scholarly journals Teaching Staff Advanced Training in Russia, the Republic of Kazakhstan, the USA and Canada

2015 ◽  
Vol 5 (4) ◽  
pp. 16-21
Author(s):  
Vasyl Kovalchuk
Keyword(s):  
Professional Development ◽  
Self Control ◽  
Teaching Staff ◽  
Advanced Training ◽  
Full Time ◽  
Face To Face ◽  
Professional Activities ◽  
Wide Range ◽  
The Usa ◽  
The Republic

Abstract In the article the peculiarities in organization of postgraduate teacher training in foreign countries have been highlighted; the basic problems and prospects for advanced training which stipulate for reforming the relevant national systems have been revealed; common and distinctive trends in their development have been justified. In Russia there is a cascade (cyclic) system of teaching staff advanced training, based on the principles of andragogy, namely, continuity, self-control and self-analysis of professional activities by teachers and the use of their own experience during the advanced training. The abovementioned system consists of three phases such as pre-course, course and implementing. Each element of this model is a constituent part of the other, providing cycling and growth. Tasks for teachers are grounded on all the phases of the described system and influence their professional development. In the Republic of Kazakhstan there are three basic systems for teaching staff advanced training, namely, centers of educational excellence at the “Nazarbayev Intellectual Schools”, JSC “National Centre of Teaching Staff Advanced Training” (based on RIPKSO and 16 regional teaching staff advanced training institutes), teaching staff advanced training centres at universities and experimental sections. According to the defined module in the terms of the complex 3-month courses combining face-to-face and online training are provided. In the USA advanced training is provided by multilevel higher educational institutions which offer a wide range of different full-time and distance training programs and some programs are taught directly in educational establishments. The content of advanced training is determined by standards of professional pedagogical education according to the educational program and provides for fundamental, psychological, pedagogical, methodical, IT, practical, social and humanitarian training. Teaching staff advanced training in Canada is provided by various educational establishments, departments of education, school boards, regional centers of education, teachers unions and private providers of professional development services.

scholarly journals MONITORING AND EVALUATION OF THE EFFICIENCY OF THE INCREASING THE QUALIFICATION PROCESS OF PEDAGOGICAL STAFF

2020 ◽  
Author(s):  
Klara Akhmetova ◽  
◽  
Masuda Khoshimova ◽  
Keyword(s):  
Professional Development ◽  
Monitoring And Evaluation ◽  
Educational Process ◽  
Teaching Staff ◽  
Advanced Training ◽  
Management Tools ◽  
Wide Range ◽  
The City ◽  
Modern Perspective

The monograph examines the main theoretical and practice-oriented aspects of pedagogical monitoring from a modern perspective. The paper presents an analysis of monitoring components as one of the management tools for the system of advanced training of teaching staff. The modern problems of organizing and implementing the technology for monitoring the effectiveness of the advanced training process are identified, and the prospects for its use are analyzed. In the course of using monitoring as a tool for assessing the effectiveness of the process of professional development of teaching staff, problems of various directions arise. Monitoring, in this case, is not a universal tool, however, its organization, adequate to existing conditions, as well as the correct use of its results can significantly improve the quality of the educational process and its results. The monograph includes methodological materials that allow for monitoring research. A model and tools for monitoring the process of professional development, tested in the course of research in the institutes of advanced training in the city of Tashkent, are proposed. The study may be of interest to a wide range of readers interested in this problem, as well as to specialists in the field of management.

A comprehensive approach to the formation of anti-corruption behavior of the internal affairs bodies employees in the professional development system

2020 ◽  
Vol 2020 (3) ◽  
pp. 210-217
Author(s):  
Oksana Mironkina
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Comprehensive Approach ◽  
Professional Activity ◽  
Advanced Training ◽  
Basic Training ◽  
Professional Activities ◽  
Training Courses ◽  
Internal Affairs ◽  
Corruption Prevention

