The Role of the Supplementary Professional Education in Building the Shared Information-Educational Environment

2015 ◽  
Vol 3 (4) ◽  
pp. 23-27
Author(s):  
Шанин ◽  
S. Shanin ◽  
Шехматов ◽  
S. Shekhmatov
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Educational Environment ◽  
Primary Task ◽  
Educational Institutions ◽  
Shared Information ◽  
Professional Development Needs

The paper concerns such timely and promising approach to improve the system of retraining and professional development of educators as creating the shared information-educational environment, which would integrate several educational stages. Challenges and tasks facing the above mentioned educational institutions are analyzed. It is further concluded that the system of retraining and professional development needs to be fundamentally restructured and modernized. These activities should be undertaken in a variety of areas, including one of the most important goals — to introduce inforamtization to the system of supplementary professional education, where the primary task is to create the shared information-educational environment. Beside the advantages of informatization the authors also point out to the risks along the process and emphasize that introduction of IT technologies should be incremental, targeted and well-thought-out.

scholarly journals Features of a prospective teacher’s professional formation in the educational environment of a pedagogical university

2021 ◽  
Vol 10 (3) ◽  
pp. 230-234
Author(s):  
Ekaterina Sergeevna Dorozhkina
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Education ◽  
Prospective Teacher ◽  
Professional Training ◽  
Educational Environment ◽  
Russian Language ◽  
Professional Activity ◽  
Federal State ◽  
Professional Formation

The paper considers the concept of professional formation and its projection on the professional training and professional activity of the prospective teacher through the concepts of formation and development. As a result of the analysis of existing views on the phases, stages and periods of professional formation, the main ones were identified, which are due to the time frame - the period before choosing the institution where professional training will be carried out, the actual professional education and the period of it. Having analyzed the set of competencies (subject, general pedagogical, professional-communicative, managerial, innovative, reflective) provided by the Federal State Educational Standard in relation to the teachers profession, as well as referring to the models of Hard-skills and Soft-skills, we identified indicators (skills) of the professional development of the prospective teacher and invited the 3rd-year students of the Institute of Russian Language and Literature of the Volgograd State Socio-Pedagogical University to evaluate these skills in the order of their significance. The assessment was carried out on a 5-point scale, where 1 point is an absolutely insignificant indicator, 2 - rather insignificant, 3 - rather significant, 4 - significant, 5 - very significant. As a result, we were able to build their gradation and divide them by areas, as well as allocate 3 levels in the process of professional development. Taking into account these levels, we considered how the educational environment can influence the professional development of future teachers through educational, extracurricular activities and through the environment.

scholarly journals Psychological and pedagogical aspects of the prevention of extremism in youth

2018 ◽  
Vol 8 (3) ◽  
pp. 167-178 ◽  
Author(s):  
N.V. Serdyuk ◽  
L.L. Grishenko ◽  
A.M. Stolyarenko
Keyword(s):  
Environmental Conditions ◽  
Personality Development ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Institutions ◽  
Educational Systems ◽  
Individual Experience ◽  
Environment Factors ◽  
Higher Educational

The issues of projecting personality developing pedagogical systems, such as underestimating the role of students’ educational needs in educational projects and also underestimating impetuses and opportunities of social and cultural macro-environment are considered in the article. Subjective (needs and motives, aims, individual experience) and objective (demands, contradictions and risks, communicative and pragmatist opportunities of the environment) factors which influence personality development are named. The model of personality development in its interaction with educational environment – sequential changing student’s role positions, his educational needs and necessary environmental conditions – is given. On the basis of this model the variant of a questionnaire which investigates students’ educational needs, is suggested. The process of testing the questionnaire is described briefly. The results of questioning students of higher educational and further vocational educational institutions are given and analyzed. Practically significant conclusions for pedagogical projecting personality developing educational systems are made.

scholarly journals The role of open educational resources in the eLearning movement

2016 ◽  
pp. 10-21
Keyword(s):  
Educational Environment ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Institutions ◽  
Educational Facilities ◽  
Open Questions ◽  
New Challenges

