Journal articles on the topic 'Specialist studies in education'
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1
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.
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Vaganova, N. O., V. M. Lopatkin, and A. S. Vasiliev. "Authenticity in vocational education." Transport Technician: Education and Practice 2, no. 2 (June 21, 2021): 147–57. http://dx.doi.org/10.46684/2687-1033.2021.2.147-157.
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An attempt was made to apply an authentic approach to teaching, which consists in creating conditions for the accumulation of students’ own experience in vocational education. The concept of “authenticity” establishes a connection between training and real production conditions and determines the quality of the personnel potential of enterprises.The work is based on theoretical studies of authentic education, the practice of training specialists in professional educational organizations. The solution of the set tasks was facilitated by the study of state regulatory documents, orders of the leaders of the railway industry on interaction with public organizations using methods of comparative analysis, comparing the data obtained, pedagogical observation, working out the practice of network interaction.An interpretation of the concepts “quality of personnel resources”, “quality of education” is proposed, the term “professional authenticity” is specified. The conditions for the formation of an authentic specialist are identified, indicators of the formation of professional authenticity are determined, the content of the interaction of a professional educational organizations and production is concretized to achieve an authentic goal. Rethinking the concept of “authenticity” made it possible to identify and describe the complex of organizational and pedagogical conditions for the formation of the professional authenticity of a future specialist.An authentic approach to education has gained relevance in the international educational community due to the applied nature and proposed new methods and technologies for training specialists, which causes the need for its further research.
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Vaitulionienė, Renata, and Dalia Augienė. "UGDYMO KARJERAI ĮGYVENDINIMAS GIMNAZIJOJE: LŪKESČIAI IR PROBLEMOS [IMPLEMENTATION OF CAREER EDUCATION IN GYMNASIUM: EXPECTATIONS AND PROBLEMS]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 10, no. 3 (December 15, 2018): 115–27. http://dx.doi.org/10.48127/spvk-epmq/18.10.115.
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The National Programme for the Development of Studies, Scientific Research and Experimental (Social and Cultural) Development for 2013–2022 claims that the society has become active, unanimous and lifelong learning, what is more, each person is open to changes, responsible and creative. The laws highlight that an educational institution has to ensure that every student attending it knows where, when and how to get the service of career education and vocational counselling. The research aimed at revealing functions of education specialists working in five biggest municipalities in Marijampole county, as well as guiding the implementation of career education in gymnasiums within Marijampole region. In order to find education specialists‘ opinion, a structured interview was carried out. The research data revealed that the service of career education is available in educational institutions. However, according to the position of the respondents, the service is not adequate to satisfy students` needs. The service of career education is not consistent, furthermore, career education specialists do not have an opportunity to achieve high quality in service provision since it lacks adequate financial support. Keywords: career education, specialist executive for career education, vocational counselling, vocational information.
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Derevyanko, K. I., V. P. Orlovskaya, and I. G. Filippova. "Creative thinking as a soft skill of an event industry specialist." Economics and Management 28, no. 3 (March 31, 2022): 267–80. http://dx.doi.org/10.35854/1998-1627-2022-3-267-280.
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Aim. The presented study aims to comprehensively analyze the problem of including creative thinking as a separate competence – an essential element of soft skills – into the results of mastering academic disciplines to increase the development resource of a service enterprise through the example of the event industry as part of the creative industry.Tasks. The authors investigate the correlation between the event industry and creative industries; substantiate the importance of creative thinking for an event industry specialist and the need to introduce creative thinking training into academic programs in the field of congress and exhibition activities.Methods. The theoretical and methodological basis of this study includes the works of Russian and foreign scientists and experts in the field of creativity and its role as a resource for the development of enterprises. The study uses the following types of analysis: comparative (comparison of approaches, ideas, experience of different countries in investigating the composition of creative industries), hermeneutic (interpretation of various aspects related to the analysis of the needs of educational practices in the development of creative thinking), and systems analysis.Results. The main problem of the study is a result of the current trends in the development of the creative economy and the event industry as its element. Today, there is no formalized market for creative industries with clear forms, rules, and subjects in Russia. There is no legislative framework or structured legal and financial mechanisms to support and develop creative industries. This is due to the fact that there is a background problem: creative industries are counter-intuitively distributed across the sectors of the Russian economy. The study also addresses the problem related to the concept of "creative industry", its content and limits, insufficient elaboration of questions about the justification of the place of the event industry and its affiliation with creative industries, lack of theoretical and practical developments in the field of creative thinking in the training of event industry specialists. This study serves as a prerequisite for reconsidering the role and importance of developing creative thinking skills as a mandatory element of the training of personnel for the event industry. The results of the study include opportunities for preparing applied solutions to the problem of developing creativity skills at the present stage of the event industry being promoted in Russia as a dynamically developing industry and the need to increase its contribution to the national economy. In particular, the main signs of the event industry's affiliation with creative industries in the modern interpretation of the content of this concept are identified, and the need to consider creative thinking as a separate competence for training in the field of the event industry is assessed.Conclusion. The special role of creative thinking is revealed, substantiating the need to distinguish a separate creative thinking competence and to consider it as an integral component of the results of mastering most of the disciplines of the professional cycle in the training of specialists for the event industry. From the authors' perspective, this will help to minimize the gap between the needs of the market and the essence of current educational programs, and to facilitate the comprehensive formation of the desired "advanced professional competencies" and "skills of the future".
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PRYBORA, Tetiana. "FORMING EMOTIONAL INTELLIGENCE OF THE FUTURE SPECIALIST IN HIGHER EDUCATIONAL ESTABLISHMENT." Humanities science current issues 2, no. 55 (2022): 301–6. http://dx.doi.org/10.24919/2308-4863/55-2-48.
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Kirichenko, A. V., and M. N. Strikhanov. "WorldSkills International and Its Place in Higher Education System." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 11 (December 3, 2019): 117–25. http://dx.doi.org/10.31992/0869-3617-2019-28-11-117-125.
