924), Beryl Parker (1934), the committee under the presidency of E. Walter Kemmerer (1933-1934), W. Dickerman (1951), John Rufi (1951), R. J. Maaske (1953), and M. Costat (1955). These seven reports were selected for analysis as they were published by the Ministry of National Education. Since the main source of data for the study was the reports of American specialists, document analysis - a qualitative research method - was employed. It is important to check the originality of the written sources acquired for document analysis. As the Ministry published all the reports as a book, they qualify as original, first-hand sources. Secondary data sources were reviews or explanatory studies on Turkeys education history and foreign specialist reports. The study ascertained that the reports prepared by American specialists largely corresponded; the observations and recommendations in the reports essentially focused on the same issues. Based on these similarities, it can be inferred that all the specialists stayed informed of each other and correctly identified the problems in the Turkish education system.
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Karandashev, Victor N. "Professional psychologists’ education in Russia." Psychology Teaching Review 7, no. 2 (September 1998): 32–38. http://dx.doi.org/10.53841/bpsptr.1998.7.2.32.
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This paper describes the current education of professional psychologists in Russia. In the university system there are three initial types of education leading to a specialist degree, a bachelor’s degree, or a master of psychology degree. The most common type is the five year education leading to the specialist degree. Specialist education is mostly generic but specialisms (majors) are available in 16 different fields of psychology. Students also study general humanities and socio-economic disciplines, mathematics and general science, general professional disciplines, and other specialisms.Education in the system of pedagogical universities and other higher pedagogical institutions leads to the award of specialist degrees in educational psychology.It is possible to continue professional psychological education in Russia through postgraduate study leading to the degree of Kandidat of Psychological Sciences (equivalent to a PhD degree). The highest qualification in professional psychology is the degree of Doctor of Psychological Sciences.There are two main programmes for students who have completed their initial studies in disciplines other than psychology, and there are many further additional qualification and re-qualification programmes for professional psychologists.Psychology teaching in Russia has three different types of curricula depending on whether the goal of psychological education is to provide a training in professional psychology, a training for professionals in other disciplines or training for school teachers. This paper focuses on the psychological education of professional psychologists.
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García-Goñi, Manuel. "Specializing Nurses as An Indirect Education Program for Stoma Patients." International Journal of Environmental Research and Public Health 16, no. 13 (June 27, 2019): 2272. http://dx.doi.org/10.3390/ijerph16132272.
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Education programs are beneficial for patients with different chronic conditions. Prior studies have examined direct education, where information is transferred directly to patients. In contrast, in this program, information is transferred directly to nurses who become specialists and transfer education individually to patients. Hence, this paper evaluates the impact of having specialist nurses for stoma patients at hospitals, as those nurses provide healthcare to patients but also inform and educate patients about their condition and needs. The analysis uses an observational study with ostomized patients in Spain at hospitals with and without specialist nurses, and measures health service utilization and health-related quality of life (HRQL), besides performing a cost analysis and a cost-effectiveness analysis at both types of hospitals. The results show that patients with access to specialist nurses self-manage better, present lower adverse events and a better evolution of HRQL, and significantly demand more consultations with specialist nurses and less to A&E, primary care or specialists, resulting in important savings for the health system. Consequently, specializing or hiring nurses to provide indirect education to stoma patients is cost-effective and highly beneficial for patients. This type of indirect education strategy might be considered for specific conditions with low incidence or difficulties in identifying target patients or delivering information directly to them.
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Keating, Xiaofen D., Ke Zhou, Jingwen Liu, Rulan Shangguan, Yao Fan, and Louis Harrison. "Research on Preservice Physical Education Teachers’ and Preservice Elementary Teachers’ Physical Education Identities: A Systematic Review." Journal of Teaching in Physical Education 36, no. 2 (April 2017): 162–72. http://dx.doi.org/10.1123/jtpe.2016-0128.
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The purposes of this project were to conduct an overall review of research on preservice physical education (PE) teacher (referred to preservice PE teachers as preservice specialist) and/or preservice elementary teacher (referred to preservice elementary teachers as preservice generalist) PE identities and to identify any new trends in research on the topic. Studies were selected for analysis through searches of databases in English without time limits. In total, 27 articles were identified including 14 data-based studies. The majority of the selected studies (85.7%) employed qualitative methods. Research on the topic was not dominated by any single country. The focus of previous research was centered on determinants of preservice specialists’ PE identity construction such as PE coursework and student teaching. Information about the development and measurement of PE identity among preservice specialists and generalists is still sparse. More research on examining the complexity, nurturing, and reshaping of PE identities is needed.
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Benera, Valentyna, and Tsisaruk. "PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS OF EMPLOYMENT EDUCATION AND TECHNOLOGIES IN HIGHER EDUCATION ABROAD." Scientific bulletin of KRHPA, no. 12 (2020): 56–71. http://dx.doi.org/10.37835/2410-2075-2020-12-7.
