Статті в журналах з теми "Professional training of Masters in Cybersecurity"
Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Professional training of Masters in Cybersecurity.
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 статей у журналах для дослідження на тему "Professional training of Masters in Cybersecurity".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
1
Braiko, Bohdan. "Comparative Pedagogical Analysis of Professional Training for Masters in Cybersecurity in Ukraine and the UK." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 51–60. http://dx.doi.org/10.2478/rpp-2019-0029.
Повний текст джерелаАнотація:
Abstract The article deals with the relevant problem of updating the system of graduate training (master’s degree) in Ukraine. It analyzes the ways of Ukraine’s integration into the European Higher Education Area and the legal framework of higher education in Ukraine and the UK. It also presents a comparative pedagogical analysis of the features of professional training for Masters in Cybersecurity in different areas, as well as the structural, content, organizational and pedagogical principles of master programmes on cybersecurity at the universities of Ukraine and the UK. It is found that the most significant difference is the decentralized management of educational processes at the administrative level. The analysis of the legal framework of higher education shows that it is much better developed in Ukraine than in the UK due to the centralized management of education. The article proves that a significant difference between master programmes on cybersecurity in Ukraine and the UK is their level of specialization. The programmes on the investigation of computer incidents and information technology security are most prevalent at UK universities. It is specified that the number, list and names of educational courses differ significantly, which is explained primarily by the differences in the conceptual framework of the profession itself, the social needs of Ukrainian and British society in such specialists and the ways of promoting this profession in the labour market. Some positive aspects of the organization of master training in cybersecurity in the UK are emphasized. Some promising areas in professional training of Masters in Cybersecurity in Ukraine and the UK are singled out.
2
Schwarz, Klaus, and Reiner Creutzburg. "Design of Professional Laboratory Exercises for Effective State-of-the-Art OSINT Investigation Tools - Part 2: Censys." Electronic Imaging 2021, no. 3 (June 18, 2021): 44–1. http://dx.doi.org/10.2352/issn.2470-1173.2021.3.mobmu-044.
Повний текст джерелаАнотація:
Open-source technologies (OSINT) are becoming increasingly popular with investigative and government agencies, intelligence services, media companies, and corporations. These OSINT technologies use sophisticated techniques and special tools to analyze the continually growing sources of information efficiently. There is a great need for professional training and further education in this field worldwide. After having already presented the overall structure of a professional training concept in this field in a previous paper [25], this series of articles offers individual further training modules for the worldwide standard state-of-the-art OSINT tools. The modules presented here are suitable for a professional training program and an OSINT course in a bachelor’s or master’s computer science or cybersecurity study at a university. In part 1 of a series of 4 articles, the OSINT tool RiskIQ PassivTotal [26] is introduced, and its application possibilities are explained using concrete examples. In this part 2 the OSINT tool Censys is explained [27]. Part 3 deals with Maltego [28] and Part 4 compares the 3 different tools of Part 1-3 [29].
3
Schwarz, Klaus, and Reiner Creutzburg. "Design of Professional Laboratory Exercises for Effective State-of-the-Art OSINT Investigation Tools - Part 1: RiskIQ Passive-Total." Electronic Imaging 2021, no. 3 (June 18, 2021): 43–1. http://dx.doi.org/10.2352/issn.2470-1173.2021.3.mobmu-043.
Повний текст джерелаАнотація:
Open-source technologies (OSINT) are becoming increasingly popular with investigative and government agencies, intelligence services, media companies, and corporations. These OSINT technologies use sophisticated techniques and special tools to analyze the continually growing sources of information efficiently. There is a great need for professional training and further education in this field worldwide. After having already presented the overall structure of a professional training concept in this field in a previous paper [25], this series of articles offers individual further training modules for the worldwide standard state-of-the-art OSINT tools. The modules presented here are suitable for a professional training program and an OSINT course in a bachelor’s or master’s computer science or cybersecurity study at a university. In this part 1 of a series of 4 articles, the OSINT tool RiskIQ PassivTotal [26] is introduced, and its application possibilities are explained using concrete examples. In part 2 the OSINT tool Censys is explained [27]. Part 3 deals with Maltego [28] and Part 4 compares the 3 different tools of Part 1-3 [29].
4
Schwarz, Klaus, and Reiner Creutzburg. "Design of Professional Laboratory Exercises for Effective State-of-the-Art OSINT Investigation Tools - Part 3: Maltego." Electronic Imaging 2021, no. 3 (June 18, 2021): 45–1. http://dx.doi.org/10.2352/issn.2470-1173.2021.3.mobmu-045.
Повний текст джерелаАнотація:
Open-source technologies (OSINT) are becoming increasingly popular with investigative and government agencies, intelligence services, media companies, and corporations [22]. These OSINT technologies use sophisticated techniques and special tools to analyze the continually growing sources of information efficiently [17]. There is a great need for professional training and further education in this field worldwide. After having already presented the overall structure of a professional training concept in this field in a previous paper [25], this series of articles offers individual further training modules for the worldwide standard state-of-the-art OSINT tools. The modules presented here are suitable for a professional training program and an OSINT course in a bachelor’s or master’s computer science or cybersecurity study at a university. In part 1 of a series of 4 articles, the OSINT tool RiskIQ Passiv-Total [26] is introduced, and its application possibilities are explained using concrete examples. In part 2 the OSINT tool Censys is explained [27]. This part 3 deals with Maltego [28] and Part 4 compares the 3 different tools of Part 1-3 [29].
5
Bruno Santos Junqueira, Marvim Vinicius Souza de Souza, Victor Bittencourt Lima, Allace Souza Faria de Jesus Gonçalves, and Herman Augusto Lepikson. "Learning Proposal for Cybersecurity for Industrial Control Systems Based on Problems and Established by a 4.0 Didactic Advanced-Manufacturing-Plant." JOURNAL OF BIOENGINEERING, TECHNOLOGIES AND HEALTH 5, no. 1 (May 2, 2022): 11–17. http://dx.doi.org/10.34178/jbth.v5i1.188.
Повний текст джерелаАнотація:
Researches data indicate that the search for cybersecurity professionals to protect industrial control systems (ICS) in Brazil is increasing, mainly because of the rise in cyber-attacks directed at the industry. However, we observed a deficiency of professionals with the required competence in ICS cybersecurity, which involves technology-information fields (IT) and operational technology (OT). On the other hand, there is a lack of educational institutions with the right strategies for training professionals who master the technologies for ICS protection. This paper presents a strategy through procedures to address this lack by evaluating scenarios of practices for the development of competencies in ICS cybersecurity through the problem-based learning (PBL) methodology. The scenarios combine theory and practice involved in solving ICS cybersecurity problems, using PBL with the support of SENAI CIMATEC's 4.0 Advanced Manufacturing Plant (AMP).
6
Zhikhareva, V., A. Bundyuk, and YU Shumliansky. "Modern problems of masters’ professional training." Development of Management and Entrepreneurship Methods on Transport (ONMU), no. 2 (2017): 121–31. http://dx.doi.org/10.31375/2226-1915-2017-2-121-131.
Повний текст джерела
7
Samoylenko, A. "THE STUDY OF THE STATE OF INTERNET USE IN THE PROCESS OF TRAINING BACHELORS IN CYBERSECURITY." Innovative Solution in Modern Science 4, no. 40 (July 16, 2020): 87. http://dx.doi.org/10.26886/10.26886/2414-634x.4(40)2020.7.
Повний текст джерелаАнотація:
The article presents a study of the state of Internet usage in the process of professional training of cybersecurity bachelors. The concept of preparation has been clarified. The problems related to the security of cyberspace are characterized. The subject of research is the frequency of use of the Internet in the process of professional training of cybersecurity bachelors, namely questions related to the frequency of search of educational information on the Internet and its type and perception, the use of the online educational environment in the preparation of bachelors in cybersecurity in the specialty, the introduction of remote technology and blended learning at universities. The purpose of the work is to publish the results of a study that was conducted over three academic semesters in order to study the state of use of the Internet in the process of professional training of bachelors in cybersecurity. Interviewing and interviewing methods are a part of the work done. The published results indicate that there is an increasing need to use the Internet in the professional training of cybersecurity bachelors. The field of application of the results is a methodological field for improving the methodology of training bachelors in cybersecurity, which require the use of electronic content, educational environments and communication systems in the Internet, capable characterized by the motivation of future bachelors in cybersecurity for professional training and the systematic use of modern technologies in modern technology. to select methods, software for programming, creation and implementation of virtual space products , the ability to design digital technology environments.Keywords: Internet, cybersecurity, vocational training.