Open Educational Resources (OERs) have gained increased attention for their potential to provide equitable and accessible educational facilities for people worldwide. Obviating demographic, economic, and geographic educational boundaries can be the OERs slogan. Realization of this promise is an inevitable target of eLearning, thus offering education new challenges. In this observation paper, we express OERs altruistic and idealistic reasons as well as their opportunities and advantages for three groups of eLearning stakeholders, namely learners, teachers, and educational institutions. Also, this paper addresses open questions such as what are the current limitations and challenges of developing and distributing OERs in the fast changing global educational environment.

scholarly journals Enhancing Faculty Performance through Coaching: Targeted, Individualized Support

2014 ◽  
Vol 4 (4) ◽  
pp. 3 ◽  
Author(s):  
Melissa McDowell ◽  
Laurie Bedford ◽  
Lyda DiTommaso Downs
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Education Institution ◽  
Educational Institutions ◽  
New Faculty ◽  
College Leadership ◽  
Coaching Model ◽  
Faculty Orientation ◽  
Professional Development Needs ◽  
Strong Culture

<p>Coaching in higher education is a relatively new field; although, it has been taking place in educational institutions for some time, even if it was not labeled as such. This paper describes the faculty development filosophies of a US-based higher education institution with a strong culture of supporting faculty and promoting social change. A coaching model was implemented as a means for professional development. It was designed to be facilitated through a peer relationship and it offers problem-focused, contextualized opportunities for faculty to collaborate, thus making the experience and outcome more meaningful. The coaching model is individualized, confidential, non-evaluative, and incorporates three pathways to support the professional development needs of faculty: self-assigned, a request from college leadership as a means to support faculty in an identified area of need, or the New Faculty Orientation (NFO) instructor may recommend a faculty member for coaching as a way to further engage in topics not discussed in-depth in NFO.</p>

scholarly journals Roles, Responsibilities, and Needs of Institutional GME Leaders: A Multinational Characterization of Designated Institutional Officials

2019 ◽  
Vol 11 (4s) ◽  
pp. 110-117 ◽  
Author(s):  
Sawsan Abdel-Razig ◽  
Halah Ibrahim
Keyword(s):  
Professional Development ◽  
Medical Education ◽  
Middle East ◽  
Best Practices ◽  
Job Descriptions ◽  
The Past ◽  
Professional Development Needs ◽  
Accredited Institutions

ABSTRACT Background Since 2012, several academic centers in the Middle East have attained accreditation by the Accreditation Council for Graduate Medical Education International (ACGME-I). An emerging group of GME leaders have assumed the role of designated institutional official (DIO), leading their institutions to accreditation. Despite these DIOs' key positions in driving GME reform, there is a lack of published studies on the roles, responsibilities, and needs of DIOs in international settings. Objective We examined the characteristics, roles, responsibilities, and needs of DIOs in the Middle East. Methods A questionnaire was electronically distributed from December 2018 to February 2019 to all current and former DIOs in ACGME-I accredited institutions in the Middle East. Results Of 16 surveys sent, 11 (69%) were returned. All DIOs were physicians; the majority were women less than 55 years of age, and assumed the role of DIO in the past decade. Most DIOs felt prepared for the position and well supported by their institution and their program directors. All reported having additional roles beyond the DIO position. Most identified the most challenging aspect of their role related to GME budgets, training for their responsibilities, sharing best practices and documents such as DIO job descriptions and other key documents, and DIO training. Conclusions ACGME-I accreditation is a critical driver of efforts to define the DIO role. DIOs in the Middle East share common perceptions, experiences, and needs. Further research should identify professional development needs in an increasingly diverse international worldwide DIO community.

STRATEGI MANAJEMEN PERUBAHAN DALAM MENINGKATKAN KUALITAS MANAJERIAL PENDIDIKAN ISLAM DI MAN 1 PAMEKASAN

2019 ◽  
Vol 1 (2) ◽  
pp. 14-21
Author(s):  
Atiqullah Atiqullah ◽  
Milda Karya Puspasari
Keyword(s):  
Change Management ◽  
Educational Institution ◽  
Management Strategies ◽  
Educational Environment ◽  
Management Systems ◽  
Educational Institutions ◽  
Educational Organizations ◽  
Education Planning

The educational institution must have a strategy in bringing about an improvement or change. Where strategy is a way in the process toward the goal. The progress of educational institutions today is highly demanded because of the strong flow of competition among educational institutions. Ability to compete with other institutions is a succes of educational institutions or the ability to give trust to the communit. Succes in an educational institution depends on the management applied within an institution. As well as the role of managers in embracing management systems, educational organizations and education planning to become a conducive educational environment. Because if the managed management is so good then the result to be achieved in the education will run effectively and produce a succes. Thus institutionsshould be able to embrace change management strategies in improving the quality of managerial education of Islam well.