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Foreign experience of problem of professional development of future specialists is examined in the article, professional preparation of future teachers of labor studies and technologies is analyzed in particular. A study of scientific materials is undertaken in relation to experience of professional development of future teachers of technologies in countries, that is distinguished by the high level of pedagogical education, - to the USA, Great Britain and Poland. Exactly these countries on the draught of many years demonstrate the high indexes of quality education in relation to professional preparation of future teachers and them professional development in further pedagogical activity. The special attention is deserved by schools of professional development of teachers of technologies in the USA, that not only prepare future teachers but also care of professional development of practical teachers-workers, increase of level of their pedagogical activity. Also, it is marked in the article, that at higher school of Great Britain there is support of the state from development of technology, that shows up in providing of standards and software with the aim of realization of competence approach and professional self-development of future teachers and teachers that work. Different vector of forms of organization of educational process at higher school of Great Britain assist a free choice the student of certain form of studies or their combination, to academic mobility with taking into account of his inclinations and making and professional increase of the future specialist. On the basis of analysis of professional preparation at higher school of Poland investigational, that professional development of future specialist comes true through at level to the licentiate and master's degree studios and provided by configuration of approach of the systems from introduction of the Polish system of vocational orientation on studies on speciality to realization of practical preparation with introduction of the modern practice-oriented forms and methods of studies in the conditions of application of interactive technologies in the subject-subject interaction with the teacher of higher school and orientation on self-realization, achievement of success on the stage professional preparation and further professional to development. The results of logical-systemic analysis of scientifically-pedagogical literature in relation to professional development of future teachers of technologies in foreign countries allow to assert that scientists show the increase personal interest the problem of preparation of teachers in other countries. Keywords: professional development, future teacher of labor studies and technologies, specialist, professional preparation, foreign experience
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Kanapickaitė, Jolanta. "Individualization and Communality in the Context of Vocational Training." Pedagogika 110, no. 2 (June 10, 2013): 57–65. http://dx.doi.org/10.15823/p.2013.1819.
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This article discloses individualization / communality in the studies process of designers, photographers-technologists, engineers, marketing, communications and health care specialists. The research was done in 2009–2012 years of studies in Vilnius college, Kaunas college, International school of law and business, Vilnius Gediminas technical university, Vilnius Art academy, Vilnius college of technologies and design studies programs: marketing, advertisement, marketing and management, creative industries, visual communication, general practice nursing, biomedical diagnostics, hygienic and decorative cosmetics, physical therapy, graphic design, interior design, interactive design and photography technologies, building services, construction, geodesy and cadaster, heating energetic. The aim of this article is to disclose individualization / communality in the vocational studies process of designers-photographers technologists, engineers, marketing, and communication and health care specialists. Research data showed what communality the general direction of engineers’ and health care specialist vocational is training. And the statistical data analysis revealed the following: artist and manager named individualization as a general direction of vocational training.
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Rachayon, Suphatha. "A Language Teacher in the ESP Classroom: Can We be a Successful Dweller in This Strange and Uncharted Land?" English Language Teaching 13, no. 9 (August 28, 2020): 119. http://dx.doi.org/10.5539/elt.v13n9p119.
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The English for specific purposes (ESP) classroom has been described by a number of scholars as a strange and uncharted land for many language teachers. This is because ESP is designed to meet the specific needs of the learner, making it related to subject specialist content. Accordingly, some people feel that language teachers without a specialist subject background are “unqualified” to teach ESP courses. Rather, subject specialists should be the ones who teach these courses even though, in many cases, they are not trained to teach language. This paper therefore aims to find out whether it is possible that language teachers, who have limited subject specialist knowledge, can “settle down” happily in this strange and uncharted land. Reviews of the literature and previous studies of related topics, namely the definition of ESP, subject specificity, subject specialist knowledge, strategies for dealing with a lack of subject specialist knowledge, and the roles of the ESP practitioner, are discussed first. Then, the answer to the question is presented at the end.
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Fényes, Márta, and Zsuzsa Cselkó. "Terápiás lehetőségek alkalmazása a dohányzók leszokásának segítésére a kardiológiai gyakorlatban." Cardiologia Hungarica 51, no. 5-6 (2021): 348–53. http://dx.doi.org/10.26430/chungarica.2021.51.5.348.
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The role of smoking in the development and the prognosis of cardiovascular disease had been clearly demonstrated. During cardiology specialist care and rehabilitation, the secondary prevention and targeted treatment of patients’ risk factors is a daily therapeutic routine in the line of specialist and assistant tasks. Organized support for smoking cessation is strongly recommended in the context of cardiology specialist care and rehabilitation for both high-risk population and those who had experienced a cardiac event or smokers with a chronic heart disease. Up-to-date and personalized physician’s advice on quitting smoking significantly increases the willingness to quit. For those who are motivated to quit, the success of the quit attempt is enhanced by combining the required level of counseling with personalized pharmacotherapy.
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NOZHKO, I. O., M. M. PELYPENKO, and D. V. LAHNO. "THE ROLE OF SCIENTIFIC AND RESEARCH WORK IN THE PROCESS OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE SPECIALISTS OF FIRE SAFETY OF HIGHER EDUCATIONAL ESTABLISHMENTS OF SES OF UKRAINE." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 108–14. http://dx.doi.org/10.31494/2412-9208-2021-1-3-108-114.