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The article discusses the results of the impact of WorldSkills International Movement on the development of national higher education. The authors analyze the main stages of its development, the results of the implementation of WorldSkills standards in the Russian higher education system, dwell on the procedure for the formation of the system of competences that increase the competitiveness of modern specialists. The article includes algorithms for conducting demonstration WorldSkills standards exam, and makes the case for integrated studies to identify trends in the formation and development of professionalism in various activities, develop models of successful specialist, as well as use diagnostic technology to assess his/her personal and professional qualities. In addition, the authors show the relevance of educational innovation through the adaptation of WorldSkills system in conjunction with the modification of training system, and multiplying a promising experience and transfer it to different occupations.
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Lamanauskas, Vincentas. "UNIVERSITY MANAGEMENT: A FEW PROBLEMATIC THINGS." Problems of Management in the 21st Century 9, no. 1 (May 20, 2014): 5–7. http://dx.doi.org/10.33225/pmc/14.09.05.
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University activity and effective functioning is the object of constant discussions. This is taking place in all countries, having university education sector. It is understandable, that the context of every country is different, having individual traits and peculiarities. Lithuania is not an exception. The country’s higher education system experiences serious challenges, which are caused both by local socioeconomic changes and international global matters. Labour market dynamism and the changing society require flexible, innovative and creative lifelong learning possibilities. Higher education institutions do not limit themselves with basic specialist preparation, but search possibilities for the specialists and professionals to improve, change their specializations, train their personal abilities and develop high level professional competencies. Thus, continuing teaching (studies) at universities becomes more and more urgent.
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Vaccaro, Joan A., Kelitha Anderson, and Fatma G. Huffman. "Diabetes Self-Management Behaviors, Medical Care, Glycemic Control, and Self-Rated Health in U.S. Men by Race/Ethnicity." American Journal of Men's Health 10, no. 6 (July 8, 2016): NP99—NP108. http://dx.doi.org/10.1177/1557988315585590.
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Men, particularly minorities, have higher rates of diabetes as compared with their counterparts. Ongoing diabetes self-management education and support by specialists are essential components to prevent the risk of complications such as kidney disease, cardiovascular diseases, and neurological impairments. Diabetes self-management behaviors, in particular, as diet and physical activity, have been associated with glycemic control in the literature. Recommended medical care for diabetes may differ by race/ethnicity. This study examined data from the National Health and Nutrition Examination Surveys, 2007 to 2010 for men with diabetes ( N = 646) from four racial/ethnic groups: Mexican Americans, other Hispanics, non-Hispanic Blacks, and non-Hispanic Whites. Men with adequate dietary fiber intake had higher odds of glycemic control (odds ratio = 4.31, confidence interval [1.82, 10.20]), independent of race/ethnicity. There were racial/ethnic differences in reporting seeing a diabetes specialist. Non-Hispanic Blacks had the highest odds of reporting ever seeing a diabetes specialist (84.9%) followed by White non-Hispanics (74.7%), whereas Hispanics reported the lowest proportions (55.2% Mexican Americans and 62.1% other Hispanics). Men seeing a diabetes specialist had the lowest odds of glycemic control (odds ratio = 0.54, confidence interval [0.30, 0.96]). The results of this study suggest that diabetes education counseling may be selectively given to patients who are not in glycemic control. These findings indicate the need for examining referral systems and quality of diabetes care. Future studies should assess the effectiveness of patient-centered medical care provided by a diabetes specialist with consideration of sociodemographics, in particular, race/ethnicity and gender.
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Basturkmen, Helen. "ESP teacher education needs." Language Teaching 52, no. 3 (December 13, 2017): 318–30. http://dx.doi.org/10.1017/s0261444817000398.
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Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This plenary reviews themes in the literature on teacher education in ESP and reports on two research studies that investigated the practices and perspectives of experienced ESP and EAP teachers. Findings from the studies are discussed in relation to teacher education needs in this field.
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Aganina, Kundyz. "Educational programs as a tool for improving management in the higher education system." Pedagogy and Psychology 42, no. 1 (March 30, 2020): 62–71. http://dx.doi.org/10.51889/2020-1.2077-6861.08.
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One of the directions of improving management in the higher education system in the conditions of innovation is the training of managers in the field of education. As you know, the formation of professional competence of education managers must be carried out in accordance with innovative changes in the field of education. In the article, having analyzed the prepared works on improving management in the field of education in recent years, the review of scientific projects carried out in this direction was conducted at the Kazakh national pedagogical University named after Abay. These works show an increase in the need for training managers in the field of education. The updated curricula in accordance with the law «On the status of a teacher», which describes the educational programs «Management in education» for master’s and doctoral studies and the elective course «Management in higher education», developed to meet these needs, are described as models for future specialists. Services, activities and training results of the future specialist are presented.
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Grambaitė, Ramunė, Linas Bieliauskas, Evelina Grušauskienė, and Albinas Bagdonas. "Clinical Neuropsychology: Status in Western Countries and Potential in Lithuania." Psichologija 59 (July 17, 2019): 68–88. http://dx.doi.org/10.15388/psichol.2019.5.
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We present an overview of the development of clinical neuropsychology, the current status of the specialty of clinical neuropsychology in Western countries, and the possibilities of developing this specialty in Lithuania. The main duties of a clinical neuropsychologist are to perform neuropsychological assessments and clinical interventions. Clinical neuropsychologists working within health care are professionals who offer services to patients across the lifespan with cognitive and behavioral/emotional symptoms related to neurological, developmental, and psychiatric disorders. Specialists of clinical neuropsychology are needed in neurology and psychiatry clinics, in centers of mental health and rehabilitation, and institutions of psychological assessment and education of children. The specialization models of clinical neuropsychology in Europe and North America are similar in their content and requirements for courses and practice. Nevertheless, specialist education in most of European countries is related to clinical training and not an academic degree, as it is in the USA and Canada. The duration of specialist education in clinical neuropsychology in Europe varies, but this education can only be started after acquiring a Master’s degree in most of the European countries. The regulation of the specialty of clinical neuropsychology in Europe also varies. In some countries, this specialty is fully legally regulated, and in some countries not regulated at all. For specialization in clinical neuropsychology, the license of a psychologist, enabling an individual to work in the health care system of the country, is required in most Western countries. Taking into consideration the Scandinavian experience, it can be expected that the planning of specialization studies in Lithuania would be easier if the licensing of psychologists would be regulated. Today, traditional specializations of psychology in Lithuania may be obtained through Master’s degree studies, i.e., a specialized Master’s diploma compensates a license and any need of further specialization. This Lithuanian tradition is not in accord with the EuroPsy politics of obtaining a diploma: a Master’s diploma is acquired within 6 years of studies, and, after these studies, specialization is continued for a few more years (participation in specialized courses, performance of supervised practice). The model of specialization in clinical neuropsychology in Lithuania should be developed in accordance with international standards of neuropsychology, which are in constant development. In Western countries, the knowledge and skills of clinical and health psychology are considered to be an important part of the specialist education in clinical neuropsychology. Therefore, two years of Master’s studies in clinical neuropsychology would not be sufficient when preparing competent clinical neuropsychologists, unless it is combined with a supervised neuropsychological practice of a defined duration. A doctoral degree is required for neuropsychological practice in the USA, but it is usually not required in Europe. In Lithuania, such a tradition for other specializations of psychology does not exist either, which suggests that a doctoral degree should not be necessary for the specialty of clinical neuropsychology as well. Nevertheless, like in Western countries, supervised clinical neuropsychological practice should be a necessary part of the specialists’ education in clinical neuropsychology.
