scholarly journals Professional and Career Development of Vocational Subject Teachers as a Trend in the Lifelong Learning of Teachers

2015 ◽  
Vol 5 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Viola Tamášová
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Personal Development ◽  
Research Study ◽  
Educational Needs ◽  
Further Education ◽  
Vocational School ◽  
Research Survey ◽  
Research Questions ◽  
Education Needs

AbstractThis research study concerns the trends in the lifelong learning of teachers including self-education as a form of teacher personal development. It explores the importance, role and objectives of lifelong learning, andragogic pedeutology, as well as the trends and further education of possibilities of teachers in Slovakia with regards to the forms of learning, qualification education and continuing education. We present the findings of a research survey on the educational needs of secondary vocational school (SVS) teachers as one of the results of the KEGA 005 DTI-4/2013 project in the study. We also present the research objectives, research questions, research sample of SVS teachers, research methods and instruments. In addition to presenting the findings of the current and updated education needs of SVS teachers in the sample and their interpretation, we formulate the research conclusions on the educational needs of SVS teachers as one of the results of the KEGA 005 DTI-4/2013 project.

scholarly journals Personal and social training as a part of class teachers’ lifelong learning

2018 ◽  
Vol 8 (2) ◽  
pp. 24-39 ◽  
Author(s):  
Zuzana Geršicová ◽  
Silvia Barnová
Keyword(s):  
Social Development ◽  
Lifelong Learning ◽  
Personal Development ◽  
Family Background ◽  
Further Education ◽  
Training Methods ◽  
Pedagogical Training ◽  
Before And After ◽  
Post Test ◽  
The Impact

Abstract Introduction: The presented paper deals with the issues of the work of class teachers and their further education in the field of personal and social training. The main goal of the research was to find out about changes in personal and social development after the realization of social-pedagogical training. Methods: On the level of personal development, the authors were interested in the field of values and attitudes. On the level of social development, they focused on the changes in communication and opinion scales. The changes in the above fields were measured by means of a pre-test and a post-test which were administered before and after the realization of the training. Results: In the participants of the realized research, the research team, to a certain extent, succeeded in reducing prejudice and beliefs and the participants learnt about the necessity of considering students’ individual abilities and specific environmental influences on their behavior and manifestations at school. On the level of opinions, there was a shift towards a stronger belief in the significance of the impact of the environment and the family background on students’ behaviour and their personality traits. Discussion: The presented data are the results of a pilot probe and have brought initial insights related to the presented issues for the purposes of a longer and deeper research, which is in the phase of its realization. Limitations: As the project was realized with ten groups of teachers showing a deep interest in participating in it, it is not our ambition to generalize the obtained results; nevertheless, we find them interesting and inspiring. Conclusions: Along with knowledge from pedagogy and psychology, class teachers need a huge amount of creativity, ideas, techniques and methods, which can promote the development of students’ value orientation. The authors can see a clear perspective for teachers’ lifelong learning here

Lifelong Learning for Agency Fisheries Professionals: What are the Continuing Education Needs?

Fisheries ◽  
1995 ◽  
Vol 20 (7) ◽  
pp. 10-16 ◽  
Author(s):  
William F. Murphy ◽  
Gerald H. Cross ◽  
Louis A. Helfrich
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Education Needs

scholarly journals Further Education as an Integrative Pivot of Lifelong Learning

2021 ◽  
Author(s):  
Liya D. Torosyan ◽  
◽  
Katerina А. Stepanenko ◽  
Vera V. Semina ◽  
Armine E. Grigoryan ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Group Size ◽  
Academic Staff ◽  
Educational Needs ◽  
Educational Programs ◽  
Further Education ◽  
Target Audience ◽  
Educational Services ◽  
Course Syllabus

this study is focused on analysing further education as an integrative pivot of lifelong learning. Modern universities are currently undergoing changes in terms of transformation into entrepreneurial units aimed at commercialization of educational services including further educational programs. The topicality of the research is stipulated by the global urge to stay competitive in the saturated educational services market due to the increasing number of institutions both state and private rendering educational services. The aim of the study is to reveal the needs for further education of representatives among young and academic audiences and devise a course syllabus within further educational programs relevant to the detected requirements of potential listeners. The authors put forward a hypothesis suggesting that there are courses whose unique selling points might be attractive to learners. The results obtained through the questionnaires demonstrated that students and academic staff envision an ideal course to meet all their educational needs in a different way which gives momentum to reconsider the format of rendering educational services and recompose further educational programs making them client-friendly in terms of duration, group size, location, range of courses available and flexibility regarding program contents. The results of the study are of significance due to the fact that further educational programs will be far more susceptible to the needs and requirements of the target audience possessing such features as adjustability, flexibility and modularity.