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The authors proved that such personality qualities as readiness for self-education, creativity are particularly important for the specialist of fire safety. It is highlighted that the research work become increasingly important and are transformed into one of the main components of training future specialist of civil protection in terms of higher education. The role of research work for future specialists of civil protection in the process of their professional competence are analyzed. Reasoned scientific position on the need for a rational combination of traditional and innovative forms and methods of both auditorium and non- auditorium activities are grounded; the complexity level of research aims; compliance with the ratio between auditorium and non-auditorium activities; providing individual and differentiated approaches; matching student’s interests and opportunities with the curriculum requirements or the aims and objectives of research work; ensuring the adequate numbers of reference and methodological literature, guidance on the separate tasks implementation; usage of digital libraries (learn using electronic textbook, e-lectures, abstracts, usage of electronic educational and methodical complex); control over the implementation of research tasks. Principles of preparing of future specialists of fire safety to research activity: consistency, continuity, comprehensiveness, integration, predictability, scientific and innovational principles are defined. Research work of future specialists of fire safety are examined on the basis of characteristics and prospects of higher education due to the competence approach, which are aimed at the development of new scientific knowledge, theoretical systematization of objective knowledge about the nature of the profession. Perspectives of further scientific studies are in researching the development of criteria, levels and indicators for assessing the research quality. Key words: professional competence; specialist of fire safety; research activity.
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Kane, Chikako, Kenshi Takechi, Masayuki Chuma, Hiroshi Nokihara, Tomoko Takagai, and Hiroaki Yanagawa. "Perspectives of non-specialists on the potential to serve as ethics committee members." Journal of International Medical Research 47, no. 5 (January 24, 2019): 1868–76. http://dx.doi.org/10.1177/0300060518823941.
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Objective In Japan, under the new Clinical Trials Act pertaining to investigator-initiated clinical trials that came into effect on 1 April 2018, review boards should review proposed clinical trials while considering written opinions from specialists. Additionally, involvement of non-specialists is mandatory, and attention is being placed on their effective contributions. This study was performed to determine representative key issues with which to promote these contributions. Methods This qualitative study was conducted in 2018 using a focus group interview of six non-specialists regarding perspectives on clinical research itself and research ethics committees. Results For perspectives on clinical research itself, 33 codes were established and sorted into 2 categories and 6 subcategories relating to ambivalence toward clinical research. For perspectives on research ethics committees, 54 codes were established and sorted into 3 categories and 10 subcategories relating to the theme “knowledge and an environment that promotes non-specialist members’ participation.” One notable result was the willingness of participants to obtain details about a study should they be selected. Conclusions The results suggest that detailed explanation of a particular study would encourage non-specialist members to participate in a clinical research review committee. Education aimed at non-specialist participation should therefore be considered in future studies.
Dissertations / Theses on the topic "Specialist studies in education"
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Childerhouse, Helen. "Supporting children with 'Social, Emotional and Behavioural Difficulty (SEBD)' in mainstream : teachers' perspectives." Thesis, Sheffield Hallam University, 2017. http://shura.shu.ac.uk/16546/.
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In this small-scale, qualitative study, the experiences of nine teachers who support learners identified with social, emotional and behavioural difficulties (SEBD) in mainstream primary schools are considered. A narrative approach enabled teachers to share their complex portrayals of practices and feelings about their roles. Perspectives on models of disability and disability rights, performativity, professional identity for teachers, and SEBD, have informed analysis and understanding of the stories teachers told. The study explores how the relationship between teachers’ professional identity and well-being and the expectations imposed upon them in a neoliberal influenced education system brings about pressures and concerns. Attempts by the teachers to achieve a balance between what they feel they ought to do (to meet policy expectations) and what they feel they should do (to meet the entitlements of children) has led to excessive workloads and complex emotional responses. Reflections on the way these teachers constructed discourses about why some children exhibit disruptive and challenging behaviours provide an understanding of how their negotiation of this challenging context impacts on the relationships they form with the children. The findings suggest that teachers experience confusion due to the complexities and contradictions they are faced with when trying to support learners identified with SEBD in an education system which incorporates policies guided by different models of disability. The study concludes by suggesting that teachers’ critical reflection on the discourses they have constructed in relation to models of disability could bring about a new way of shaping their practice. It is argued that a rights-based approach to teaching children who exhibit challenging, disruptive and concerning behaviours would emancipate children from the restrictive views and beliefs teachers seem to have developed. Approaches which focus on children’s rights to inclusive learning opportunities, which reflect their entitlement to an education, would go some way to addressing the confusion, contradiction and pressures these teachers described.
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Alzaidi, Faten Abdulhadi. "An exploratory study on educating learners with ASD in primary inclusive setting in Saudi Arabia : issues, attitudes, and challenges." Thesis, University of Lincoln, 2017. http://eprints.lincoln.ac.uk/28651/.
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The purpose of this research is to facilitate the development and understanding of inclusive education for students with Autism Spectrum Disorder (ASD) in Saudi Arabia. The study is located within Riyadh, a city in Saudi Arabia. The culture and religion of Saudi society are central themes in this study. ASD is a complex disorder due to its characteristics, which include a lack of social skills, communication difficulties, and behaviour problems. A range of qualitative methods were adopted; interviews with twenty general education teachers (GT) and special education teachers (SET) as well as participant observation in five schools. The research seeks to identify the attitudes and practices of primary school teachers in terms of their support for children in mainstream schools. The study shows that teachers are mostly supportive and have positive attitudes toward the inclusive education of learners with ASD. The study shows barriers to inclusive education, for example, lack of time, overcrowded classrooms, curriculum, attitudes, lack of training, teaching methods and school environments and the extent to which mainstream school buildings and classrooms are suitable for inclusion of students with Special Educational Needs (SEN) in general and, more specifically, for students with ASD. Another factor that emerged from the study to support inclusive education was peer tutoring. All the teachers involved in the study are qualified in education but they need additional training and knowledge about inclusion and ASD. Finally, the study provides some practical recommendations as well as some ideas for future research and other activities.