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Chen, Senlin, and Alex Garn. "Student Learning in Physical Education Through the Lens of a “Curriculum Specialist”." Kinesiology Review 7, no. 3 (August 1, 2018): 226–32. http://dx.doi.org/10.1123/kr.2018-0017.
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For decades, scholars in physical education pedagogy have done tremendous work to enlighten the research on student learning. Dr. Catherine D. Ennis was one of the leading experts in the past 3 decades (active contributor 1984–2017), who had a monumental impact on learning-related research in physical education. In this article, the authors synthesize Dr. Ennis’s scholarship on student learning in physical education, honoring her contributions to the field. They first define learning as a concept and learning in physical education and present how Ennis as a “curriculum specialist” viewed learning. They then cover Ennis’s insights and findings that originated from her series of impactful curriculum studies related to student engagement and learning and conclude by sharing lessons learned from Ennis’s scholarly wisdom for guiding future research in physical education pedagogy.
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SUMNER, JOHN. "Parent power: using specialist help." Children & Society 4, no. 1 (December 18, 2007): 35–38. http://dx.doi.org/10.1111/j.1099-0860.1990.tb00257.x.
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ROZHKO-PAVLYSHYN, TETIANA. "PREVENTING THE APPEARANCE OF PROFESSIONAL DEFORMATIONS OF FUTURE PRESCHOOL INSTITUTIONS TEACHERS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 14, 2022): 80–88. http://dx.doi.org/10.25128/2415-3605.22.1.10.
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The article deals with the problem of preventing occupational burnout, the appearance of professional deformations, counteraction to the negative professiogenesis of future childcare teachers of preschool institutions at the stage of their professional training. It describes specific features of preschool education including high degree of responsibility and psychological stress of childcare teachers’ work, complexity and a significant number of job tasks, intensity of communication, a high probability of emergency situations, etc. By interviewing 54 young childcare teachers (their work experience being up to 3 years) from different regions of Ukraine (Kyiv and Ternopil regions), the author brought into sharp focus the practical urgency of the issue of professional deformation of a specialist. The author has come to the conclusion, that yesterday’s graduates of higher education institutions are not ready for full-fledged professional activities, and, most importantly, they are not able to work effectively and ecologically for themselves, and the issues mentioned by the respondents can be considered prerequisites for the appearance of professional deformations and early occupational burnout. Having generalized scientific representations, the author defines professional deformation of a specialist as an integrative concept covering numerous personal changes caused by specialist’s activities, and which subsides due to this by the appearance of professional destructions in the specialist. The author highlights the essence, causes and consequences of professional burnout of preschool education institutions teachers, their early professional deformation, caused by a number of destructive external and internal factors. The author offers ways to update the content and technologies of professional training, to strengthen partnerships with the best practitioners. The essence and specific features of preparation for early professional adaptation of future childcare teachers are treated as factors of activation of purposeful professional development of an individual, their professional self-disclosure and personal fulfillment, the key to preventing stagnation, deformation and burnout. The author has concluded, that the dynamics of professiogenesis of a specialist is not always positive. Therefore, future preschool institution teachers should be prepared for professional challenges, constructive overcoming of crises, negative factors and deformations. Training of future teachers of preschool education institutions involves not only the development of a sustainable set of competencies, but also the ability to continuously improve themselves, activate their own professional approach, which will ensure the professional effectiveness and reliability of childcare teachers and form a constant, conscious need for this. So, a specially developed system of training applicants for the prevention of professional deformations will intensify the professional purposeful development of an individual. It will ensure the gradual professional self-realization of the future specialists and will be the key to preventing them from stress-induced diseases, destructive changes and breakdowns.
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Taub, Alyson, Gary D. Gilmore, Larry K. Olsen, and David Connell. "Applied Contributions and Insights From Health Education Role Delineation Research (1978-2015) in Advancing the Health Education Profession in the United States." Pedagogy in Health Promotion 4, no. 4 (January 18, 2018): 270–82. http://dx.doi.org/10.1177/2373379917751477.
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Five role delineation studies for health education specialists (HESs) were conducted from 1978 through 2015. The authors explored contributions and derived insights from these studies in advancing the profession of health education through professional preparation, credentialing, and professional development. The review process incorporated a comprehensive and methodic review of published and publicly available documents from the five studies: Role Delineation Project (1978-1981), Graduate Competencies Development Process (1992-1996), National Health Educator Competencies Update Project (1998-2004), National Health Education Job Analysis 2010 (2008-2009), and National Health Education Specialist Practice Analysis 2015 (2013-2014). The methodology involved identification and selection of resources; review of the published literature to identify comparison points that were analyzed across the five studies leading to data and information extraction; compilation of operational aspects, results, and professional buy-in; and identification of findings and eventually, themes. Three overarching themes emerged addressing: leadership, sponsors, and resources; a competency-based model of professional practice; and consistency and changes in defining the role of the HES. Nine major conclusions were drawn from the findings. Five key recommendations derived from the analyses and conclusions addressed greater health education role delineation research data set and report availability; wider dissemination of study findings and technical reports; increased representativeness of HES from key work settings and the three levels of professional practice in future role delineation studies; expansion of the research involvement and support from the full profession; and consistently naming the empirically based hierarchical model the Hierarchical Model of Professional Practice (HMPP).