8
Kravets, Svitlana. "A TECHNOLOGY FOR DEVELOPING PROFESSIONAL COMPETENCÅ OF VOCATIONAL TRAINING TEACHERS." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (February 6, 2020): 80–85. http://dx.doi.org/10.32835/2223-5752.2019.19.80-85.
Повний текст джерелаАнотація:
The relevance of constant professional development for teaching staff in professional (vocational) education schools (P(V)E schools) is conditional upon the innovative changes in education, the modernization of educational and industrial technologies and the elaboration of effective models and mechanisms of training highly qualified personnel. The professional development of masters of vocational training is correlated with the development of their professional competency, integrating the so-called systematic build-up of new knowledge and experience.
The article aims to justify a particular technology for developing professional competency in masters of vocational training from P(V)E schools.
Methods include a theoretical analysis of scientific works, a study of practical experience, systematization, generalization and a pedagogical experiment.
Results. The results of the survey of teaching staff (including masters of vocational training) regarding the final level of professional motives confirm the following: a high level – 29%, a sufficient level – 56%, an average level – 15%. The results of these specialists’ self-assessment of their readiness for professional development are as follows: a high level – 48%, a sufficient level – 47%, an average level – 5%. The paper proves that there appears to be a need to discover some optimal technologies for developing professional competency in masters of vocational training, given the conditions for elaborating modern models of teacher education. An algorithm for designing the technology for developing professional competency in masters of vocational training from P(V)E schools includes a scientific aspect (defining and adhering to targets, objectives, methodological and other principles of professional education), a procedural aspect (modelling the content, forms and ...
Conclusions. The paper presents the technology for developing professional competency in masters of vocational training from P(V)E schools as a psycho-pedagogical process organized according to an appropriate algorithm, whose implementation should result in the professional development of masters of vocational training.
9
Самойленко, Олексій. "МЕТОДИЧНІ АСПЕКТИ ФОРМУВАННЯ ГОТОВНОСТІ БАКАЛАВРІВ З КІБЕРБЕЗПЕКИ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ЗАСОБАМИ КОЛАБОРАТИВНОГО НАВЧАННЯ В УМОВАХ ОСВІТНЬО-ЦИФРОВОГО СЕРЕДОВИЩА". Педагогічні науки: теорія, історія, інноваційні технології, № 5-6(99-100) (31 серпня 2020): 137–49. http://dx.doi.org/10.24139/2312-5993/2020.05-06/137-149.
Повний текст джерелаАнотація:
The article outlines the methodological aspects of forming the readiness of bachelors in cybersecurity for professional activities by means of collaborative learning in an educational and digital environment that can increase the level of their professional training. The readiness of a bachelor in cybersecurity for professional activity is outlined, which in essence is a selective and predictable activity of a bachelor in cybersecurity at the stage of its preparation for professional activity and arises from the moment of determining the purpose of activity on the basis of perceived needs and motives, personality plan, guidelines and models for future action. It is proved that the readiness of a bachelor in cybersecurity for professional activity can be formed by means of collaborative learning in an educational and digital environment. That is, the readiness of the bachelor of cybersecurity for professional activities, we can understand essentially selective and predictable activity of the bachelor of cybersecurity in the preparation for the profession and arises from the moment of determining the purpose of activities based on perceived needs and motives, personality plan, guidelines and models for future action. The structure of virtual modeling in the online laboratory for bachelors in cybersecurity in the educational-digital environment is determined, which consists of three interfaces: the interface of the higher education applicant, the interface of the teacher and the interface of the administrator. It is noted that it is important in the collaborative training of bachelors in cybersecurity that the environment in which they interact should be based on democracy, equality and autonomy, with this rule training will be at a high level and as a result will be successful. The organization of collaborative training of bachelors in cybersecurity in an educational and digital environment should be based on the principles of social contact. It was found out that the main principles of collaborative learning in mobile applications for bachelors in cybersecurity in the educational-digital environment included the systematic establishment of social contacts during the training of bachelors in cybersecurity, development of communication, building relationships between bachelors in cybersecurity in educational digital environment on democracy and autonomy, changing the role of participants in the educational process in time depending on the nature and nature of the problem and psychological comfort.
10
Opria, Bohdana, Inna Petrenko, Kateryna Pavelkiv, Inna Denyshchuk, Nataliya Dziubyshyna, and Liudmyla Balika. "Organizational and Pedagogical Conditions for Training Future Masters in Tourism in the Aspect of the Postmodern Approach." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1 (February 9, 2022): 215–32. http://dx.doi.org/10.18662/rrem/14.1/515.
Повний текст джерелаАнотація:
The article substantiates the relevance and expediency of the chosen topic of the study, defines its purpose for the training of future Masters in Tourism. The essence of tourism studies and professional activity of future specialists in tourism studies is defined, the role of project activities with the use of information and communication technologies in the work of specialists in tourism studies in the aspect of the postmodern approach is summarized. The article aims to substantiate theoretically and test experimentally the organizational and pedagogical conditions for the training of future Masters in Tourism in terms of the postmodern approach to project professional activity. The authors propose a model for training future Masters in Tourism in project-based professional activities. The research hypothesis is that the level of future Masters training in Tourism for project professional activity will increase under such organizational and pedagogical conditions as the use of e-learning tools to study the technological foundations of project activities. The following organizational and pedagogical conditions of tourism studies Masters preparation for the professional design activity in the aspect of the postmodern approach were identified and justified: using the information and educational framework for training future. Their combination with traditional means of training contributes to the effectiveness of the educational process and increases the level of future Masters in Tourism preparation for the design professional activity.
11
Koryakin, Olexiy. "ТHE METHODOLOGICAL SUPPORT OF SOUND ENGINEERING TRAINING OF FUTURE MASTERS OF MUSICAL ART". OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, № 8 (2020): 26–33. http://dx.doi.org/10.28925/2414-0325.2020.8.4.
Повний текст джерелаАнотація:
The article is devoted to specifying the basics of methodological support of sound processing training of future masters of musical art of performing specializations in the specialty «Musical Art». The article analyzes the general direction of professional training in the specialty «Musical Art» and defines the main content of sound processing training of future masters of musical art of performing specializations; outlines the conditions for incorporating computer information technology into the content of professional training of future masters of musical art of performing specializations. This article provides few examples of the use of multimedia computer technology and software for content of sound processing training for future masters of musical art in the specialty «Musical Art». The article contains general characteristics of the educational discipline of the cycle of professional training of the future masters of musical art «Sound processing and musical acoustics», as well as few examples of its use in the teaching of various multimedia technologies and computer programs. The article also defines the main stages of the technique of preparation of training session with the future masters of musical arts of performing specializations with the use of information multimedia computer technologies and software, as well as the basic conditions for the inclusion in the content of professional training of masters of musical arts of performing specializations of computer technology. The emphasis is placed on the use in the process of sound processing training of future masters of musical arts of performing specializations in the specialty «Musical Art» of multimedia technologies and software, which is an important component of ensuring the competitiveness of graduates in today's labor market
12
Glantz, Edward J., Mahdi Nasereddin, David J. Fusco, and Devin Kachmar. "Experiential Cyber Education." International Journal of Interdisciplinary Telecommunications and Networking 13, no. 4 (October 2021): 85–96. http://dx.doi.org/10.4018/ijitn.2021100107.
Повний текст джерелаАнотація:
There is a gap between available cyber professionals with necessary skills and experience to meet industry requirements. Institutions of higher education (IHE)—as well as other programs—have begun increasing course and degree offerings to help educate, train, and even retrain working professionals to close this gap. Of growing importance are tools and techniques to supplement theoretical development with accelerated experiential cyber training. Fortunately, there has been an increase in providers offering these services, although they vary substantially in features, costs, and opportunities. The purpose of this research is to identify a current spectrum of vendors and opportunities providing hands-on cyber training. The authors of this paper include cyber faculty at a university offering undergraduate and master's cybersecurity degrees. Both degrees are offered to resident as well as online students.
13
CHEREMISINA, T. O. "ACMEOLOGICAL ASPECT OF PROFESSIONAL ACTIVITY OF INDUSTRIAL TRAINING MASTERS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 30, 2021): 234–40. http://dx.doi.org/10.31494/2412-9208-2021-1-3-234-240.