Methods of training in advanced training groups formed from the staff of personnel divisions of the MIA of Russia, which involve the use of anti-corruption education at different stages of professional activity are discussed in the article. A comprehensive approach to the formation of anti-corruption behavior, which allows using various forms of training of police officers in their relation is described. The effectiveness of this approach in the system of professional development was shown. A comprehensive approach allows the training process to pay attention to the needs and difficulties in the field of corruption prevention without spending time on basic training information. Several stages in the organization and content of training are considered. Each of them corresponds to different stages of professional development of specialists of personnel divisions of internal affairs bodies. Described in detail every stage is aimed at a separate audience and has its own value. The possibilities of anti-corruption education are presented, starting with the selection of personnel for service in the internal affairs bodies and ending with the preparation for dismissal. The anti-corruption educational activities carried out at the present time are analyzed. Methods of intensifying each of them and the possibilities of optimal inclusion in the developed complex of content and forms are determined. The proposed approach can be used for majority posts. It is not limited to human resources units. In addition, the developed methodological material can be used by students in the course of their professional activities in the field after studying at advanced training courses.

scholarly journals PEDAGOGICAL CONCEPT OF THE CIVIL SECURITY SPECIALISTS’ ADVANCED TRAINING

2021 ◽  
Author(s):  
Viktor Mykhailov ◽  
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Professional Competence ◽  
Training System ◽  
Advanced Training ◽  
Ministry Of Education ◽  
Highly Qualified ◽  
Professional Activities ◽  
Job Functions ◽  
Main Components

In legal documents of the Ministry of Education and Science of Ukraine, there is emphasized the need to find ways to improve the level of professional knowledge, skills, abilities and new forms of training in educational establishments, which, in its turn, necessitates the transformation of training strategy. The need to respond to dangerous natural, human-made, anthropogenic, epidemiological and social factors requires highly qualified professionals ready to work in extreme conditions. Therefore, the importance of filling existing gaps in the theory and practice of vocational education determines the need for conceptual justification, development and testing of an improved pedagogical system of civil security professionals’ advanced training. The paper considers the theoretical foundations of the organization of advanced training of specialists in civil security, summarizes the main problems of professional development within the institutions and educational establishments. The content and features of their professional training in order to ensure the safety of people in emergencies is analyzed as well. It is found out that the readiness of civil security specialists to carry out their professional activities is an individual feature that includes professional motives, a set of special knowledge, skills and abilities of civil security professionals, which in integration ensure their ability to perform professional tasks and provide their further professional development. The author outlines the conceptual provisions for improving the advanced training of civil security professionals in institutions and educational establishments for the formation of positive motives for educational activities, the appropriate level of professional competence and approaching the ultimate goals of education. The content of the concept of specialists in civil security advanced training is determined (relevant methodological approaches, didactic principles, goals, objectives, pedagogical conditions are outlined as well). The purpose of forming the concept of advanced training of civil security specialists in postgraduate education should be directed towards the individual needs for personal and professional growth, as well as to meet the needs of the state in highly qualified and professional specialists capable of responsible performing of the job functions related to solving problems in order to ensure the safety of life and activities of people. The proposed conceptual framework helps identify the main components of the advanced training system for civil security professionals, resolving a number of contradictions, the main of which is the contradiction between the public demand for highly qualified professionals prepared for the challenges of modern society and the current training system which at present does not fully meet these requirements.

scholarly journals The teacher’s main competencies in modern higher education

2019 ◽  
Vol 3 (I) ◽  
pp. 30-42
Author(s):  
Надія СМОЛІКЕВИЧ
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Active Role ◽  
Teaching Staff ◽  
Creative Potential ◽  
Higher Education System ◽  
Professional Activities ◽  
Teachers And Students

The article has analyzed the problems of teaching and learning at a higher educational establishment, reveals the specifics of the teacher's professional activities, the components of his or her teaching skills and deals with the issue on the necessary competencies of the teacher to provide a favorable and successful learning environment for diverse students. The emphasis has been concentrated on the specifics of teaching, research and professional development of the teaching staff, etc. It has also been emphasized the importance of creating the appropriate conditions for the full realization of the creative potential of teachers, ensuring their professional development, etc. The important characteristics of a favorable university environment have been singled out. It has been noted that teachers and students should be free in scientific research, study, evaluation, accumulation of new knowledge and its understanding. The main tasks, professional abilities and responsibilities of teachers in the global educational environment have been identified in order to help recipients of academic services to succeed in the adaptation and academic process. The successful experience of the American centers of pedagogical skill has been described in order to borrow it by the higher education system of Ukraine to ensure the development of the professional and creative potential of the teaching staff of universities. The main competencies of teachers have been determined and described, because they are necessary for providing high-quality educational services based on the educational philosophy of social-constructivism and postmodernism, which support an active role of students, social interaction and diversity in the class.