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Абильтарова, Эльвиза. "ESSENCE AND CONTENTS OF PROFESSIONAL COMPETENCE OF LABOR PROTECTION SPECIALISTS." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 82–88. http://dx.doi.org/10.32835/2223-5752.2019.18.82-88.
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The paper is devoted to the problem of professional competence formation in educational practice. The author emphasizes the relevance and necessity of training labor protection specialists, who should have such qualities as: professionalism, responsibility, communication skills, moral stamina, self-organization and impartiality in the modern labor market.
The purpose of the paper is to substantiate the essence of the concept “professional competence of the specialist in the field of labor protection”, the definition of the main types of professional competence of the specialist in the field of labor protection and their contents.
The following types of scientific research are used in the work: analysis of scientific and pedagogical, psychological literature on the research problem, classification and systematization of scientific works, practical experience, questionnaire, statistical method of ranking, expert assessment.
The paper presents the theoretical analysis of scientists’ views on the problem of competence-based approach in education. The results of studies on the definitions of “competence”, “competency”, “professional competence” are presented. The concept “professional competence of the specialist in the field of labor protection” has had further development. The types of professional competence of the specialist in the field of labor protection are determined empirically: legal, organizational and managerial, information-analytical, monitoring, expert, labor protection, communication, pedagogical. The substantial characteristic of the specified types of competences is presented.
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YEVDOKIMOVA-LYSOHOR, Lesia. "Formation of the communication culture of the future specialist in the international business." Humanities science current issues 1, no. 49 (2022): 204–12. http://dx.doi.org/10.24919/2308-4863/49-1-32.
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KHARCHENKO, Inna, and Inna SHYSHENKO. "Formation of professional culture as a necessary condition for training a modern specialist." Humanities science current issues 2, no. 42 (2021): 240–44. http://dx.doi.org/10.24919/2308-4863/42-2-40.
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OLEKSIIENKO, Larysa, Tеtiana KOVAL, and Serhii LAUN. "Professional competence of the future specialist from the standpoint of the system approach." Humanities science current issues 2, no. 40 (2021): 285–90. http://dx.doi.org/10.24919/2308-4863/40-2-46.
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Scutelnicu, Ana, Anca Marina Ciobanu, Corina Gica, Mihaela Demetrian, Brindusa Ana Cimpoca-Raptis, Gheorghe Peltecu, Radu Botezatu, Nicolae Gica, and Anca Maria Panaitescu. "Skin cancer and pregnancy." Romanian Medical Journal 69, S2 (January 31, 2022): 47–50. http://dx.doi.org/10.37897/rmj.2022.s2.10.
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Skin cancer during pregnancy is common, with malignant melanoma being the most frequent and the most aggressive. Any pigmented skin lesion that suffers changes should be examined by a specialist and if considered high-risk, biopsy should be performed right away and not postponed as it is thought to be safe during pregnancy. Recent studies showed that it has the same outcome compared with the non-pregnant state, if diagnosed and treated as soon as possible. Diagnosis of skin cancer, including melanoma, does not necessarily require an early delivery or termination of pregnancy, if in the first trimester, except for pregnant patients with poor prognosis (advanced disease) that need more aggressive, systemic treatment. Management needs to be established in specialized centers with a multidisciplinary team. Monitoring should be performed by a team consisting of an obstetrician, a maternal-fetal medicine specialist, a neonatologist, and an oncologist.
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Pavlenko, Olha. "Research into professional training of elecronics engineers in Ukraine and the USA: basic concepts." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 57–61. http://dx.doi.org/10.28925/1609-8595.2018.3-4.5761.
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The article explores the impact of the rapid development of electronic devices and systems in the world, in particular in the USA on setting the new challenges for Ukrainian engineering universities to attract advanced experience in training Electronics Engineering professionals. Since there are differences in the interpretation of a number of concepts in the area of Electronic Engineering in Ukrainian education as compared to the US, the article examines the relationship between the terms «electrical» and «electronic engineering», defines and compares such concepts as «electronics specialist», «electronics engineer», «professional training of electronics specialists», and «US higher education institution» in Ukrainian and US educational and scientific settings. The article advances our understanding of professional occupation outlook of a specialist in as a professional, who studies the field of electronic engineering, and is involved in the study, design, development or testing of electronic components, circuits and systems for commercial, industrial, military or scientific use using knowledge of electronic theory and its properties. By comparing Ukrainian and US higher education institutions in terms of their views and approaches to training electronics engineers and mutual understanding of Electronic Engineering as an electrical engineering discipline, together these findings provide important insights into application of engineering training practices into Ukrainian tertiary engineering settings, give grounds for a further research into pedagogical theory as well as organization and network of higher education institutions for training electronics engineers in order to implement the best practices in higher education institutions of Ukraine.
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TYSHCHENKO, Mykola, and Olga OGURTSOVA. "Correctional pedagogy in higher education institutions. Its place and role in the modern specialist formation." Humanities science current issues 3, no. 44 (2021): 217–22. http://dx.doi.org/10.24919/2308-4863/44-3-34.
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Kostanjevec, Stojan, Francka Lovšin Kozina, and Martina Erjavšek. "THE RELATIONSHIP BETWEEN TEACHERS’ EDUCATION AND THEIR SELF-PERCEIVED COMPETENCE FOR TEACHING HOME ECONOMICS." Problems of Education in the 21st Century 76, no. 2 (April 15, 2018): 175–88. http://dx.doi.org/10.33225/pec/18.76.175.
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Relevant teacher qualifications that include specialist knowledge and knowledge in didactics significantly influence the level of achievement of education goals during the teaching process. Teacher's perception of their own professional competence to teach may depend on their qualification which is linked to the education obtained. The purpose of the research was to find out how teachers who teach Home Economics in Slovenian elementary schools estimate their competence to teach Home Economics contents, in reference to their formal education. 89 teachers of 5th and 6th grade Home Economics participated in the research. They were classified according to their formal education, either in the group with completed Home Economics studies (relevant education) or in the group without these studies (irrelevant education). A questionnaire was developed for the teachers to assess their own teaching competence. The obtained data was analysed with descriptive and inferential statistical methods. Results indicated that teachers with completed home economics studies who teach Home Economics feel more competent to teach Home Economics contents than teachers without completed relevant studies. Differences in their perceptions exist in all four Home Economics modules, i.e. economics, textile and clothing, living and environment, food and nutrition. This leads to the conclusion that relevant teacher education is important for teaching Home Economics in all specialist areas of home economics education. As regards providing quality education process and achieving Home Economics education goals, the results indicate that relevant qualifications of teachers should be ensured. Teachers with irrelevant education should be provided with additional professional training. Key words: teachers' education, teachers' competencies, Home Economics, Home Economics teachers, home economics education.