scholarly journals ФОРМУВАННЯ ПРОФЕСІЙНИХ ТА ЖИТТЄВИХ КОМПЕТЕНЦІЙ В КОНЦЕПЦІЇ LIVELONG LEARNING: ДОСВІД ПСИХОЛОГІВ

2019 ◽  
pp. 8-39
Author(s):  
В. Бочелюк
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Social Activity ◽  
Cognitive Activity ◽  
Well Being ◽  
Further Education ◽  
Political Strategy ◽  
The European Union ◽  
Professional Career ◽  
The World

Relevance of the problem: The concept of lifelong learning is the leading educational and political strategy of the advanced countries around the world. Attracting adults into training helps to cope with life crises, enhances their well-being and health, contributes to their personal development, social activity, and cultural growth. This eventually determines the economic and social well-being of the entire society. But in Ukraine the implementation of this model is not fully effective, which fact entails a scientific discussion. Aim: to analyze the ways of introducing adult education in Ukraine and in the world; to determine the ways of forming professional and life competencies in the qualified psychological community. Methods: analysis of documentation that governs the implementation of the lifelong learning concept in the European Union and in Ukraine; a written survey of psychologists (131 persons with professional experience of 3 to 35 years) concerning specific ways of expanding and deepening of competencies; content analysis, frequency analysis, phenomenological method. Research results. The main mission of the lifelong learning is the expansion and renewal of life prospects in the framework of the transformational social environment. The leading role in these processes belongs to the individuals themselves: their cognitive activity, responsibility for building their own life paths, the ability to learn. Governmental and public institutions create opportunities for education in various forms that are tailored to individual interests and capabilities. In Ukraine, similarly to other countries, adult learning is actively taking place in formal, informal, and independent education, but the form and content, the theoretical and normative substantiation is considerably lagging behind the experience of the advanced countries. The survey of psychologists has demonstrated a steady need for a lifelong learning, which has a professional specificity according to the field of activity. Further education has a beneficial effect on professional career, as well as on psychological well-being and social processes. However, cognitive activity is occurring in a spontaneous, not in a planned way; it is difficult for professionals to find educational offers meeting their needs.

The Further Educational Needs of Dental Hygienists

2013 ◽  
Vol 21 (2) ◽  
Author(s):  
Charla Lautar ◽  
David Kirby
Keyword(s):  
Continuing Education ◽  
Dental Hygiene ◽  
Further Education ◽  
Professional Status ◽  
Dental Hygienists ◽  
Traditional Practice ◽  
Nontraditional Careers ◽  
The Status ◽  
Education Needs ◽  
Perceptions Of Education

Dental hygiene is an occupation that is beginning to assume the status of a profession. The research reported in this paper focuses on the perceptions of education as it relates to the professional status of dental hygienists, as well as on some aspects of their continuing education needs. It is taken from a study of dental hygienists and dentists in Alberta, which investigated the perceptions of both groups of the status of dental hygiene as a profession.Data for the study was collected from focus groups of dental hygienists and questionnaires administered to both dentists and hygienists in Alberta.While the study showed support among dental hygienists as a group for further education, as well as for the notion of mandated continuing education, there was uncertainty about what forms it should take and whether it would in fact be needed by the majority of hygienists engaged in traditional practice, views that were shared by the dentists in the study. Of particular interest in the study were the views of the respondents on the baccalaureate in dental hygiene, which is seen by Dental Hygienists' Associations as being an important step in the evolution of dental hygiene as a profession. The respondents in the study were quite sharply divided over the need for the degree: dental hygienists in nontraditional careers were supportive of the idea, while those engaged in traditional practice, as well as the dentists, were less so. The findings of this study, which indicate a division within the ranks of dental hygienists, have considerable importance for those who are charged with charting the future of dental hygiene.

Theory and Practice of Quality Management in Lifelong Learning at a Public University

2018 ◽  
Vol 8 (2) ◽  
pp. 49-73
Author(s):  
Petr Adamec
Keyword(s):  
Lifelong Learning ◽  
Public University ◽  
Further Education ◽  
Point Of View ◽  
Theory And Practice ◽  
University Policy ◽  
Higher Education Act ◽  
Wide Range ◽  
Learning Programs ◽  
Education Act

The core issue of this paper is a quality in the lifelong learning. The aim of the contribution is to describe the area, level and dimensions of quality in a wide range of lifelong learning programs, respectively of further education, which are realized in the sense of § 60 and 60a of the Higher Education Act. The content of the paper also focuses on the theoretical and practical starting points of the quality phenomenon, both from the historical point of view and especially from the perspective of the current focus and concept of university policy in the European and Czech region. The paper also presents the results of a survey focusing on approaches to the quality assurance systems in the concept of components at selected public university.

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