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Tynan, Fionnuala. "Experiencing educational inclusion : children with Williams syndrome in Ireland." Thesis, University of Lincoln, 2014. http://eprints.lincoln.ac.uk/26376/.
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This thesis explores the educational inclusion experiences of children with Williams syndrome (WS) in Irish primary schools from the perspectives of the children, their parents and teachers. Almost equal numbers of parents chose mainstream and special-education placements for their child with WS, although this choice was complex. Parents were very satisfied with their child’s education regardless of setting. Parental and teacher perceptions of the WS educational profile differed little. Teachers presented a slightly broader profile, yet showed less awareness than parents of anxiety in the children. Findings indicate a capacity in the children to learn Irish and other languages successfully, despite their entitlement to exemptions from language learning in the Irish educational system. Some features associated with WS (such as sociability) enhance the inclusion of learners with WS, while certain maladaptive behaviours impede it. Evidence suggests that maladaptive behaviours may be caused by high anxiety and poor expression of emotion due to poor comprehension of negative emotions. In addition, these children display more internalizing and self-regulatory behaviours, when parent and teacher data is compared, than has previously been noted in the literature, which may actually negatively impact on the child’s educational inclusion. Both parents and teachers support the children’s learning but teachers’ special education experiences and professional development influenced quality of supports and, hence, quality of educational inclusion. Some strategies used successfully by individual teachers to support learners with WS are those traditionally associated with autism, despite the sociability associated with WS. The children had clear images of themselves as learners and could identify personal learning strengths and challenges. Their liking for physical and social activities may be important aids to concentration, participation and, hence, inclusion. Different interpretations of inclusion were evident from parents and teachers. A definition of inclusion was proposed to compare educational placements. Such a comparison showed that Irish mainstream placements should not necessarily be viewed as the most inclusive educational setting for learners with WS. Consequently, a framework, based on the individual education planning process, proposes a way to maximize the educational inclusion of children with WS, regardless of setting.
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Roberts, Lesley. "The challenges facing leaders and managers in the independent special school sector : a changing agenda." Thesis, University of Lincoln, 2008. http://eprints.lincoln.ac.uk/1844/.
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This study investigates the challenges facing leaders and managers of independent special schools during the period during when inclusion of SEN students in mainstream schools has been government policy. The challenges investigated centre around ascertaining the key role of these schools at this time, the general challenges they have faced, and the implications for them in the years ahead. This has included research on how independent special schools respond to external demands and expectations and how they balance these with their own internal imperatives. The research was carried out using an empirical phenomenological approach, with the objective of gathering qualitative data through the undertaking of interviews at both the micro and meso level of the organisational structures involved in SEN education. Participants were drawn from three approved independent special schools and three non-maintained special schools from the south east regions of England. Schools represented varying medical forms of SEN such as deafness, physical disabilities, severe learning difficulties and specific learning difficulties. Interviewees consisted of the headteacher, a deputy and classroom teacher from each school and the data was triangulated through documentation analysis using the participating schools’ recent OFSTED and CSCI reports as well as interviews with three SEN Caseworkers employed by three different LEA regions. The findings revealed that a key role for independent special schools is propping up a seemingly failing national strategy. Challenges arise from educational matters when internal visions of what good special education should mean are over-ridden by external ideologies. External accountability tends to suppress innovation and change within the school by making the change process unwieldy. External accountabilities are inclined to conflict when they encroach upon the professionalism of staff, yet complement internal interests by effecting motivation to question objectives more closely. Balancing internal/external accountabilities is no problem for these leaders and managers, because their internal imperatives will always come first. Implications for the years ahead will arise from the success or failure of the national inclusion strategy to accommodate a rising number of SEN students under limited state provision.
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Thomas, Meurig Owen. "Perceptions of the actions, initiatives, policies and successes, or otherwise, of the post 1997 UK Government for the education of gifted and talented children, as outlined in its Excellence in Cities proposals." Thesis, University of Lincoln, 2002. http://eprints.lincoln.ac.uk/1865/.
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This paper enquires into the implementation of the Government’s directives for the education of the ‘gifted and talented’, as specified in the ‘Excellence in Cities’ (EiC)document. The term ‘gifted and talented’ (GaT) has been determined by government diktat and its appropriateness is examined, as are the arguments about precise definitions, the identification of such children and the rationale for the Government choice. The current concern has its roots in the past, demanding an examination of the political and educational raison d’être for the evolving policies. The assessment of the results of such policies and arrangements sheds light on their suitability and relevance for the future and are thus considered. The experience of others to provide an appropriate education and the arrangements needed to facilitate the process justify a consideration of an international perspective. The examination of the philosophy, current arrangements made elsewhere and innovative proposals for the future of the education of the able aids the establishment of the criteria with which to judge the viability and implementation of the EiC arrangements. The methodology used to obtain research data involves interviews with those responsible for implementing the EiC directives at both City and school/college level. Their answers illuminate their approach and aspirations for the education of the GaT. The success of the policy and its implementation is assessed by means of a critical analysis of the management decisions taken, and the consequences at both City and School/College level. Triangulation is accomplished by the additional use of the data gained from expert witnesses, thus helping to determine the viability and practicality of the arrangements made and envisaged. The post modernist stance of the author, coupled with a qualitative methodology, and a possible initial bias towards a revisionist view of how the education of the able should be organised, should not necessarily invalidate the conclusions reached.