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Mohamed, Carmen. "Developing anti-discriminatory education: the impact of specialist training on practitioners and pupils." Education 3-13 34, no. 2 (June 2006): 143–51. http://dx.doi.org/10.1080/03004270600670516.
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Farmer, Lesley S. J. "School Library Media Specialist Collaboration with Special Education Personnel in Support of Student Learning." Evidence Based Library and Information Practice 4, no. 2 (June 14, 2009): 37. http://dx.doi.org/10.18438/b8r02b.
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Objective – The objective of this study was to identify factors for effective collaboration between school library media specialists and special education personnel in support of student learning.
Methods – A review method was used to examine illustrative studies of collaboration.
Results – The analysis revealed studies that represented a variety of methodologies: survey, observation, interview, action research, and participatory ethnography. The review identified cross-study factors that facilitate collaboration between school library media specialists and special educators: shared knowledge via cross-training and regular professional interaction, effective communication skills, and effective educational team planning and co-teaching of meaningful learning activities.
Conclusion – The study concluded that school library media specialists and special education personnel need to share their knowledge and expertise about the effective use of appropriate resources and services for students with special needs.
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Pino, Angela, and Laia Viladot. "Teaching–learning resources and supports in the music classroom: Key aspects for the inclusion of visually impaired students." British Journal of Visual Impairment 37, no. 1 (September 17, 2018): 17–28. http://dx.doi.org/10.1177/0264619618795199.
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Currently, there still exist barriers that prevent a satisfactory connection between music education and the visually impaired population. This is due to the teachers’ lack of preparation and their general ignorance of the functioning of the Braille music system, the materials, specialist support, and other tools needed for the inclusion of this type of students in the classroom. In order to familiarize the educational community with the resources and specialist support involved in inclusive music teaching, we conducted and analysed semi-structured interviews with the following persons: (1) the music specialists at the Organización Nacional de Ciegos Españoles Resource Centre (Spanish National Organization of the Blind); (2) a music teacher who had two visually impaired students in her classes; and (3) a blind student who studied music and had specialized in piano performance. The contributions made by this article consist of the categorization of the different teaching–learning resources involved in inclusion, information on how specialist support can be provided to facilitate these resources, and the relationships between resources and specialist support taking into account the point of view of teacher as the main figure responsible for inclusion in the music classroom.
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Nevin, Mary, Geralyn Hynes, and Valerie Smith. "Healthcare providers’ views and experiences of non-specialist palliative care in hospitals: A qualitative systematic review and thematic synthesis." Palliative Medicine 34, no. 5 (February 5, 2020): 605–18. http://dx.doi.org/10.1177/0269216319899335.
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Background: Healthcare providers working in hospitals are frequently exposed to patients with palliative care needs. For most patients, these reflect non-specialist rather than specialist palliative care needs. Embedding palliative care principles early in patients’ disease trajectories within acute care delivery in hospitals, however, is a challenge. How to best understand the experiences of those providing non-specialist palliative care in hospitals has not been systematically assessed. Aim: To synthesise the evidence on healthcare providers’ views and experiences of non-specialist palliative care in hospitals. Design: A qualitative systematic review and thematic synthesis using Thomas and Harden’s thematic synthesis framework. Data sources: Databases of MEDLINE, CINAHL, PsycINFO and EMBASE were searched from date of inception to March 2018. Studies were eligible for inclusion if they reported on healthcare providers’ views and experiences of non-specialist palliative care in hospitals. Studies were appraised for quality but not excluded on that basis. The review was prospectively registered with the International Prospective Register of Systematic Reviews. Results: Thirty-nine papers of 37 studies were included, representing 985 hospital healthcare providers’ views and experiences. Four major analytical themes emerged; ‘Understanding of Palliative Care’, ‘Complexities of Communication’, ‘Hospital Ecosystem’ and ‘Doctors and Nurses – a Different Lens’. Conclusions: Non-specialist palliative care in hospitals is operationalised as care in the last weeks and days of life. The organisation of acute care, inter-disciplinary working practices, clinician attitudes, poor communication structures and lack of education and training in palliative care principles exacerbates poor implementation of this care earlier for patients in hospitals.
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Kovycheva, Elena Ivanovna, Irina Alekseevna Kosareva, and Swetlana Dmitrievna Smirnova. "EDUCATION SYSTEM DEVELOPMENT IN THE FIELD OF FOLK ARTISTIC CRAFTS AND DECORATIVE-APPLIED ARTS IN THE UDMURT REPUBLIC." Yearbook of Finno-Ugric Studies 16, no. 1 (March 20, 2022): 180–92. http://dx.doi.org/10.35634/2224-9443-2022-16-1-180-192.
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The subject of the article is a historical process of teaching folk artistic crafts and decorative-applied arts in the Vyatka province and the modern Udmurt Republic. The research source was archive documents, reports of craftsman houses and centers, reports of educational institutions, published editions. The article studies the influence of the first exhibition events of the mentioned zemstvo and the first handicraft museum on the improvement of skills of artists from the people; describes the opening of training workshops, schools and classes for craftsmen teaching. The article indicates the reasons for the decay of traditional art craftwork during the period from 1930 to 1990, and the circumstances of the formation of new conditions for their development during the post-Soviet period. In the article, modern forms of specialist training in this field are represented based on the example of interaction between professional educational organizations, industrial enterprises, cultural institution. The growth factors of skills level among the specialists of craftwork centers and houses in the Udmurt Republic have been determined. Methodological cooperation and promotion of folk masters' art have been studied in the system of supplementary education. The article analyzes the interaction between scholars and specialists of craftwork centers while creating programs for teaching traditional types of decorative-applied art, enhancing the population engagement with national folk crafts as a cultural heritage of ancestors.