Повний текст джерелаАнотація:
The article reveals the essence of the acmeological approach in the field of education, which is chosen to create conditions that encourage the individual to progressive self-development, self-organization and, accordingly, professional self-improvement in achieving the optimal level of professional development. The internal conditions for achieving professional acme of masters of industrial training are determined: positive motivation to achieve the expected results with a high level of demands and self-realization; focus on the ascending trajectory of the professional path; productive activity in performing professional functions; the desire to preserve and increase their achievements; the ability to mobilize potential opportunities (motivational, intellectual, operational, emotional and volitional) and recover from physical and psychological stress. The external conditions for the emergence of acme masters of industrial training are determined: assistance in mastering the means necessary for the development of pedagogical thinking, creativity, individuality of the personality and his spiritual potential; ensuring the implementation of personally and socially significant prospects in professional activities; stimulating the process of self-improvement; strengthening the integration role of acme-psychological support as a holistic and continuous process of study, analysis, formation, development, self-development and correction of the specialist's personality; development and realization of the corresponding maintenance, models, algorithms of acmeological technologies, adequate means of methodical maintenance, diagnostics and assessment of the professional developmentdynamics. The tools of accumulation of professional activityresults in the context of acme are characterized. In particular, the acmeogram, which indicates the types of professional activities and personality qualities that lead not only to the masters of industrial training socially necessary results, but also provide progressive development and professional development, promotion to high levels of professionalism; portfolio as a description in any form of educational and professional achievements of industrial trainingmasters, which includes information on the main stages of activity, professional development, including the achieved results, information on participation in projects, publications, methodological developments, etc. Key words: acmeology, master of industrial training, vocational education institution.
14
Kulbashna, Ya A., V. O. Malanchuk, Ya P. Nahirnyj, I. L. Skrypnyk, and V. O. Zakharova. "A MODERN MODEL OF MASTERS’ IN DENTISTRY PROFESSIONAL TRAINING." Медична освіта, no. 1 (April 2, 2020): 45–49. http://dx.doi.org/10.11603/me.2414-5998.2020.1.10992.
Повний текст джерелаАнотація:
The article reveals that the system of masters’ in dentistry professional training in Ukraine does not sufficiently meet the international requirements and education levels regulated by the National Qualifications Framework. At the same time, the updated field standard of higher education in the specialty “Dentistry” (2019) contains a number of contradictory conditions, in particular: the availability of educational-professional training program and educational-scientific (optional for universities) one with different number of credits (300 and 360 correspondingly). The necessity to implement the levels of junior bachelor (dentist’s assistant) and bachelor (odontologist-hygienist) into the model of masters’ in dentistry professional training process was substantiated. This allows students of higher dental education institutions to start practical activity from the first year of studying, which can encourage them to increase the level of their professional competence and restore the preventive component of dental care to the population of Ukraine. It has been proved the expediency to prolong the period of masters’ in dentistry professional training to 6 years with the last year of practically oriented study to ensure compliance of dental education in Ukraine with the requirements of the World Federation for Medical Education in terms of the amount of academic load and the need to strengthen its practical component.
A modern model of masters’ in dentisry professional training has been developed in accordance with the National Qualifications Framework and the requirements of the World Federation of Medical Education.
15
Khalemendyk, Julia. "ROLE OF INTERCULTURAL PROFESSIONAL COMPETENCE IN TRAINING OF FURTURE MASTERS OF PEDAGOGY OF HIGHER SCHOOL." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 114–22. http://dx.doi.org/10.33989/2226-4051.2016.14.171597.
Повний текст джерелаАнотація:
Higher Education in our country is changing in accordance to the processes of Europian integration that is supported by the government of Ukraine and the Ministry of Higher Education and Science. The urgency of the problem is enhanced by contradictions between: the objective need of society for teachers and researchers able to solve the problems of professional activities in Higher School institutions at the international level that are associated with modern trends of European nations to make in future a unified system of multilevel Higher Education, the need for close collaboration with foreign colleagues and the real situation with willingness of up-to date teachers and researchers for foreign language professional collaboration. The Purpose of the article – theoretical analysis of the role of intercultural professional competence in the training of future masters of Pedagogy of Higher School.Intercultural professional competence of future masters of Pedagogy of Higher School is considered to be the integrated personal and professional activities which refers to psycho-pedagogical willingness of an adult to perform professional activities successfully, productively and efficiently, using the foreign language or foreign culture and interact effectively in a foreign professional environments.According to the results of the theoretical analysis we note that the constituent components of the intercultural professional competence of future masters of Pedagogy of Higher School competence is formed on the basis of the interconnected socio-cultural, socio-linguistic and language development due to their age and psychophysical characteristics and due to their professional and personal interests on each stage of the intercultural professional competence of the masters. One of the main parts of intercultural professional competence is its connection with professional awareness of masters, their professional value, since it is about degree of formation of the level and style of communication of future teachers and researchers while conducting different professional activities. Further we considered learning of pedagogical conditions for the development of intercultural professional competence of future masters of Pedagogy of Higher School in formal and informal education.
16
Kaydalova, Lydiya, and Nataliya Naumenko. "DIRECTIONS FOR IMPROVING THE METHODOLOGY OF TEACHING EDUCATIONAL DISCIPLINES TO MASTER OF EDUCATION, PEDAGOGICAL SCIENCES." Theory and practice of social systems management, no. 2 (August 25, 2021): 59–69. http://dx.doi.org/10.20998/2078-7782.2021.2.05.
Повний текст джерелаАнотація:
The article examines the problems of professional training of masters in pedagogical sciences in higher education institutions; analyzes theoretical and methodological bases for improving the methods of teaching academic disciplines in the professional training of masters; proves the necessity of their modernization by introducing innovative methods and teaching technologies, dialogical interaction of the subjects of the educational process. Implemented the methodology of teaching academic disciplines to masters of educational, pedagogical sciences in a distance learning environment.
17
Bida, Olena, Anatoliy Kuzminsky, and Antonina Chichuk. "PEDAGOGICAL CULTURE OF FUTURE MASTERS." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 10–15. http://dx.doi.org/10.36550/2415-7988-2020-1-190-10-15.
Повний текст джерелаАнотація:
The article considers the pedagogical culture of future masters as a component of professional competence, considers the fundamentalization of education by various scholars as a necessary condition for the pedagogical culture of future masters. The integrative core of a professional teacher is a highly formed pedagogical culture that allows individuals to self-actualize and self-realize in life, to find personal meanings in education. And the more the teacher has a pedagogical culture, the more complete will be his self-realization. Professional culture involves the ability to be a mediator, a «mediator» between students and educational material. Assimilation of this material occurs directly in the learning process, so the teacher must be ready to perform the role of advisor, assistant, consultant, communicator, partner. Successful performance of these tasks is facilitated by the presence of the qualities revealed in the article. Different points of view and approaches to the definition of the concept of fundamentalization of education are revealed. The concepts of fundamentalization of professional training of the future specialist are based on the purposes and functions of fundamentalization and on ways and means of its achievement, etc. Most authors agree only that: the fundamentalization of education is aimed at improving the quality of education and education of the individual and is necessary for the formation of pedagogical culture of future masters as part of their professional competence. Others imply the formation of culture and worldview, increasing creative and intellectual potential, the formation of professional competence of the specialist and the potential for further education, and so on. It was found that professional training includes not only the activities of teachers and students who form the learning process, but also the independent activities of the subject, self-development, assimilation of experience by the subject through analysis, understanding and transformation of the field of activity in which he included. It is revealed through the implementation of which approaches to the fundamentalization of higher professional education it becomes possible to form the pedagogical culture of future masters as a component of their professional competence, which contributes to improving the quality of training of future professionals in free economic education.
18
Sullivan, Gary, and Ian R. Jones. "Membership course or Masters course?" Psychiatric Bulletin 21, no. 7 (July 1997): 449–50. http://dx.doi.org/10.1192/pb.21.7.449.
Повний текст джерелаАнотація:
Doctors who are embarking upon general professional training in psychiatry as Senior House Officers (SHOs) are now faced with making a choice between two types of training schemes. The first type offers training on a membership course aimed primarily at teaching the skills required to pass Part 1 and Part 2 of the MRCPsych. The second type offers training on a university course leading to the award of a Masters degree in psychiatry.
19
Sitina, N. S., and F. A. Mustaeva. "PROBLEMS OF PROFESSIONAL TRAINING OF MASTERS OF PEDAGOGICAL EDUCATION." Pedagogicheskiy Zhurnal Bashkortostana, no. 6 (2016): 62–68. http://dx.doi.org/10.21510/1817-3292-2016-6-62-68.