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Peach, Deborah. "Improving the provision of learning assistance services in higher education." Thesis, Griffith University, 2003. https://eprints.qut.edu.au/45464/8/Deborah%20Peach%20Thesis.pdf.
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This study is motivated by the need to look continually for ways to improve Griffith University's learning assistance services so that they meet the changed needs of stakeholders and are at the same time cost-effective and efficient. This study uses the conceptual tools of cultural-historical activity theory and expansive visibilisation to investigaate the developmenet and transformation of learning assistance services at Griffith University, one of Australia's largest mult-campus universities.
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Mukherjee, Michelle M. "Technological tools for science classrooms : choosing and using for productive and sustainable teaching and learning experiences." Thesis, The University of Queensland, 2013. https://eprints.qut.edu.au/66862/1/s41236307_phd_thesisfinal.pdf.
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In this age of rapidly evolving technology, teachers are encouraged to adopt ICTs by government, syllabus, school management, and parents. Indeed, it is an expectation that teachers will incorporate technologies into their classroom teaching practices to enhance the learning experiences and outcomes of their students. In particular, regarding the science classroom, a subject that traditionally incorporates hands-on experiments and practicals, the integration of modern technologies should be a major feature. Although myriad studies report on technologies that enhance students’ learning outcomes in science, there is a dearth of literature on how teachers go about selecting technologies for use in the science classroom. Teachers can feel ill prepared to assess the range of available choices and might feel pressured and somewhat overwhelmed by the avalanche of new developments thrust before them in marketing literature and teaching journals. The consequences of making bad decisions are costly in terms of money, time and teacher confidence. Additionally, no research to date has identified what technologies science teachers use on a regular basis, and whether some purchased technologies have proven to be too problematic, preventing their sustained use and possible wider adoption.
The primary aim of this study was to provide research-based guidance to teachers to aid their decision-making in choosing technologies for the science classroom. The study unfolded in several phases. The first phase of the project involved survey and interview data from teachers in relation to the technologies they currently use in their science classrooms and the frequency of their use.
These data were coded and analysed using Grounded Theory of Corbin and Strauss, and resulted in the development of a PETTaL model that captured the salient factors of the data. This model incorporated usability theory from the Human Computer Interaction literature, and education theory and models such as Mishra and Koehler’s (2006) TPACK model, where the grounded data indicated these issues. The PETTaL model identifies Power (school management, syllabus etc.), Environment (classroom / learning setting), Teacher (personal characteristics, experience, epistemology), Technology (usability, versatility etc.,) and Learners (academic ability, diversity, behaviour etc.,) as fields that can impact the use of technology in science classrooms.
The PETTaL model was used to create a Predictive Evaluation Tool (PET): a tool designed to assist teachers in choosing technologies, particularly for science teaching and learning. The evolution of the PET was cyclical (employing agile development methodology), involving repeated testing with in-service and pre-service teachers at each iteration, and incorporating their comments i ii in subsequent versions. Once no new suggestions were forthcoming, the PET was tested with eight in-service teachers, and the results showed that the PET outcomes obtained by (experienced) teachers concurred with their instinctive evaluations. They felt the PET would be a valuable tool when considering new technology, and it would be particularly useful as a means of communicating perceived value between colleagues and between budget holders and requestors during the acquisition process. It is hoped that the PET could make the tacit knowledge acquired by experienced teachers about technology use in classrooms explicit to novice teachers. Additionally, the PET could be used as a research tool to discover a teachers’ professional development needs. Therefore, the outcomes of this study can aid a teacher in the process of selecting educationally productive and sustainable new technology for their science classrooms.
This study has produced an instrument for assisting teachers in the decision-making process associated with the use of new technologies for the science classroom. The instrument is generic in that it can be applied to all subject areas. Further, this study has produced a powerful model that extends the TPACK model, which is currently extensively employed to assess teachers’ use of technology in the classroom. The PETTaL model grounded in data from this study, responds to the calls in the literature for TPACK’s further development. As a theoretical model, PETTaL has the potential to serve as a framework for the development of a teacher’s reflective practice (either self evaluation or critical evaluation of observed teaching practices). Additionally, PETTaL has the potential for aiding the formulation of a teacher’s personal professional development plan. It will be the basis for further studies in this field.
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Rauschenbach, James Walter. "Case studies of effective physical education specialists : relationships among curricular values, teaching strategies, and student involvement /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779120908921.
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Daniels, Ardela. "The practice of school systems consultation by the educational psychologist : a reflection on the process at a school for specialised education." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/17450.
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Bibliography: pages 71-78.Educational Psychology has been defined in the past as an interventionist profession, mainly focused on the alleviation of educational problems that interfere with the educational process. Currently a paradigm shift seems to herald new opportunities for the profession to develop whole school approaches and devote less of its time to individual case work. Educational psychologists world-wide foresee a broadening in the focus of their work to include a larger commitment to consultancy and school systems development. The benefits are seen in terms of the more efficient use of time, eliciting wider ranging change and the opportunity for offering a preventative approach to service delivery. School systems consultation represents such an approach. This study explores the practice of school systems consultation using an action research approach. It is argued that action research methodology provides a framework to contain and guide the complex developments which emerge once the consultation gets under way. Central concepts in an action research approach such as collaboration, participation and reflection are analysed and reflected upon in terms of the opportunities and constraints they presented to school systems consultation as a service delivery option for the educational psychologist. The role of the educational psychologist in South Africa has been conservative and the shift towards a more socially accountable one seems inevitable if such services are to be regarded as appropriate. The role of the educational psychologist as change agent in the transformation process in the South African education system is explored in this study.