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Hurinchuk, S. V., and S. A. Isaienko. "FORMATION OF VALUE ATTITUDE TO THE HUMANITARIAN COMPONENT OF PROFESSIONAL TRAINING AS A TASK OF HIGHER EDUCATION IN THE CONTEXT OF UKRAINE’S INTEGRATION INTO THE GLOBALEDUCATIONAL SPACE." Vodnij transport, no. 1(29) (February 27, 2020): 75–82. http://dx.doi.org/10.33298/2226-8553/2020.1.29.09.
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The issues of the formation of a professional, the features of the manifestation of a human person in his/her professional activity, the interconnection and interdependence of human life and the scope of his professional activity are extremely relevant in the 21st century.The article analyzes the problem of forming the value attitude instudents to the humanitarian component of professionaltraining and professional culture of the personality of future specialists in engineering andtechnical profile at the present stage of development of higher professional education in Ukraine in the context of its integration into the global educational space.At the end of the twentieth century, it became customary to consider almost the only function of technical education -the training of a specialist capable of performing specific production tasks. However, modern production requires engineering and technical specialists to perform atypical functions in the past, requires a rethinking of many of the former and the creation of new world outlooks and values, without which the revival and existence of society is impossible.High-quality training of engineering workers cannot be limited to the purely technical cycle of training subjects. Life and modern production requires an engineer to have knowledge on social and humanitarian subjects, knowledge from areas related to engineering and technical training, computer technology, as well as knowledge of his/hernative language andknowledge of foreign languages as well. The authors believe that one of the main tasks of the higher education system is purposefulwork on the formation of a professional culture of future specialists, and the formation of a value-based attitude to the humanitarian aspects of life and professional activity is an integral part of this culture. However, professional culture is a complex multilateral construct, the formation of which begins on the university bench and continues throughout life.In the framework of professionaltraining in a higher education institution, we can only talk about laying the foundations of such a personal construct. Consequently, the need to form a new social environment, to develop such priorities of social development, where the main element is the person himself, has become obvious and universally recognized in the world today.Keywords:value attitude, humanitarian component of professionaltraining, professional culture of a specialist, activity, axiological and cultural studies approaches, personality-oriented model of higher education, professional training
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Haraha, Alona. "Formation of "Soft Skills" of university students as a prospective direction of improving the quality of higher education." University Economic Bulletin, no. 47 (December 17, 2020): 46–52. http://dx.doi.org/10.31470/2306-546x-2020-47-46-52.
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The subject of the study is the formation of «soft skills» in future service professionals. The purpose of the article is to consider the main determinants of the development of «soft skills» in future service professionals. The task of the research is to analyze the professional training of service specialists, expand the educational and methodological support of tourism specialist training, highlight the essence and main differences of professional training of tourism specialists in different universities of Ukraine, suggest ways to form "soft" skills training. Research methods. The following general and specific scientific research methods were used in the research process: system approach, methods of logical generalization and comparison, scientific abstraction, methods of synthesis, logical generalization and analogies. The methodological basis of the study consisted of scientific works of domestic and foreign scientists and leading experts, analytical materials on the research problem. Results of work. The analysis of professional training of service specialists is carried out, the educational and methodical support of tourism specialist training is expanded, the essence and main differences of professional training of tourism specialists in different universities of Ukraine are highlighted. Field of application of results. The obtained results of the research can be used by the educational departments of the Free Economic Zone of Ukraine to expand educational and professional programs, educational complexes, curricula and work programs. Conclusions. Based on the analysis of the process of professional training of future specialists in the field of tourism, the essence of the concept and its structure, the main methods of developing "soft skills" for students in the field of service were established: independent study of information about models of successful behavior (reading literature, independent study of various materials, trainings); finding feedback – getting feedback from classmates, teachers, mentors and employers about the success of their behavior in terms of developing specific experiences; learning from the experience of others and mentoring – selection and study of models successful behavior of someone who has a high level of development of this competence, work with a mentor; case studies - the study of specific situations with a proposal for optimal solutions; "learning through the development of story lines based on binary thematic oppositions" – Inclusion in the study of the material through its presentation in the form of a story, a story by revealing its emotional and personal significance.
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Katane, Irēna, and Edgars Katans. "PROGRAMMING SPECIALIST'S PROFESSIONAL DEVELOPMENT AS LIFELONG SELF-DETERMINATION AND SELF-ORGANIZATION PROCESS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 535. http://dx.doi.org/10.17770/sie2016vol2.1422.
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Programming specialists are more and more demanded by modern information society. The programming specialist’s professional development begins at school, when the young people choose their professions. The professional development is a lifelong process that does not end after obtaining of formal education and professional qualification. It is the self-determination process within which the important aspects are the programming specialist’s motivation, professional self-improvement, self-education, self-assessment of own professional proficiency and self-management of own career. The professional development is a multi-stage and multi-level cyclic process as a result of which the programming specialist can turn from a beginner into a highly level professional. At the same time it is nonlinear process, because the programming specialist’s professional development might have its rise and fall. The aim of studies is to substantiate theoretically the programming specialists’ professional development as lifelong self-determination and self-organization process within the context of career development, creating the methodological base for the further studies. The programming specialist’s career could be studied: 1) as a lifelong process (the career going horizontally); 2) as the development up to a high position in an IT company (a career going vertically); 3) as an independent developer’s career, when commencing business at his or her own company and/or within the framework of planned project (start up). The programming specialist’s professionalism is an integral entirety of his/her many qualities, where competency is important in several spheres, not only in programming.
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Knight, Allison, and Melody Leung. "Membership Committee: ALSC Member Profiles." Children and Libraries 19, no. 1 (April 7, 2021): 38. http://dx.doi.org/10.5860/cal.19.1.38.
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Alia Jones, formerly Sr. Library Services Assistant at Cincinnati and Hamilton County (OH) Public Library, 2020 Caldecott CommitteeDenise Dávila, PhD, Assistant Professor of Children’s Literature and Literacy Education, Language and Literacy Studies, University of TexasAnn Crewdson, Children’s Specialist, King County (WA) Library System
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Pashchenko, Tatiana Vasil’evna. "Forensic accounting education: world experience and issues of the XXI beginning." Вестник Пермского университета. Серия «Экономика» = Perm University Herald. ECONOMY 17, no. 1 (2022): 125–39. http://dx.doi.org/10.17072/1994-9960-2022-1-125-139.