Повний текст джерела
20
Sitina, N. S., and F. A. Mustaeva. "PROBLEMS OF PROFESSIONAL TRAINING OF MASTERS OF PEDAGOGICAL EDUCATION." Pedagogicheskiy Zhurnal Bashkortostana, no. 6 (2016): 62–68. http://dx.doi.org/10.21510/1817-3292-2016-6-62-68.
Повний текст джерела
21
AKMALDINOVA, V. "CHARACTERISTICS NORMATIVE LEGAL BASES FORMATION OF READYNESS OF FUTURE MASTER IN TRANSPORT TECHNOLOGIES (BY AIR TRANSPORT) FOR PROFESSIONAL ACTIVITY IN TECHNICAL UNIVERSITY." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 5–9. http://dx.doi.org/10.33989/2075-146x.2021.27.246973.
Повний текст джерелаАнотація:
The article analyzes the features of professional training of future masters in transport technology (by air transport) in the institution of higher technical education. The normative-legal and organizational-pedagogical bases of formation of readiness of future masters іn transport technologies (by air transport) to professional activity in experience of technical establishments of higher education of Ukraine are characterized. It is noted that the educational process should be aimed at preparing future professionals for independent professional activity. It was found that the process of forming the readiness of future specialists in transport technology (by air transport) begins in the system of their training and is inextricably linked with the content, methods of knowledge presentation, pedagogical competence of teachers, individualization of education, educational and cognitive activities of students. the educational environment of the institution of higher technical education, the level of motivation of students. The basis of professional training should be classroom and independent search and creative activity of the student, in the process of which the professional knowledge, abilities and skills, personal qualities set by the educational and qualification characteristic will be formed. The main directions of modernization of the content of professional training of future masters in transport technologies (by air transport) are substantiated: harmonization of normative-legal base on professional training of masters in transport technologies, their better adaptation to new requirements of European educational space, modern national and European labor markets; combination of theoretical and practical training; modernization of forms and methods of teaching; wider use of the potential of information technology, e-learning.
22
Klos, Liudmyla. "CONTINUING PROFESSIONAL TRAINING OF PHARMACEUTICAL INDUSTRY PERSONNEL USING REMOTE TECHNOLOGIES." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 86–91. http://dx.doi.org/10.32835/2223-5752.2019.19.86-91.
Повний текст джерелаАнотація:
Relevance: the need for the development and experimental verification of lifelong learning, namely: mi- crobiology, virology and immunology of future Masters of pharmacy (during studying in higher educational institution and after its graduation, their professional career in the context of society informatization).
Aim: to analyze the state of preparation of Masters of pharmacy in the study of microbiology, virology and immunology in the conditions of society informatization.
Methods: theoretical (analysis, synthesis, generalization); empirical (expert evaluation and self-assessment methods; questionnaire).
Results: the modernization update of the purpose and contents of teaching the future Masters of pharmacy in microbiology, virology and immunology is proposed. An attempt has been made to introduce such a system of training, which would be aimed at the formation of professional knowledge of future Masters of pharmacy, continuous improvement of their professional competences, meaningful practical application of the obtained theoretical knowledge and the acquisition of new knowledge (that appears in the scientific space), the forma- tion of appropriate skills, effective communication formation in the professional pharmaceutical environment through remote technologies.
Conclusions: the author has proved that the profession of provisor is inherently a process of constant self- development and self-improvement, with the help of which pharmaceutical activity will be effective. Considering that the pharmaceutical industry has undergone significant changes in comparison with the last century, and requires continuous scientific and educational education, it is concluded that the modern provisor should be able to improve his personal professional qualification at the convenient time for him, remotely, including by online and offline.
23
Morozova, Olga, Andrii Nicheporuk, Artem Tetskyi, and Vitalii Tkachov. "Methods and technologies for ensuring cybersecurity of industrial and web-oriented systems and networks." RADIOELECTRONIC AND COMPUTER SYSTEMS, no. 4 (November 29, 2021): 145–56. http://dx.doi.org/10.32620/reks.2021.4.12.
Повний текст джерелаАнотація:
The subject matter of the article is methods and technologies of ensuring the cybersecurity of industrial and web-oriented systems and networks, training of cybersecurity specialists during the acquisition of professional knowledge. The purpose of the article is to ensure the cybersecurity of industrial and web-oriented systems and networks by developing and implementing appropriate methodologies (concepts, principles, set of models, methods) and technologies in the industry, as well as in training the cybersecurity specialists during the acquisition of professional knowledge. The problem of developing models, methods, and technologies for ensuring the cybersecurity of mobile systems, web-oriented systems based on content management systems, virtual networks that provide their interaction, and a methodology for training cybersecurity specialists are formulated. Based on the analysis the particular tasks of developing convolutional neural network model, information technology methods and models for ensuring the cybersecurity of web-oriented systems and networks, a methodological framework of creating information technology, and a model of digital knowledge platform for use in the field of cybersecurity specialists training and security of industrial systems were formulated. The basic theoretical decisions, which underlie the construction of real industrial and web-oriented systems and networks, were described in the article. The results of work are increased reliability value of detecting the malware in the Android operating system, reduced rates of false positives, provided an allowable value of the success rate of attacks at a minimum cost, reduced time spent on building and rebuilding the structure of the virtual network, increased efficiency of cybersecurity specialists training and security of industrial systems. From the above, it is possible to conclude that the obtained results can be used in a line of existing and prospective approaches at designing difficult, complex, hybrid, technical, cyber-physical systems with a web-oriented interface for users and administrators.
24
SAMOYLENKO, Alexey. "A CONSTRUCTIVE MODEL OF TRAINING BACHELORS IN CYBERSECURITY IN AN EDUCATIONAL-DIGITAL ENVIRONMENT." Cherkasy University Bulletin: Pedagogical Sciences, no. 2 (2020): 102–6. http://dx.doi.org/10.31651/2524-2660-2020-2-102-106.
Повний текст джерелаАнотація:
The article presents a constructive model of training bachelors in cybersecurity in an educational-digital environment. The concepts of "model" and "modeling" are analyzed. The meaning of the definition of "construct" as a whole, distinguished from other entities of a certain area, which is inaccessible to direct observation, but hypothetically deduced and / or constructed logically on the basis of observed features, with a sufficient degree of experimentally and logically validated, is verified. the concept used to represent it. The scientific position in relation to the conceptual field of the model of preparation of bachelors in cybersecurity in the conditions of educa-?ional-digital environment is determined. Based on theoretical analysis, the constructive model is able to reflect the spatial pedagogical relationships between the elements of the object under study. It is determined that the conceptual model of training bachelors in cybersecurity in an educational-digital environment consists of five constructs. Each of the five model constructs is characterized, namely target, conceptual, content, activity-technological and result-corrective. The purpose of the model is defined to form the readiness of bachelors in cybersecurity in the educational-digital environment for professional activity. It has been found out that the result of constructive model of preparation of bachelors in cybersecurity in the conditions of digital educational environment is the formed readiness of bachelors in cybersecurity for professional activity. Keywords:
25
Sachuk, Yu. "Professional Training on Cybersecurity and Information Protection: Thesaurus and Ontology." Problems of engineer-pedagogical education 59 (2018): 35–40. http://dx.doi.org/10.32820/2074-8922-2018-59-35-40.
Повний текст джерела
26
Suslov, A. G., O. N. Fedonin, and D. I. Petreshin. "Russian Multi-Cycle System of Professional Specialists’ Training." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 3(77) (2020): 166–70. http://dx.doi.org/10.17277/voprosy.2020.03.pp.166-170.
Повний текст джерелаАнотація:
The article shows the existing system of professional training of specialists in the USSR (Russia). The developed and implemented multi-cycle system of professional training of specialists is presented. In accordance with the new law “On Higher Professional Education”, an integrated system of training technicians, bachelors, engineers and masters is presented.
27
Bopko, Ihor Z., Bogdan S. Kryshchuk, Liudmila I. Romanovska, Yuriy L. Bryndikov, and Natalia V. Synyuk. "The Analysis of the Influence of Information Environment on the Efficiency of Training Future Masters for Research Activity." International Journal of Higher Education 9, no. 7 (August 4, 2020): 24. http://dx.doi.org/10.5430/ijhe.v9n7p24.