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Nalwasky, Celeste DiCarlo. "The middle school concept case studies exploring the assumed role of the school library media specialist /." 1990. http://books.google.com/books?id=V6zgAAAAMAAJ.
Full textBooks on the topic "Specialist studies in education"
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Karjalainen, Lahja. Kansainvälisen korkeakouluverkoston kehittäminen: Arviointitutkimus Barents Specialist -hankkeesta Rovaniemen ammattikorkeakoulussa. Rovaniemi: Lapin yliopisto, 2007.
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Muijnck, Sam, and Joris Tieleman. Economy Studies. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463726047.
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The Economy Studies project emerged from the worldwide movement to modernise economics education, spurred on by the global financial crisis of 2008, the climate crisis, and the COVID-19 pandemic. It envisions a wide variety of economics graduates and specialists, equipped with a broad toolkit, enabling them to collectively understand and help tackle the issues the world faces today. This is a practical guide for (re-)designing economics courses and programs. Based on a clear conceptual framework and ten flexible building blocks, this handbook offers refreshing ideas and practical suggestions to stimulate student engagement and critical thinking across a wide range of courses. Key features Adapting Existing Courses: Plug-and-play suggestions to improve existing economics courses with attention to institutions, history, values and practical skills. Teaching materials: A guide through the rapidly growing range of innovative textbooks and other teaching materials. Example Courses and Curricula: How to design pluralist, real-world economics education within the practical limits of time and resources. The companion website, www.economystudies.com, contains a wealth of additional resources, such as tailor-made booklets for more specific audiences, additional teaching materials and links to plug-and-play syllabi and courses, and opportunities for workshops and exchange with other economics educators.
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Baryshnikov, Nikolay. Fundamentals of professional intercultural communication. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1391408.
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The textbook examines the fundamental problems of professional intercultural communication, outlines the main components of the professional competence of a specialist in intercultural communication, his personal qualities necessary for successful professional activity.
The author's concept of attack strategies and self-defense strategies in the communicative battles of professionals is presented.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students studying in the areas of training and specialties: 45.03.02 "Linguistics": profiles "Theory and practice of intercultural communication" and "Theory and methodology of teaching foreign languages and cultures"; 45.05.01 "Translation and translation studies"; 41.03.05 "International relations"; 41.06.01 "Political sciences and regional studies". It is also of interest to specialists in the field of intercultural communication.
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United Kingdom Central Council for Nursing, Midwifery and Health Visiting. Standards for specialist education and practice. London: United Kingdom Central Council for Nursing, Midwifery and Health visiting, 1998.
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United Kingdom Central Council for Nursing, Midwifery and Health Visiting. Standards for specialist education and practice. London: United Kingdom Central Council for Nursing, Midwifery and Health visiting, 2001.
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United Kingdom Central Council for Nursing, Midwifery and Health Visiting. Standards for specialist education and practice. London: United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 2001.
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Peter, Rudd, and National Foundation for Educational Research in England and Wales., eds. High performing specialist schools: What makes the difference? Slough: National Foundation for Educational Research in England and Wales, 2002.
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Quality Assurance Agency for Higher Education. Education studies. Gloucester: Quality Assurance Agency for Higher Education, 2000.
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Ward, Stephen, ed. Education Studies. Abingdon, UK: Taylor & Francis, 2004. http://dx.doi.org/10.4324/9780203478233.
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J, Choun Robert, ed. Directing Christian education: The changing role of the Christian education specialist. Chicago: Moody Press, 1992.
Find full textBook chapters on the topic "Specialist studies in education"
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Fletcher, Tim. "Using Self-Study to Develop a Pedagogy of Elementary Teacher Education: Addressing the Specialist-Generalist Issue." In Self-Studies of Science Teacher Education Practices, 85–102. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3904-8_6.
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Goh, Hock Huan, Jinzhan Lin, and Chunsheng Zhao. "Chapter 13. Specialised corpora for Chinese language education in Singapore." In Studies in Chinese Language and Discourse, 265–95. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/scld.10.13goh.
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Molnes, Sven Inge. "Facilitating Learning Activities in Further Education and Master’s Program in Oncology Nursing." In How Can we Use Simulation to Improve Competencies in Nursing?, 25–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_3.
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AbstractThe number of patients with cancer is increasing, resulting in complex disease patterns and multifaceted patient needs. Both the municipal health service and specialist health services face growing challenges. Oncology nursing students must be trained to see situations comprehensively, act when a patient’s situation worsens, and communicate effectively with the patient and the patient’s relatives. Much of this training will take place during the students’ practice studies, but these periods are short, and there are many aspects of nursing for students to focus on. Simulation offers one option for promoting learning in nursing education. Simulation is an effective supplement to traditional lectures in oncology nursing programs, giving students the opportunity to rehearse their skills and learn where they need more practice.