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At different times, the issues of professional education have an overriding priority both in educational environment and professional and scientific communities. These questions are especially important in the interdisciplinary areas. This has always been true for forensic accounting. At the beginning of XXI century, this issue has turned out to be even more relevant due to the shifts in values and technological lifestyle. In this paper, the author looked at the studies of foreign scientists in 2010–2020 in the field of forensic accounting education to determine the existing global approaches to the professional training of forensic accountants, to identify the key underlying skills defined by these scholars at the present stage of social and economic development, to define the key problems discussed at the international level. The paper also considers topical issues of organization and problems of higher education. The purpose of the work is to identify a set of skills necessary for a forensic accountant, as well as to determine an educational model for training these specialists. The work is based on the studies in the field of development of higher education, as well as professional education in forensic accounting. The study mainly refers to the monographic method of research, as well as organizes the information. Unlike other works in the same area, this article defines and groups internationally determined skills and knowledge required by a forensic accountant and describes the key elements of a model to train the specialists in the context of a modern practice-driven competency-based approach. This paper will be of interest to the practitioners and theorists in forensic accounting. This model of professional training can also be used as a basis for building professional higher education courses in other areas of specialist training.
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YORDAN, ANNA, OLESIA MEDYNSKA, HALYNA SYNORUB, and NATALIIA OSOBA. "MECHANISMS OF FORMATION OF INFOMEDIA LITERACY IN STUDENTS OF PEDAGOGICAL SPECIALTIES." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 14, 2022): 106–16. http://dx.doi.org/10.25128/2415-3605.22.1.13.
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The article is focused is on the features of the concept of modern education and the formation of competencies in students of higher education institutions. The specifics of training a future specialist in accordance with the challenges of society are analyzed. The necessity of developing critical thinking and media literacy in general is substantiated. The relevance of the functioning of Ukrainian media literacy projects is outlined. Emphasis is placed on the positive experience of implementation of the selective discipline “Information Media Literacy” for students of pedagogical specialties at Ternopil Volodymyr Hnatiuk National Pedagogical University.
We highlighted the competencies that are formed in the process of learning the elective course “Infomedia Literacy” for higher education students in the specialties of “Primary Education”, “Psychology”, “Geography”. A detailed description of the lesson on the topic “Verification of online content” is presented. The purpose of the lesson is to carry out a reasoned critical review of multimedia content, verify the authenticity of images, and identify manipulative materials. We substantiated the necessity of the use of critical thinking and analysis of media content on the subject of stereotyping, discrimination, hate speech in the course of the lesson “Hate speech in the media”. Effective pedagogical activities aiming at formation of media immunity of future specialists are illustrated.
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Soini, P., A. Valjakka, S. Tuurinkoski, M. Elomaa, T. Väänänen, and V. Hägg. "Pain psychology specialist training 2012–2014." Scandinavian Journal of Pain 4, no. 4 (October 1, 2013): 256. http://dx.doi.org/10.1016/j.sjpain.2013.07.006.
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Abstract AimsThe training includes learning the practical skills related to the psychological examination, treatment and rehabilitation of pain patients. The completion of the training prepares for work in multiprofessional teams as a specialist in pain psychology. A joint project of the Finnish Association of the Study of Pain and the Psychology Institute since 2008. ParticipantsPsychologists working in public, private or occupational health care, in rehabilitation or psychiatric clinics. The fourth training group of 20 psychologists started in the spring of 2012. More than 40 psychologists have already been trained in 1998-2010. The structure and content of the training: Seminars Eight seminars include 12 days of training on the topics of pain as a psychosocial phenomenon, psychological assessment, treatment and rehabilitation of pain patients, interaction and multiprofessional teamwork. Tutorial groups Eight tutorial meetings of 5 students and one tutor in each group gather together in different parts of Finland to discuss selected scientific articles, work on their professional identity as pain psychologists and receive supervision of clinical and diploma work. Literature Getting acquainted with scientific research reports on pain psychology and with vocational literature. Diploma work Written article or a short research report on a development project, experiment or a phenomenon related to pain psychology. Optional studies Giving a lecture or training on the topic of pain psychology to other professionals or patients, participating in a pain education organized by others, writing a report on a research, treatment or rehabilitation experiment or a book review to be published
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Valdebenito, Karla, and Alejandro Almonaci-Fierro. "Teacher Self-efficacy in Music Teaching: Systematic Literature Review 2011-2021." Journal of Curriculum and Teaching 11, no. 8 (November 14, 2022): 317. http://dx.doi.org/10.5430/jct.v11n8p317.
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International literature has reported that teachers present deficiencies and insecurities in teaching music; consequently, music is not taught competently and appropriately. Self-efficacy is the belief in one's ability to cope with different situations and tasks to produce achievements according to the individual's conviction. This systematic literature review aims to examine the self-efficacy of teachers who teach music within classrooms in studies conducted between the years 2011 and 2021. Articles were reviewed from the Web of Science, Scopus, and EBSCO databases, using the thematic analysis methodology and inclusion criteria, and fifteen articles were finally selected. The results indicate a clear difference in self-efficacy between specialist and non-specialist (generalist) teachers. In both cases, teachers look for different ways to teach music despite the adversities they face in their educational institutions, the low priority of the discipline within the school curriculum, and the scarce musical education they had in their teacher training. As a consequence, their level of self-efficacy is affected according to their professional and life experiences.
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Mazankova, L. N., I. V. Ponkin, T. A. Chebotareva, and A. A. Ponkina. "Legal aspects in the infectious disease specialist’s practice." Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics) 65, no. 2 (May 15, 2020): 7–14. http://dx.doi.org/10.21508/1027-4065-2020-65-2-7-14.
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The article studies a legal status and specific legal aspects in the practice of the infectious disease specialist. The authors of the article emphasize how important it is to develop legal literacy and competence (as one of the doctor’s professional competencies) within the framework of continuing professional education programs.