Повний текст джерелаАнотація:
The article presents the results of research on the problem of training future masters of humanities for research activity under the conditions of the information environment. The authors reviewed scientific literature, determined the mainstreams of the future masters’ training for research activities, and the dynamics of their readiness for these activities, studied the influence of the information environment of higher educational institutions on the level of the development for research activities. They also developed the provisions for methodological recommendations. The information environment is understood as the possibility to obtain the necessary data, evidence, hypotheses, theories, etc. Much attention is paid to ensuring the quality of professional training through the introduction of stagewise higher education, the formation of the future masters’ professional mobility under the labour market conditions. Based on the review of psychological and pedagogical literature, we determined the pedagogical conditions for the development of future masters' readiness for research activities: ensuring the future masters’ training within the modern information environment; formation of the future masters’ motivation for research activities in the information environment; introduction of a competent approach into the future masters of humanities training; ensuring the integration of academic subjects in the future masters’ training for research activity. Based on the results of the study, we determined the main tasks of further research. The authors confirmed the reliability of the research results by the Student’s t-test and Fisher’s F-test.
28
Alhuwail, Dari, Eiman Al-Jafar, Yousef Abdulsalam, and Shaikha AlDuaij. "Information Security Awareness and Behaviors of Health Care Professionals at Public Health Care Facilities." Applied Clinical Informatics 12, no. 04 (August 2021): 924–32. http://dx.doi.org/10.1055/s-0041-1735527.
Повний текст джерелаАнотація:
Abstract Objectives This study investigated information security behaviors of professionals working in the public health sector to guide policymakers toward focusing their investments in infrastructure and training on the most vulnerable segments. We sought to answer the following questions: (1) Are certain professional demographics more vulnerable to cybersecurity threats? (2) Do professionals in different institution types (i.e., hospitals vs. primary care clinics) exhibit different cybersecurity behaviors? (3) Can Internet usage behaviors by professionals be indicative of their cybersecurity awareness and the risk they introduce? Methods A cross-sectional, anonymous, paper-based survey was distributed among professionals working in public health care organizations in Kuwait. Data were collected about each professional's role, experience, work environment, cybersecurity practices, and understanding to calculate a cybersecurity score which indicates their level of compliance to good cybersecurity practices. We also asked about respondents' internet usage and used K-means cluster analysis to segment respondents into three groups based on their internet activities at work. Ordinary least squares regression assessed the association between the collected independent variables in question on the overall cybersecurity behavior. Results A total of 453/700 (64%) were responded to the survey. The results indicated that professionals with more work experience demonstrated higher compliance with good cybersecurity practices. Interestingly, nurses demonstrate higher cybersecurity aptitude relative to physicians. Professionals that were less inclined to use the internet for personal use during their work demonstrated higher cybersecurity aptitude. Conclusion Our findings provide some guidance regarding how to target health care professional training to mitigate cybersecurity risks. There is a need for ensuring that physicians receive adequate cybersecurity training, despite the opportunity costs and other issues competing for their attention. Additionally, classifying professionals based on their internet browsing patterns may identify individuals vulnerable to cybersecurity incidents better than more discrete indicators such as age or gender.
29
Rotanova, Nataliia, Tetiana Shabelnyk, Serhii Krivenko, and Yulianna Lazarevska. "THE PROBLEM OF CYBER SECURITY PROFESSIONALS TRAINING: APPLIED ORIENTATION OF MATHEMATICAL DISCIPLINES." Cybersecurity: Education, Science, Technique 1, no. 13 (2021): 123–32. http://dx.doi.org/10.28925/2663-4023.2021.13.123132.
Повний текст джерелаАнотація:
The study substantiates the urgent need to train qualified specialists capable of responding to cyber incidents and countering cyber threats in a short time, conducting state audits and creating effective management systems for information security and cybersecurity. The aim of the work is to reveal the ways and features of the organization of the study of mathematical disciplines in order to effectively train higher education students majoring in 125 «Cybersecurity». The role of the mathematical component of cybersecurity and the organization of the educational process of mathematical disciplines for the purpose of effective professional training of future cybersecurity specialists is considered. It is concluded that most professionally-oriented disciplines that provide basic knowledge in all aspects of information security are based on fundamental mathematical training. The study argues that the applied problems solved by the students of the specialty 125 «Cybersecurity» must meet the methodological requirements for real practical content, which provides an illustration of the practical value and significance of the acquired mathematical knowledge in the cyber- and/or information security field. The solution to the problem of improving the quality of mathematical training of the students is considered through the use of intra-subject and interdisciplinary links, the introduction of applied orientation of mathematical disciplines and the principle of continuity. The paper presents examples of professionally oriented tasks that are offered to higher education students majoring in 125 «Cybersecurity» studying mathematical disciplines. It is proved that the introduction of applied orientation of mathematical disciplines creates the necessary conditions and attracts students to the professional sphere, which is an important step towards improving the quality of training of cybersecurity professionals.
30
Dudina, Oksana. "PECULIARITIES OF TRAINING MASTERS IN MEDICINE IN CHINISE UNIVERSITIES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 63–66. http://dx.doi.org/10.36550/2415-7988-2021-1-192-63-66.
Повний текст джерелаАнотація:
The article investigates and theoretically summarizes the peculiarities of training doctors at the master's level at the universities of ROC. Higher education in China is characterized by numerous changes due to the accumulation and adaptation of advanced successful experience in training specialists in different countries of the world. In this context, the property of scientists and educators of ROC concerning the organization of professional training of masters in medicine is of particular interest for Ukraine. Scientists are constantly searching for solutions and improving higher medical education in ROC. In the universities of the Republic of China, according to the field of study, the degree of master in medicine can be obtained as a professional degree and scientific degree. As a result, after completing the master's program in professional field, the master may work in positions such as senior physician, senior physician in health care, senior dentist, senior pharmaceutical, and the master in research field may work as the doctor-scientist, who carries out medical research as the main professional activity. The name of medical degrees is also different, for the professional field – clinical medicine, for the research field – preclinical medicine. Clinical medicine includes such areas of master's programs in medicine as health care, dentistry, pharmacological science; preclinical medicine includes clinical medicine, preventive medicine, dentistry, the science of human progress, the history of science and technology, biomedical engineering, social medicine and health management. The article examines the experience of implementing master's programs in medicine at higher educational institutions in China. The competence-based approach, forms and specialization of training in the organization of training and practicing students due to master's programs in medicine in ROC were determined.
31
Osunji, Olatunji. "Bridging the disconnect within Cybersecurity Workforce Supply Chain." Journal of The Colloquium for Information Systems Security Education 9, no. 1 (March 8, 2022): 6. http://dx.doi.org/10.53735/cisse.v9i1.136.
Повний текст джерелаАнотація:
Within the Cybersecurity workforce supply chain, there continues to be a disconnect between the undergraduate curriculum and industry skill demand. The cybersecurity workforce framework of the National Initiative for Cybersecurity Education can serve as one of the tools to bridge this disconnect. Borrowing from the learnings in the training of students in medical school, this paper performs a qualitative literature review on some of the existing efforts to develop the cybersecurity workforce. By exploring the integration of the cybersecurity workforce framework and the curriculum guideline of the Joint Task Force on Cybersecurity Education, it recommends the introduction of Entrustable Professional Activities and mandatory apprenticeship as part of the curriculum guideline. The Entrustable Professional Activities could be based on workforce tasks defined by NICE and cybersecurity graduates will be expected to demonstrate capability to perform those activities. Industry participation is required across all levels of the supply chain.
32
VOSKOBOINIKOVA, G., V. DOVDGUK, and L. KONOVALOVA. "PEDAGOGICAL INNOVATION AND TECHNOLOGY OF CASE-STUDY IN TRAINING ON MANAGEMENT AND MARKETING IN PHARMACY IN THE PROCESS OF FORMATION OF PROFESSIONAL COMPETITION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 63–68. http://dx.doi.org/10.33989/2075-146x.2021.27.247043.
Повний текст джерелаАнотація:
The article substantiates the application of pedagogical innovation and case-study technology in training in management and marketing in pharmacy in the process of forming the professional competence of future masters in higher education institutions.
Professional training of masters of the pharmaceutical industry in higher education institutions should be aimed at ensuring the formation of their professional competence for successful professional self-realization of the individual in today's labor market.