scholarly journals Liaison psychiatry continues to expand: developing services in the British Isles

2003 ◽  
Vol 27 (9) ◽  
pp. 339-341 ◽  
Author(s):  
Geraldine Swift ◽  
Else Guthrie
Keyword(s):  
Local Development ◽  
Postal Survey ◽  
Full Time ◽  
Liaison Psychiatry ◽  
Specialist Registrar ◽  
Current State ◽  
Time Period ◽  
Wide Range ◽  
The Republic ◽  
The Uk

Aims and MethodA postal survey of consultants in liaison psychiatry was carried out in the spring of 2002 to document the current state of liaison psychiatry in the UK and the Republic of Ireland. Information was collected on post specifications, clinical organisation and plans for further local development.ResultsNinety-three liaison consultants were identified. Seventy-seven posts were full-time or half-time, compared with 43 such posts in 1996. During the same time period, specialist registrar training posts have doubled from 30 to 61. A third of respondents anticipated further consultant posts in their region.Clinical ImplicationsDespite the increase in the number of liaison consultants since 1996, the numbers still fall below that recommended by the Royal College of Psychiatrists. Liaison consultants need to improve links with primary care and continue to develop specialised services to demonstrate the qualitative and financial benefits that liaison psychiatry has to offer to a wide range of patients.

scholarly journals 8. Sessional Teaching Staff and Learning, Teaching, and Assessment: Engaging the Marginalised

2011 ◽  
Vol 1 ◽  
pp. 47
Author(s):  
Sally Ann Bradley
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Standards ◽  
Teaching Staff ◽  
Learning Support ◽  
Wide Range ◽  
Professional Development Needs ◽  
Framework For Teaching ◽  
The Uk

This paper discusses the issues around the professional development needs of sessional teaching staff in the UK. The introduction of the UK professional standards framework for teaching and supporting learning in higher education in 2006 raised the issue of engaging the wide range of staff, faculty, and learning support in professional development. Sessional teaching staff present a challenge when their main employment is outside of the institution.

scholarly journals EXPERIENCE-TECHNOLOGIES IN THE DEVELOPMENT OF INFORMATION READINESS OF PEDAGOGICAL EMPLOYEES FOR THE PERFORMANCE OF THEIR PROFESSIONAL ACTIVITIES

2020 ◽  
Vol 76 (2) ◽  
pp. 279-289
Author(s):  
Тамара Михайлівна Сорочан ◽  
Олена Іванівна Бондарчук ◽  
Лариса Миколаївна Оліфіра
Keyword(s):  
Professional Development ◽  
Postgraduate Education ◽  
Practical Experience ◽  
Professional Activity ◽  
Full Time ◽  
Distance Teaching ◽  
Negative Consequences ◽  
Professional Activities ◽  
Time Distance ◽  
High Level

The article features an innovative approach to the development of information readiness of pedagogical staff for the performance of their professional activities in full-time distance postgraduate learning. The essence and components (motivational, cognitive, operative and personal) of pedagogical staff's readiness for professional activity are characterized. Indicators of the distribution of teachers by levels of their information readiness (low, medium, high) for professional activity are given. The article also highlights methodology and results of the empirical study of the levels of pedagogical staff's information readiness for their professional activity, testifying to the insufficient level of development of such readiness with a considerable number of educators. It is shown that a high level of such readiness is peculiar to only one-tenth of the participated educators, who have deep and complete knowledge, skills and experience of work with information. They are characterized by developed personal qualities that provide active character and responsible attitude to the professional activity in the conditions of uncertainty. Other respondents have a partial (or nonexistence) awareness of possible negative consequences from the use of information, insufficient willingness to bear responsibility, as well as an inability to understand the regularities of information processes in the context of uncertainty, etc. The essence of experience technologies of the development of information readiness of pedagogical staff to professional activity in conditions of part-time distance teaching in postgraduate education is revealed. It also highlights the specific features of the implementation of experience technologies regarded as a tool for specialist training on the basis of practical experience and their application in the process of professional development. It emphasizes the effectiveness of experience technologies in non-linear forms of training, which create the conditions for learners to make a conscious choice of learning content and forms of their own professional development.