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Čepelionienė, Jurgita, and Vida Ivaškienė. "PECULARITIES OF STUDENTS ’ ATTITUDE TOWARDS THE STUDIES AND THE PHYSICAL EDUCATION TEACHER IN THE ASPECT OF GENDER." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 367. http://dx.doi.org/10.17770/sie2014vol3.689.
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The most important factor of physical education at the university level is the teacher hence it is his qualifications, educational mastery on which depends his ability to create a favorable learning atmosphere with the respect to the educational and emotional aspects. The relationship between the physical education specialist and students, the content of the practical lessons, methods and theoretical lectures influence the formation of students’ attitude towards physical activities and the development of the practical acts The purpose of the research is to set student’s attitude towards the studies and physical education teacher relying on the gender aspect. Empirical research was conducted in the spring semester of year 2009. The 491 students were involved in this study (362 female and 129 male).
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Usatova, Iryna, Vadym Tkachenko, and Artem Vedmediuk. "THE LATEST TECHNOLOGIES OF PREPARING FUTURE SPECIALISTS FOR THE IMPLEMENTATION OF HEALTHCARE SAVING TECHNOLOGIES." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 84–88. http://dx.doi.org/10.17721/2415-3699.2018.7.21.
Full textAbstract:
In the article on the basis of scientific and pedagogical sources the ways of perfection of the system of professional education with the purpose of preparing the future specialist for the practical realization of the idea of health saving of the nation at all stages of educational activity are analyzed and solved. New approaches to the development of the content, forms and methods of professional training of specialists of the new formation, as well as introduction of the modern technologies in the educational process of higher educational institutions are studied. It is noted that the educational process should be transformed in the direction of individualization of educational interaction, learning, formation of creative thinking and increase of independent work of students. It is characterized that a specialist-innovator is the bearer of specific innovations, their creator, modifier, it has wide possibilities and has an unlimited field of activity, since in practice it is convinced of the efficiency of existing technologies and teaching methods and can correct them, carry out research work, develop new methods and technology. The focus of this activity is the innovative potential of a future specialist. The directions of introduction into the educational process of modern technologies are revealed, where the teacher becomes more and more the functions of a consultant, counselor, mentor, since in professional activity not only special subject knowledge is realized, but also modern knowledge in the field of pedagogy and psychology, acmeology, technology of education and upbringing. In the course of scientific research, the preconditions for creating a concept for forming the readiness of future specialists for the implementation of innovation as the basis for improving the educational process, the essence of which is the introduction of modern tools and methods into the traditional system of education, is outlined. the pedagogical conditions of effective use of health-saving technologies are formulated, essential characteristics and stages of training of future specialists in educational institutions are highlighted; substantiated the basic provisions, the observance of which provides the training of specialists of the new formation to the implementation of healthcare-saving technologies. It is emphasized that in the educational space of a higher educational institution it is necessary to create conditions that will promote the formation of the right attitude of health professionals to the health of the future as the main value of the person that will significantly stimulate their reflective activity and awareness of personal responsibility for the health of their pupils.
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Kozyrieva, O. V., O. Y. Shut, and K. S. Svitlychna. "Researching the Topical Issues of Competence Approach in Pharmaceutical Education." Business Inform 4, no. 519 (2021): 59–65. http://dx.doi.org/10.32983/2222-4459-2021-4-59-65.
Full textAbstract:
The article is aimed at examining the emergence of a competence approach in higher pharmaceutical education due to the need to bring program requirements closer to the future specialist, society’s requests and the necessities of personal practical professional activity. The problems inherent in the development of professional training of specialists in the pharmaceutical industry in Ukraine are generalized. In particular, the growing need for the development of the pharmaceutical education system and insufficient attention to this sphere at both the State and local levels; imperfection of the regulatory framework for the professional training of specialists in the pharmaceutical industry; lack of foreign experience in professional training of specialists in the pharmaceutical industry. Etiology and interpretation of the concept of «competence» are studied. The lack of a unanimous approach to understanding the concept of «competence approach in education» is defined, various authors’ approaches to its content are explored. The reasons for the relevance of higher education development on the basis of competence orientation are determined. The problematic issues of the competence approach in the process of developing the higher education standards are researched, since pharmaceutical education cannot be separated from the strategic tasks of reforming the content of the educational process in Ukraine. Prospects for further research in this direction are the substantiation of methodological principles and organizational mechanisms for the formation of competence standards as a leading vector in the modernization of higher pharmaceutical education.
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Radchenko, Anna, Galina Dyukareva, Tatyana Afanasyeva, Anastasia Kornitskaya, Sarkis Yakubyan, and Stevo Karapandzha. "COMPETENCY-BASED APPROACH IN HIGHER EDUCATION: COMPETENCY-BASED MODEL OF THE ENGINEER FOR THE FOOD INDUSTRY." ScienceRise 3 (June 30, 2020): 58–65. http://dx.doi.org/10.21303/2313-8416.2020.001344.
Full textAbstract:
The competency-based approach in higher education is considered, and in particular, scientific views on the competencies of an engineer for the food industry are studied. A comparative analysis was carried out in order to identify the key competencies necessary for a modern specialist to successfully realize its creative potential in a market economy, information society and innovative technologies. A developed competency-based model for training an engineer in the food industry is proposed. The object of research is the competency-based approach in the preparation of a food process engineer. Investigated problem is that engineering education should not only prepare a specialist endowed with knowledge and skills. It should be aimed at creating a competitive specialist and a successful personality. At present, in Ukraine, the food industry does not have a competency system that is common for employers, specialists, and higher education institutions. This study aims to create such a framework in the form of a competence model of an engineer for the food industry. Main scientific results: the necessary components of the competent model of a modern engineer for the food industry were identified. The essence of the competency-based approach to the professional training of an engineer in the context of modernization of education is revealed. The modern scientific view of the requirements for food engineers is analyzed. The results obtained are adapted to the needs prevailing in the food industry and the field of public catering. Field of practical use of research results: a comparative analysis allows to systematize scientific views on the desired competencies of scientists, researchers and engineers in the food industry. Which, in turn, will help to better inform students about the sought-after qualities and make a decision on revising the curriculum in the future. Innovative technological product: developed competency-based model of an engineer for the food industry. Scope of the innovative technological product: application of the competency-based approach in higher education using the proposed competency-based model of an engineer for the food industry.