The strategic landmark of our country's development - European integration determines the modernization of Ukraine's higher education system, which includes modernization processes and improvement of higher pharmaceutical education, in accordance with social conditionality and labor market demands, optimization of integration processes, adaptation to the European pharmaceutical market and labor market. New demands of the pharmaceutical market lead to the improvement of the system of professional training of future specialists in the pharmaceutical industry in higher education institutions on the basis of the competence approach and their readiness to perform professional competencies.
It is established that the modernization of educational processes in the training of future masters of the pharmaceutical industry requires the introduction of sectoral and educational innovations and technologies that will ensure their competitiveness in the modern labor market and further development of the pharmaceutical industry in terms of European integration.
Cases of professional-pharmaceutical model situations and level diagnostic packages of tests have been developed, which in complex use provides an opportunity to assess students' academic achievements and diagnose the level of professional competence, readiness to implement professional competencies in management and marketing in pharmacy.
A systematic analysis and differential assessment of the formation of professional competence and readiness to implement professional pharmaceutical competencies and research competencies of future masters in applied industry research in management and marketing in pharmacy based on students solving professional-pharmaceutical model situations and test tasks diagnostic packages.
33
Halitsan, O. A., T. I. Koicheva, and T. Yu Osypova. "PROFESSIONAL TRAINING OF MASTERS IN THE HUMANITIES: A COMPETENCY APPROACH." Innovate Pedagogy 1, no. 30 (2020): 24–27. http://dx.doi.org/10.32843/2663-6085/2020/30-1.4.
Повний текст джерела
34
Samoуlenko, Oleksiy. "Method of conducting video lectures and online broadcasting in the system of preparation of bachelors from cyber security in the conditions of educational digits." Pedagogìčnij časopis Volinì 1(16), no. 2020 (2020): 80–84. http://dx.doi.org/10.29038/2415-8143-2020-01-80-84.
Повний текст джерелаАнотація:
The article presents the method of conducting video lectures and online broadcasts in the system of training bachelors in cybersecurity in an educational and digital environment. It is determined that professional training of personnel in various industries in the modern world is an extremely important task of the state. Its solution becomes significant depending on how close these or those specialists are to the sphere of society. The meaning of the concept of "training" is defined, which is defined as a set of special knowledge, skills, qualities, work experience and norms of behavior that provide the opportunity to work successfully in a particular profession; as a process of communicating relevant knowledge and skills. " It is specified that the educational and digital environment can be understood as a set of organizational and pedagogical conditions for learning that contribute to the motivation of higher education students to self-development, self-education and is a key component of professional development of future professionals through information resources and services. It is emphasized that video lecture is the main form of conducting educational classes in the educational-digital environment, intended for mastering theoretical material. Each individual lecture is a component of the course of lectures in the educational and digital environment of the course discipline. Let's outline the general requirements for video lectures for bachelors in cybersecurity in the educational and digital environment. It has been determined that online broadcasting is a convenient way to communicate with bachelors in cybersecurity in real time in an educational and digital environment. At the expense of such broadcast it is possible to arrange for them game streams, to hold online seminars or to answer questions. The presented method of conducting video lectures and online broadcasts for the training of bachelors in cybersecurity is characterized by mandatory professional training for bachelors to obtain the qualification of information security specialist in information and communication systems and provides practice to provide training conditions in the real environment of future professional activities. Prospects for further research are the development of technology for the introduction of video lectures and online broadcasts in the system of training bachelors in cybersecurity and verification of the results.
35
Humeniuk, V. V. "METHODOLOGICAL PRINCIPLES OF FORMATION OF READINESS OF FUTURE MASTERS OF MEDICINE FOR PEDAGOGICAL ACTIVITIES." Медична освіта, no. 2 (June 2, 2020): 50–55. http://dx.doi.org/10.11603/me.2414-5998.2020.2.11146.
Повний текст джерелаАнотація:
Requirements of society to the level of training of future masters of medicine for pedagogical activity, able to improve the educational process on the basis of modern technologies, techniques and means of training in the conditions of dynamic transition from theoretical training to independent professional activity, emphasize attention on the revision of the goals, content of the educational process in institutions of higher education on preparation of masters of medicine for pedagogical activity, especially on methodology of development of experience of pedagogical activity at all stages of education. An important aspect of the process of forming the readiness of future masters of medicine for pedagogical activity in the conditions of institutions of higher medical education – is the choice of a set of methodological approaches and their corresponding principles, that influence on the choice of methods and means of training, the construction of a holistic process of vocational training. Considering the formation of readiness for pedagogical activity as a complex and multidimensional process, a full study of which cannot be carried out from one position, it is necessary to respond to axiological, systemic, competent synergetic, active and cultural approaches.
Having researched the problem of a high-quality preparation of future masters of medicine for successful independent pedagogical activity, it was summarized that this process will become more effective conditioning that the professional formation of future masters of medicine will occur as a result of their internal movement on the basis of reflection, self-analysis of their own pedagogical activity and the development of internal motivation for self-improvement and gaining pedagogical experience. This, at the same time, necessitates the improvement of the process of theoretical preparation of future masters of medicine, in particular the introduction of technologies of the activity type, aimed at the development of personal and professional qualities of future teachers in institutions of higher medical education.
36
Yashchuk, Serhii, Roman Gurevych, Liudmyla Gusak, Iryna Pronikova, Oksana Abramova, and Nataliia Manoilenko. "Professional Training of Masters of Technological Education in Pedagogical Higher Education Institute." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 39–56. http://dx.doi.org/10.18662/rrem/13.2/409.
Повний текст джерелаАнотація:
The transition of higher pedagogical school to a continuous education system involves updating the content, forms and methods of professional training of masters as specialists of the highest qualification level, who in the future will join scientists from various fields of science and teaching staff of universities, colleges, gymnasiums, lyceums and more. The purpose - on the basis of the integral scientific analysis to develop theoretical and methodical bases of research, to substantiate and experimentally check pedagogical system of professional training of masters of technological education. In the course of the research a complex of pedagogical conditions of professional training of future teachers of technological education in the process of master's degree is singled out. 531 undergraduates of experimental and control groups took part in the experiment, 266 of them were involved in the formative stage. The results of experimental data were processed according to the methods of S. Arkhangelsky (1980) (determination of a sufficient representative sample of students), A. Kiverlyag (1980) (determination of arithmetic mean, variance), D. Novikov (2005) (verification of the probability of the obtained results), which made it possible compare the indicators of the formation of levels of professional and pedagogical competence of masters of technological education before and after the experiment. As a result of experimental work, undergraduates of the experimental group showed higher levels of professional and pedagogical competence than in the control. The results of the experiment showed that the effectiveness of the author's pedagogical system of vocational training for masters of technological education is sufficient, and the general strategy of the proposed pedagogical system of vocational training is innovative, expedient and deserving widespread implementation in higher pedagogical educational institutions that train future teachers in the specialty "Technological education".
37
Dovzhuk, Victoria, and Natela Dovzhuk. "Integration Aspects of Professional Training of Masters of Pharmacy in University Education of the Countries of EU and Ukraine." SSP Modern Pharmacy and Medicine 2, no. 1 (February 16, 2022): 1–12. http://dx.doi.org/10.53933/sspmpm.v2i1.42.
Повний текст джерелаАнотація:
The aim of the study was to substantiate the trends in promoting the development of higher pharmaceutical education and the formation of professional competence of future masters of pharmacy in Ukraine in the context of European integration of educational processes.
In the course of research, the following methods were used:
- theoretical: theoretical analysis of scientific sources, design, modeling to design the educational process and the development and implementation of the methodological and organizational unit of the block of the model of integrated educational process of training masters of pharmacy in universities of EU and Ukraine;
- empirical: study, analysis and generalization of pedagogical experience, pedagogical observation, questionnaires, interviews, testing of knowledge and special skills, rating assessment, forecasting.
The introduction of advanced educational technologies presupposes the application of an integrated combination of methodological basis and advanced educational experience in the organization of the process of formation of professional competence of future masters of pharmacy.
The design of the methodological and organizational unit of the model of the integrated educational process of training masters of pharmacy in the universities of Central and Eastern Europe and in Ukraine.
According to the results of the study, the tendencies of promoting the development of higher pharmaceutical education and the formation of professional competence of future masters of pharmacy in Ukraine in the context of European integration of educational processes.
The methodological and organizational basis of the model of the integrated educational process of training future masters of pharmacy in the universities has been designed.