scholarly journals WORKPLACE-BASED LEARNING IN THEORY AND DUAL SYSTEM OF PROFESSIONAL EDUCATION IN PRACTICE

2016 ◽  
Vol 1 ◽  
pp. 125
Author(s):  
Irena Katane ◽  
Edgars Katans ◽  
Sandra Īriste
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
State Level ◽  
Dual System ◽  
Ecological Approach ◽  
Educational Management ◽  
The Sustainable Development ◽  
Professional Activities ◽  
Wide Range ◽  
Educational Establishment

The ecological approach offers a wide range of opportunities regarding performing of interdisciplinary research in the educational sciences, as well as comprises significant potential of innovative, creative pedagogical activities in practice. One of the ways of the implementation of ecological approach is the workplace-based learning. The workplace-based learning are both scientific conception and strategy for the elaboration and development of professional education dual system in the state-level educational policy and educational management fields. The aim of research: to substantiate theoretically the workplace-based learning for the facilitation of the professional development of prospective and/or already working specialists. The concept of workplace-based learning has both wide and narrow meaning. According the wide meaning, the workplace-based learning facilitate the lifelong professional development of an individual for which the environment of professional activities is very important. According to the narrow meaning, the workplace-based learning mean the organization of prospective specialists' practice at the companies. The conception of workplace-based learning provides that the environment of professional education consists of two components: from the environment of educational establishment and from the base organization as the environment of professional activities. In the dual system of professional education both these environments form an indivisible integral entirety. The ecological approach provides a perspective for the sustainable development of dual professional education.

scholarly journals Using of publicly available cloud services for distance learning of public servants

2020 ◽  
Vol 8 (1 SI) ◽  
pp. 43-45
Author(s):  
Sergiy Kandziuba
Keyword(s):  
Distance Learning ◽  
Large Scale ◽  
Cloud Services ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Advanced Training ◽  
Full Time ◽  
Highly Qualified ◽  
Public Servants ◽  
Part Time

Traditional methods, tools and forms of training of civil servants require a significant number of additional highly qualified teaching staff, an increase in the number of educational institutions for training, retraining and advanced training, frequent and long absences from work. All this is time and money, which our country is very short of.The way out of this situation is a large-scale transition to a qualitatively new level of full-time and part-time education - distance education.The experience of the NAPA DRID shows that the use of the G Suite for Education package allows to quickly and efficiently create a single information and educational space for training and retraining of public servants in the region.

scholarly journals PROFESSIONAL DEVELOPMENT OF THE TEACHER DURING CONSTANT ADVANCED TRAINING

2021 ◽  
pp. 158-166
Author(s):  
Людмила Александровна Обухова ◽  
Ольга Анатольевна Попова ◽  
Наталья Евгеньевна Орлихина
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teaching Staff ◽  
Advanced Training ◽  
School Teachers ◽  
Educational Activities ◽  
Primary School Teachers ◽  
Current State ◽  
Positive Effect

Исследовано современное состояние повышения квалификации педагогических работников на научно-теоретическом и научно-методическом уровнях. Цель исследования - выявить факторы, положительно влияющие на развитие их профессиональных компетенций. Исследованы основные функции учреждений повышения квалификации, квазипрофессиональные ситуации, способствующие профессиональному развитию учителя, и самообразовательная деятельность учителя в межкурсовой период. Представлена динамика развития профессиональных компетенций слушателей курсов учителей начальных классов и воспитателей дошкольных образовательных организаций. The article focuses on the analysis of the current state of the advanced training among teaching staff on the theoretical and methodical levels. The purpose of the research is to identify the factors, which have a positive effect on the development of teacher’s professional competences. In this article are studied core functions of the retraining institutions, paraprofessional situations, which encourage the professional development of the teacher, and teacher’s self-educational activities during intercourse period. There is represented dynamic of development of the listener’s professional competences during courses of the primary school teachers and teachers of pre-school institutions.

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