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Trimboli, Shannon. "Education Program Specialist." In Real-Life Science Mysteries, 6–13. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237648-2.
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Turnbull, Lucy. "Obesity - specialist management." In Dietetic and Nutrition Case Studies, 125–30. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119163411.ch33.
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Resta, Paul E. "The IT Specialist." In Handbook on Information Technologies for Education and Training, 399–410. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-07682-8_25.
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Brodzinski, Emma. "Specialist Knowledge: Theatre in Health Education." In Theatre in Health and Care, 56–88. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230293496_3.
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Wetton, Pauline. "Physical Education as a Specialist Subject." In The Role of Subject Knowledge in the Early Years of Schooling, 168–77. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003322283-11.
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Ebersold, Serge, and Mary Kyriazopoulou. "Resourceful Specialist Support to Enable Inclusive Education." In Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1179-6_58-1.
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Ebersold, Serge, and Mary Kyriazopoulou. "Resourceful Specialist Support to Enable Inclusive Education." In Encyclopedia of Teacher Education, 1579–84. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_58.
Full textConference papers on the topic "Specialist studies in education"
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Milenkovic, Sladjana, Mirjana Nikolic, and Gordana Mijailovic. "PRESCHOOL TEACHERS’ EDUCATION IN THE FIELD OF EARLY INCLUSION – EVALUATION OF SPECIALIST STUDIES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1902.
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Grigoryev, Al A. "Educational And Scientific Potential Of Regional Studies." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.53.
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Tsankov, Nikolay Sashkov, and Yana Velichkova Rangelova. "Intercultural competence in the professional training and qualification of education specialists." In 1st International e-Conference on Studies in Humanities and Social Sciences. Belgrade: Center for Open Access in Science, 2018. http://dx.doi.org/10.32591/coas.e-conf.01.07071t.
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Melnikas, Borisas. "Innovation management studies: technological advance and challenges of globalization." In Business and Management 2016. VGTU Technika, 2016. http://dx.doi.org/10.3846/bm.2016.33.
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The essence, principles, the needs and opportunities of the improvement of the innovation management studies, as well as main priorities and trends of the innovation management specialists education and training systems development are investigated and discussed. Main problems and improvement priorities in the field of innovation management studies, particularly – under contemporary conditions of globalization and in the context of the needs of technological advance, are identified and analyzed. A complex analysis of current situation and of the development of innovation management studies and of innovation management specialists education and training systems modernization processes and problems is presented. Special attention is paid to innovation management specialists education, training and development under contemporary conditions and challenges of globalization, knowledge based society creation, European integration and the European Union’s enlargement, as well as to the needs of the improvement of innovation management studies in accordance with the processes and priorities of the high technology sectors development and activation of the technological advance in general. The absence of well-founded general and special principles of innovation management studies and innovation management specialists education, training and development, as well as the absence of special principles of innovation management studies under contemporary conditions of globalization and in the context of the needs of technological advance could be defined as an especially important scientific, practical and research problem. An in-depth analysis of innovation management specialists’ development principles and practical experiences in the area of innovation management specialists education and training is provided.
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Fleischmann, Shirley T. "Educating the Citizen Engineer: Making a Case for Community Service in Engineering." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42809.
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The first two fundamental principles in the ASME Code of Ethics are that” engineers uphold and advance the integrity, honor and dignity of the engineering profession by: I. Using their knowledge and skill for the advancement of human welfare; II. Being honest and impartial, and serving with fidelity the public, their employers and clients…” These principles involve the concept of “the public good” and are properly part of engineering ethics — yet it is difficult to find a good place in the curriculum to address these principles. This paper will present the idea of using community service in engineering as a context for teaching this aspect of engineering ethics. The author has considerable experience in community service projects — related to engineering courses in which project work is required and graded, and also related to projects that involve purely voluntary efforts. Specific examples of projects that have been used will be given. The projects have also been presented as part of the larger Honor Concept that the author has been instrumental in developing for the School of Engineering at Grand Valley State University. “The habit of apprehending a technology in its completeness: this is the essence of technological humanism, and this is what we should expect education in higher technology to achieve. I believe it could be achieved by making specialist studies the core around which are grouped liberal studies which are relevant to those specialist studies. But they must be relevant; the path to culture should be through a man’s specialism, not by-passing it…A student who can weave his technology into the fabric of society can claim to have a liberal education; a student who cannot weave his technology into the fabric of society cannot claim even to be a good technologist.” Lord Ashby, Technology and the Academics
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Bubnys, Remigijus. "PROSPECTIVE CHILDHOOD PEDAGOGY SPECIALISTS' EXPERIENTIAL LEARNING TRENDS IN PRACTICAL STUDIES AT THE UNIVERSITY." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end021.
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He, Congxi, Shuang Wang, and Zhixin Cui. "Analysis on Evaluation Channels of Talent Training Quality for Marketing Speciality." In International Conference on Education Studies: Experience and Innovation (ICESEI 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201128.048.
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Zagorodnya, A. "Polish experience as professional training of economic industry specialists in the pedagogical education system of Ukraine." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-349-351.
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Klimenko, I. V. "FEATURES OF THE DEVELOPMENT OF ECOLOGICAL CONSCIOUSNESS OF STUDENTS DURING THEIR STUDIES AT THE UNIVERSITY." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-126-129.