38
Yashchuk, Serhii, Olha Shapran, Lesia Martirosian, Tetiana Petukhova, Inna Artemieva, and Yuliya Kolisnyk-Humenyuk. "Pedagogical Design of the Content of Professional Training of Teachers of General Technical Disciplines and Methods of Teaching Technology." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 1 (March 29, 2021): 278–99. http://dx.doi.org/10.18662/brain/12.1/183.
Повний текст джерелаАнотація:
Professional training of masters in higher education institutions, its effectiveness is largely determined by the level of pedagogical design of the training content of future teachers of general technical disciplines and teaching methods of technology, since it is the content that is designed to ensure the formation of a personality that has not only a system of special knowledge and professional actions, but also differs in formation professionally important competencies, the appropriate level of qualifications, taking into account world and European quality standards while maintaining national achievements and priorities, as well as capable of fruitful teaching activities in modern conditions. According to the results of the study it can be stated: when designing the content of training masters of technological education it is necessary to take into account the general principles of building the content of education and the principles of updating the content of training to the requirements of time; designing the content component of integrated modules of psychological-pedagogical and special-subject training involves determining their goals and objectives, selection of innovative content for each topic of the content module, selection of forms, methods and technologies of its implementation, determination of evaluation criteria and system of diagnostics of success of undergraduates; the content component of professional training of masters of technological education must contain knowledge and experience of innovative psychological-pedagogical and technical-technological activity of a teacher in the system of higher educational institution; the effectiveness of the content of professional training of future teachers of general technical disciplines and methods of teaching technology is determined by the effectiveness of professional activity, which can be characterized as the formation of professional and pedagogical competence, ability to professional and pedagogical self-development and self-improvement.
39
Полушина, Lyubov Polushina, Давыдова, and Lyudmila Davydova. "Problems in training of masters in foreign language." Socio-Humanitarian Research and Technology 2, no. 4 (December 3, 2013): 25–27. http://dx.doi.org/10.12737/2118.
Повний текст джерелаАнотація:
This article is about some problems in training of masters in foreign
language. Efficiency of their training depends on their informative activity and selfsufficiency.
One of the most effective way of activation of their educational activity
is the professional training. The study of foreign languages must be connected with
future profession. The students read original literature to get necessary information for
their future work. The main type of work is reading. It is also necessary to pay attention
to other types of speech activity: referencing, annotation and also develop oral speech
in foreign language.
40
Skrypnyk, Iryna, Yaroslava Kulbashna, and Waleria Zacharowa. "FORMATION OF PRACTICEOLOGICAL COMPETENCE OF MASTERS OF DENTISTRY: MOTIVATIONAL COMPONENT." Osvitolohiya, no. 10 (2021): 56–65. http://dx.doi.org/10.28925/2226-3012.2021.106.
Повний текст джерелаАнотація:
The article deals with the content of motivational maturity for professional activity of future masters in terms of praxeological competence development. The manuscript also identifies the components and stages of its development. The notion of motivational maturity of future masters in dentistry is defined as a dynamic personal feature, characterized by the development of professionally important qualities, the stability of internal motives for choosing job and the ultimate goals of professional training and external ones like the attractiveness of job in the context of person’s life support and professional fulfillment. The motivational and praxeological components of future masters’ in dentistry maturity are characterized. Besides, the article presents the results of the survey among the graduates of the dental faculty of Bogomolets National Medical University. It identified a set of motives that contribute to the maturity for performing practical activities. The orientational, synergetic and corrective stages of formation of motivational maturity for future masters in dentistry are revealed. The first one – orientational stage of professional maturity is established as the most important one as it occurs when a student adapts to a new educational environment of a medical university. The next synergetic stage is characterized by accumulation of knowledge and skills necessary for professional competence formation when contingence of training motivation and professional one occurs. The last corrective stage deals with motivation to professional activity based on the integration of motives. It is proved that the presence of stable professional motives in future dentists contributes to their successful mastery of future professional activity and the formation of motivational maturity for it.
41
SAMOYLENKO, Olexii. "TRAINING BACHELORS OF CYBERSECURITY IN CONDITIONS OF EDUCATIONAL-AND-DIGITAL MEDIUM BY MEANS OF NETWORK FACILITY FOR PROGRAMMING." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 38–42. http://dx.doi.org/10.31651/2524-2660-2020-4-38-42.
Повний текст джерелаАнотація:
The article publishes the leading aspects of training bachelors in cybersecurity in an educational and digital environment by means of network simulators for programming. The concept of preparation for a bache- lor's degree in cybersecurity is clarified. communicative environment, timely detection, prevention and neutraliza- tion of real and potential threats to Ukraine's national security in cyberspace. It is determined that the training of a specialist with a bachelor's degree in cybersecurity is the right of modern professional activity in the system of state and commercial enterprises, which are related to information protection services at the objects of infor- mation activity. The urgency of cybersecurity problems is emphasized by the need to use information systems and technologies, from social networks, posting information about your personal data on the Internet to using bank accounts, e-commerce systems and others. Network pro- gramming simulators for cybersecurity bachelors are an integral part of their modern training. It is stated that online simulators for programming allow bachelors in cybersecurity in an educational and digital environment to acquire computer skills and programming. In the educa- tional and digital environment for online bachelors in cybersecurity, network simulators for programming are relevant, which require fast printing. It is determined that the preparation of bachelors in cybersecurity in the educa- tional and digital environment by means of network simu- lators for programming provides an opportunity for pro- fessional development and providing skills that contribute to the training abilities of the future specialist.
42
Osadchyi, Viacheslav, and Hanna Varina. "Future masters of psychology training for professional activity in the conditions of non-formal education." Ukrainian Journal of Educational Studies and Information Technology 8, no. 3 (September 30, 2020): 49–61. http://dx.doi.org/10.32919/uesit.2020.03.05.
Повний текст джерелаАнотація:
The article is devoted to the problem of integration and development of continuing education in Ukraine, reveals the content and priorities of implementation of non-formal education in institutional, as an important component of a professional practice-oriented system of training future masters of psychology. It is established that the introduction of components of non-formal education creates conditions for the development of professional self-awareness of future psychologists: actualization of professional self-knowledge, expansion of positive attitude to oneself as a future psychologist, self-actualization of professional self-improvement. The scientific article analyzes the experience of implementing a scientific and practical online course "Modern practice-oriented technologies in psychology" on the Moodle platform in the process of training masters of psychology. The paper describes a pilot study of the impact of an online course on the process of actualization of professional self-improvement, personal growth and self-realization.
43
DOVDGUK, V. "INTEGRATION ASPECTS OF PROFESSIONAL TRAINING AND FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE MASTERS OF PHARMACY AT THE UNIVERSITY EDUCATION OF EUROPEAN UNION COUNTRIES AND UKRAINE." Pedagogical Sciences, no. 75-76 (December 12, 2020): 85–91. http://dx.doi.org/10.33989/2524-2474.2020.75-76.226384.
Повний текст джерелаАнотація:
The scientific article on the basis of the theoretical analysis of European integration processes in the universities of the European Union identifies the integration aspects and their impact on the system of professional training of masters of pharmacy.It is determined that highquality professional training of future specialists in the pharmaceutical industry, the introduction of European experience in the context of European integration of free economic zones of Ukraine ensures their adaptation to implementation in the labor market, which is a necessary condition for successful professional activity.It has been established that the formation of the European University Association (EUA) and the initiated partnership of educational and scientific cooperation and exchange of experience in the effective organization of educational processes are influential for European integration processes.Experimental implementation of the developed scientific and methodological support a portfolio of scientific and methodological complexes in accordance with integrated curricula of professional disciplines of master’s training based on the model of integrated educational process of training future masters of pharmacy in universities of Central and Eastern Europe in the process of forming professional competence processes in medical and classical universities of Ukraine.Comprehensive diagnostics of the level of professional competence of students, readiness to implement professional competencies at the end of the formative experiment is based on test results, qualimetric questionnaires, as well as the results of assessing the quality of individual case tasks as an indicator of quality professional characteristics in experimental groups of students. distance learning.According to the results of the experimental study, the positive dynamics of students’ academic achievements in the Free Economic Zone was established and the effectiveness of the model of integrated educational process of training future masters of pharmacy in universities of Central and Eastern Europe and in Ukraine in European integration was confirmed.
44
Filippova, L. "Reflexive approach in the professional training of future masters of pharmacy." Ukrainian Educational Journal, no. 2 (2020): 123–30. http://dx.doi.org/10.32405/2411-1317-2020-2-123-130.
