The article identifies practical approaches to solving the problem of
professional development of teachers of higher education institutions;
emphasis is placed on the effectiveness of teachers’ acquisition of professional
competencies in the process of teaching in short-term thematic courses; the
experience of the organization of advanced training of teachers in branch
institution of higher education is presented.
Key words: advanced training of teachers, short-term courses, forms of
advanced training, scientific-practical seminar, qualification training
The academic performance of the first weeks of the study period, determine or project the final academic performance; This phenomenon, mainly, is since the student seeks and finds stimulus in her results, even if they are very short-term. This article proposes a way of modeling the evolution of academic performance intraperiod, to guide the accompanying actions during the process and not after it. The degree cohort of the distance study system, April–August 2019 (6,675 students), from the Universidad Técnica Particular de Loja, was followed up, through probability models, on the four moments of performance measurement academic and it was found that, at the first moment of measurement, students who accumulated a result equal to or greater than 75% of the possible grade, had a high probability of passing the course.
Critical thinking is profusely recognized as a key-skill for today's higher education students, who are simultaneously future employees/employers and forever local-global citizens. Yet, critical thinking must be deliberately, explicitly, and systematically promoted if it is expected to arise and expand. Such a promotion may be stimulated by teachers through the application of strategies that are oriented to critical thinking. Alas, recurrent evidence shows that teachers themselves need teacher professional development on how to do so, seeing that, as a rule, teacher education does not address the promotion of critical thinking open-handedly. With such in mind, the present paper presents a proposal of a teacher continuing professional development program consisting of five two-hour sessions, aimed at enabling university teachers to learn about critical thinking and how to think critically and, in turn, to learn how to teach their students for critical thinking. This program shall be implemented in 2019, with teachers at a public university located in the northern-central region of Portugal. Considerations are made about how the promotion of critical thinking in higher education may be performed via university teacher continuing professional development, bearing in mind the characteristics of this specific public and the principles of teacher professional development itself.
The article defines the concept of "competence", which allows discussing the academic culture model as a set of educational competencies. As key competencies are not only a system of knowledge, skills and attitudes, but the ability to apply them in a specific situation to solve everyday problems effectively. In the process of professional development in higher education, how competencies are designed from the objectives of the courses, expanding the personal and social experience in the area of knowledge and beyond. It is concluded that the conditions for the development of competencies should not be well used, since they are provocations from the field of knowledge.
ПОПУЛЯРИЗАЦІЯ ПЕДАГОГІЧНОЇ ТА МЕТОДИЧНОЇ
СКЛАДОВИХ У КОРОТКОСТРОКОВИХ ПРОГРАМАХ
ПІДВИЩЕННЯ КВАЛІФІКАЦІЇ ДЛЯ ВИКЛАДАЧІВ
ГАЛУЗЕВИХ ЗАКЛАДІВ ОСВІТИ: ІЗ ДОСВІДУ РОБОТИ
НАУКОВО-ПРАКТИЧНОЇ ШКОЛИ-СЕМІНАРУ
ТА КВАЛІФІКАЦІЙНОГО ТРЕНІНГУ
«СУЧАСНІ ТЕХНОЛОГІЇ НАВЧАЛЬНОЇ
ДІЯЛЬНСТІ ВИКЛАДАЧА ЗВО»