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The article discusses the importance of the development of students’ ecological consciousness during the period of vocational training. Ecological consciousness is considered as an integrative formation of a personality, the structural components of which are motivational-value, cognitive, reflective, emotional and activity-practical. It is concluded that the motivational-value component of ecological consciousness is central and backbone. It is noted that the development of the ecological consciousness of students in the educational system of the university should be provided with a holistic complex of psychological and pedagogical conditions using various methods. It is concluded that for the effective development of the ecological consciousness of a future specialist, a specially organized environmentally-oriented educational environment is important.
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Nikula, Natalia. "The Formation of the Future Specialist Professional Culture in the Educational Space of the University." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/22.
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The article highlights the theoretical foundations on the formation of future specialist professional culture the in the field of professions "person-person". It is established that this is a purposeful, specially organized influence on the individual to improve his/her motivational sphere, value orientations, professional knowledge, skills and abilities, ability to empathy and reflection. This problem was studied by the author from the view of several scientific approaches: axiological, cultural, competence, activity. Based on the definitive analysis, the "professional culture of a specialist" concept is formulated, which is considered as a combination of professional and personal values and qualities of a specialist, his/her professional competence, which ensure highly effective fulfilment of professional duties based on reflection and self-development. Structural and semantic analysis allowed identifying components of the professional culture of future professionals i.e. value, cognitive, personal, and reflexive. The experimental research diagnostic tools of a formation condition of the future specialist professional culture in educational space of university are developed and tested: criteria, indicators, levels, techniques which reflect integrity of the investigated phenomenon structural components. The organizational and pedagogical conditions for the formation of the professional culture of the future specialist in the field of professions "person-person", which were implemented in the educational environment of the university, have been developed and theoretically grounded. An experimental study was fulfilled and the effectiveness of the proposed organizational and pedagogical conditions was proved.
Reports on the topic "Specialist studies in education"
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Bukataru, Y. S., O. V. Horbatiuk, and T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.
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The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.
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Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4632.
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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.
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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko, and Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4466.
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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.
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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.
Full textAbstract:
This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, all-too-often dominant leaders’ goals vis-à-vis the education sector can veer in other directions. In impersonal competitive contexts, a combination of strong formal institutions and effective processes of resolving disagreements can, on occasion, result in a shared commitment among powerful interests to improve learning outcomes—but in none of the case studies is this outcome evident. In Peru, substantial learning gains have been achieved despite messy top-level politics. But the Chilean, Indian, and South African case studies suggest that the all-too-common result of rule-boundedness plus unresolved political contestation over the education sector’s goals is some combination of exaggerated rule compliance and/or performative isomorphic mimicry. Personalised competitive contexts (Bangladesh, Ghana, and Kenya for example) lack the seeming strengths of either their dominant or their impersonal competitive contexts; there are multiple politically-influential groups and multiple, competing goals—but no credible framework of rules to bring coherence either to political competition or to the education bureaucracy. The case studies show that political and institutional constraints can render ineffective many specialised sectoral interventions intended to improve learning outcomes. But they also point to the possibility that ‘soft governance’ entry points might open up some context-aligned opportunities for improving learning outcomes. In dominant contexts, the focus might usefully be on trying to influence the goals and strategies of top-level leadership. In impersonal competitive contexts, it might be on strengthening alliances between mission-oriented public officials and other developmentally-oriented stakeholders. In personalised competitive contexts, gains are more likely to come from the bottom-up—via a combination of local-level initiatives plus a broader effort to inculcate a shared sense among a country’s citizenry of ‘all for education’.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov, and Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3749.
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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.
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Belue, Lisa M., Carmen L. Branham, Shirley R. Bryant-Harper, Joanne T. Callahan, and Thomas A. Carlson. 2002 Industry Studies: Education. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada426499.
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.
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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Osadchyi, Viacheslav, Hanna Varina, Evgeniy Prokofiev, Iryna Serdiuk, and Svetlana Shevchenko. Use of AR/VR Technologies in the Development of Future Specialists' Stress Resistance: Experience of STEAM-Laboratory and Laboratory of Psychophysiological Research Cooperation. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4455.
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The scientific article deals with the analysis of peculiarities of the use of innovative AR/VR technologies in the process of developing future special- ists’ stress resistance. Based on the analysis of the introduction of AR/VR tech- nologies in the context of the implementation of a competency-based approach to higher education; modern studies on the impact of augmented reality on the emotional states and physiological features of a person in a stressful situation, the experience of cooperation of students and teachers at the Laboratory of Psy- chophysiological Research and STEAM-Laboratory has been described. Within the framework of the corresponding concept of cooperation, an integrative ap- proach to the process of personality’s stress resistance development has been designed and implemented. It is based on the complex combination of tradition- al psycho-diagnostic and training technologies with innovative AR/VR technol- ogies. According to the results it has been revealed that the implementation of a psycho-correction program with elements of AR technologies has promoted an increase of the level of personality’s emotional stability and stress resistance. The level of future specialists’ situational and personal anxiety has decreased; the level of insecurity, inferiority, anxiety about work, sensitivity to failures has also decreased; the level of flexibility of thinking and behavior, ability to switch from one type of activity to another one has increased; general level of person- ality’s adaptive abilities has also increased. The perspectives of further research include the analysis of the impact of AR/VR technologies on the future profes- sionals’ psychological characteristics in order to optimize the process of im- plementing a learner-centered approach into the system of higher education.
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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3762.
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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.