Повний текст джерела
45
Koroleva, Natalya Yu. "Model for training of masters in pedagogical education for activity in virtual social and educational environment based on development of digital competences." RUDN Journal of Informatization in Education 17, no. 3 (December 15, 2020): 237–53. http://dx.doi.org/10.22363/2312-8631-2020-17-3-237-253.
Повний текст джерелаАнотація:
Problem and objective. The article provides theoretical basis for model for forming of readiness of future teachers to activity in virtual social and educational environment based on development of their digital competences. Analysis of types of activities of a future teaches listed in the Federal State Educational Standards (3++) for Higher Education and areas for application of their digital competences reveals their interconnection and provides opportunities for development of digital competences of a future teacher in the framework of suggested masters program build up based on the analysis of approximate profile of teachers digital competences. Methodology. The research is based on the analysis of digital competences of a teacher and the logic for build-up of subject training of future teaches at masters level for their successful and effective professional activity in the conditions of virtual social and educational environment based on development of their digital competences. Results. The research analyzes the content of basic digital competences of a teacher; suggests a model for development of professional readiness of a future teacher to activity in a virtual social and educational environment based on development of digital competences; formulates basic content for masters program Digital Technologies and Network Interaction in Education, Pedagogical Education, Professional Education, Additional Education based on development of digital competences of a future teacher in the framework of his professional training in an institution of higher education; formulates basic content of training in the framework of suggested disciplines of masters program. Conclusion. It is shown that for the improvement of effectiveness of teachers activity in the contemporary conditions of society digitalization and development of virtual social and educational environment it is necessary to include subject disciplines aimed at development of their digital competences on a special level into the process of their professional training.
46
Dovzhuk, Victoria. "METHODS OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE MASTERS OF PHARMACY BY MEANS OF INNOVATIVE EDUCATIONAL TECHNOLOGIES IN CONDITIONS OF CONDITIONS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 94–100. http://dx.doi.org/10.36550/2415-7988-2021-1-194-94-100.
Повний текст джерелаАнотація:
The article highlights the rationale for the development and implementation of methods for the formation of professional competence of future masters of pharmacy by means of innovative educational technologies in the context of European integration changes. The analysis of philosophical, medical, pharmaceutical and psychological-pedagogical literary sources on the problems of professional training of future specialists in the pharmaceutical industry is carried out; pedagogical experience of universities of Central and Eastern Europe and integration in the conditions of higher pharmaceutical education of Ukraine; analysis of scientific publications of world level of development of management of higher pharmaceutical education; pedagogical observation; pedagogical experiment; questionnaires; testing; surveys, analysis of problem-based learning outcomes and group work. It is established that the introduction of modern technologies and educational innovations in the training of masters of pharmacy in universities of Central and Eastern Europe is carried out in the context of European integration, development of the Eastern Partnership in the European Union and associate members and partners. Pedagogical innovation is based on the use of innovative technologies (both pedagogical and informational and sectoral) in educational processes to improve their efficiency and quality assurance in higher education. According to the results of the study to improve the educational process of training and professional competence of future masters of pharmacy by means of innovative educational technologies in the context of European integration changes developed and implemented methods and scientific and methodological support - a portfolio of scientific and methodological complexes for classroom learning and remote access students on-line using a remote access platform. To determine the effectiveness of the organization of experimental training conducted on-line, the analysis of the effectiveness of solving cases of model professional situations, test control of student achievement and qualimetric questionnaires. The positive dynamics of students' academic achievements in the formation of professional competence of future masters of pharmacy has been established.
47
Buriachok, Volodymyr, Nataliia Korshun, Svitlana Shevchenko, and Pavlo Skladannyi. "APPLICATION OF NI MULTISIM ENVIRONMENT IN THE PRACTICAL SKILLS BUILDING FOR STUDENTS OF 125 "CYBERSECURITY" SPECIALTY." Cybersecurity: Education, Science, Technique 1, no. 9 (2020): 159–69. http://dx.doi.org/10.28925/2663-4023.2020.9.159169.
Повний текст джерелаАнотація:
The article is devoted to the problem of practical skills building and development of students majoring in 125 "Cybersecurity". An analysis of the professional competencies of future cybersecurity professionals, in particular, related to technical protection of information. It is proved that the use of virtual laboratories in the educational process helps to increase the efficiency of the educational process and allows to form and improve the professional competencies of the future cybersecurity engineer. Education becomes practice-oriented. The possibilities of a virtual laboratory workshop based on the NI Multisim environment are considered in the study of disciplines "Theory of circles and signals in information and cyberspace", "Component base and elements of circuitry in information security systems", "Signals and processes in information security systems". The Multisim system is used as part of the training of future cybersecurity professionals at Borys Grinchenko Kyiv University and has proven its effectiveness in practice.
48
Bielikova, N., and O. Tomaschuk. "Contemporary approaches to the professional training of future masters of secondary education in physical culture." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 7(127) (November 27, 2020): 18–23. http://dx.doi.org/10.31392/npu-nc.series15.2020.7(127).03.
Повний текст джерелаАнотація:
Currently, special attention should be paid to the issue of humanities masters training, in particular, future physical culture teachers and lecturers, who take an active part in the formation of a healthy lifestyle of student youth. The article grounds contemporary approaches to the professional training of future masters of secondary education in physical culture in the higher education institutions of Ukraine. The normative arrangement of master's status in the system of positions and activities, related to the effective establishment of the interaction of educational services sphere and labour market, remains the most problematic issue today. In the situation of absence of an educational standard for speciality 014 Secondary Education (Physical Culture) by the second (master's) level of higher education, currently, in the domestic educational space, there is a wide range of approaches to understanding the status and specifics of the organization of professional training of physical culture secondary education future masters. The analysis of the informational content of the state educational electronic resource of Unified State Electronic Database on Education (USEDE) allowed determining that 30 Ukrainian higher education institutions including national universities, pedagogical and specialized higher educational establishments carry out the training of such specialists. The process of defining the specifics and status of a master's degree in the training of secondary education physical culture specialists developed by various teams of authors differs by diverse approaches concerning the understanding of its peculiarities. The variety of educational and professional programs of their training is manifested in the content, structure, variable part ensuring, and different approaches to practical training and organization of state certification. The increase of training efficiency of physical culture secondary education masters for pedagogical activity consists in constant updating of the content, the establishment of an expedient ratio of semantic and practical activity components, and use of the newest pedagogical, informational and computer technologies. The realization of scientific support of the educational process will contribute to the formation of future specialists’ pedagogical orientation and interest to the professional and pedagogical knowledge.
49
Hladun, T. "Requirements for the Training of Masters of Natural Sciences of Pedagogical Higher Educational Institutions." Journal of Education, Health and Sport 9, no. 12 (December 28, 2019): 338–48. http://dx.doi.org/10.12775/jehs.2019.09.12.034.
Повний текст джерелаАнотація:
The article deals with the issues of training future teachers of natural sciences; findings: what requirements for professional education are typical for the training of a teacher of a new formation; what role in the professional development of specialists of pedagogical HEI has professional training and what shortcomings in the training of masters of natural sciences occur at the present stage of development of higher education; areas of modernization of vocational education and physical education, in particular, are identified by scientists.
50
Hizhynska, Tetiana. "Professional Training Programs of Masters in Adult Education at Universities of Germany." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 98–104. http://dx.doi.org/10.1515/rpp-2015-0028.
Повний текст джерелаАнотація:
Abstract The German experience in professional training of teaching staff in adult education has been analyzed; it has been clarified that modern educational programs of Bachelor and Master specialties are based on the basic educational program offered by Adult Education Sectional Commission of Pedagogical Sciences in Germany (DGfE); value-targeted and organizational and semantic issues of Masters’ in Adult Education professional training in universities of Germany, defined according to andragogue profession’s modern roles and functions have been considered. The purpose of Masters’ in Adult Education professional training and the content of professional competencies have been revealed, the limits of andragogues’ academic education at the graduate level have been outlined. Based on the theoretical analysis of university reference books common features of Master’s programs of academic education in Adult Education / Continuous Education in universities of Germany have been found; the basic principles of the Master’s programs realisation in German universities have been indicated. Special attention is paid to research and justification of organisation and structural elements of Master’s programs in Adult Education / Continuous Education in Otto Friedrich University in Bamberg; the purpose and subject specialty have been revealed; the relation between theory and practical training has been established, the organization and the purpose of practical training abovementioned university have been described, professional prospects of graduates have been outlined.