THE ROLE OF ADDITIONAL PROFESSIONAL EDUCATION IN TRAINING HIGHLY-COMPETITIVE SPECIALISTS AT PROFESSIONAL EDUCATION ESTABLISHMENTS

10.12737/1462 ◽  
2013 ◽  
Vol 1 (5) ◽  
pp. 40-45
Author(s):  
����������� ◽  
Mikhail Abragimovich
Keyword(s):  
Labor Market ◽  
Education System ◽  
Professional Education ◽  
Market Research ◽  
Educational Institutions ◽  
Educational Services ◽  
Practical Recommendations

The author shows how additional professional education (APE) helps professional educational institutions to train competitive specialists under the conditions of integration in the professional education sphere. It is argued that professional education establishments (PEE) should carry out labor market research and forecasting in order to maintain competitiveness at the educational services market. The concept of �competitive specialist� is explored, and the necessity to work out a model for forecasting the set of graduates� competences for the highly-demanded professions. The paper suggests practical recommendations to enhance competitiveness of PEE graduates through the development of the additional professional education system.

scholarly journals Media space as an element of the digital educational ecosystem

Eduweb ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 134-144
Author(s):  
Oksana A. Dubrova ◽  
Julia M. Tsarapkina ◽  
Alla A. Oshkina ◽  
Julia O. Baikina ◽  
Vyacheslav A. Ivanov
Keyword(s):  
Cluster Analysis ◽  
Professional Education ◽  
Educational Environment ◽  
Social Processes ◽  
Educational Institutions ◽  
Media Space ◽  
Competency Models ◽  
Article Analysis ◽  
The Media ◽  
Electronic Elements

In response to the challenge of informatization of social processes, an information space and a digital educational environment emerge and develop in the field of professional education. Purpose of the article: analysis of the digital educational ecosystem of professional educational institutions. Methodology. The study analyzes the electronic elements used in the modern digital educational ecosystem. Competencies identified by cluster analysis of competency models are presented. Findings. The media space as an electronic environment created by technical means of communication is one of the key elements of the digital educational ecosystem, which allows creating innovative conditions for the development of vocational education

scholarly journals Modern technologies of adult education

2020 ◽  
Vol 9 (28) ◽  
pp. 57-64
Author(s):  
Olga I. Vaganova ◽  
Irina V. Rudenko ◽  
Server N. Bekirov ◽  
Leviza I. Abbasova ◽  
Maxim M. Kutepov
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Adult Students ◽  
Professional Education ◽  
Role Playing ◽  
Educational Technologies ◽  
Educational Institutions ◽  
Cognitive Motivation ◽  
Favorable Conditions ◽  
Modern Technologies

The motivation to constant knowledge update is due to the dynamic scientific and technological progress, which affects the change of all spheres of human activity. Employees of many organizations are in need of both professional development as well as obtaining a new specialty in order to maintain and improve their own competitiveness. In these conditions, higher educational institutions focused on adults training, are looking for new ways that will improve the formation of adult students competence. The purpose of the article is to analyze the experience of modern technologies implementation in the process of adult education. The article reveals the possibilities of innovative educational technologies, their essence and role in modern professional education. The role of continuous adult students education is emphasized, their functions are highlighted. The authors have identified the features on which the teacher relies in the process of adults training, which helps to make the training more effective. The implementation of modern adult education is based on the following principles: problematical character (the teacher should remember that adult students may feel uncomfortable in a group, they may be unaccustomed to feel like students again, for this it is necessary to "immerse" them in favorable conditions of communication. Role-playing, "brain storm" (which is more often referred to as discussion technologies, but in gaming it also takes place), blitz games contribute to the removal of emotional tension and the formation of effective cognitive motivation; the principle of dialogical communication.The study conducted among students of professional development courses from the age of 32 to 45 showed the need for further introduction of modern educational technologies in adult education. Their capabilities make the learning process more intense, active, and at the same time contribute to the rapid achievement of positive results.

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