scholarly journals About the Routes of Teacher Training and Their Institutionalization

2020 ◽  
Vol 44 ◽  
pp. 164-170
Author(s):  
Arūnas Poviliūnas
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Political Power ◽  
Higher Education Institutions ◽  
Teachers Training

The article compares a concurrent route and a consecutive route of teachers’ training and critically evaluates their institutionalization. The analysis of the practices of institutionalization (study processes, certification of the studies, higher education institutions, study grants, and the classification of the study programmes and sciences) reveals that the contemporary political power supports the concurrent route of teacher training.

scholarly journals TRANSLATION TEACHERS TRAINING AS A PEDAGOGICAL PROBLEM

2021 ◽  
pp. 104-112
Author(s):  
Perova S.V.
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Growth ◽  
Educational Program ◽  
Higher Education Institutions ◽  
Current System ◽  
Advanced Training ◽  
Highly Qualified ◽  
Educational Sources ◽  
Teachers Training

The need to train highly qualified translators necessitates the need to train professional translation teachers in higher education institutions of Ukraine. The purpose of our work is to analyze the situation in the field of training translation teachers in higher education institutions of Ukraine and other countries, analyze the ways and methods of training translation teachers today and develop proposals for possible formats for training these specialists. In order to determine the requirements for translation teachers and determine the conceptual and categorical apparatus of our research we used a number of methods: analysis, synthesis, comparison and generalization of scientific and educational sources (Ukrainian and foreign ones), as well as observation, questionnaires and surveys to identify problems in the professional growth of translation teachers. It was revealed that today there is a situation when translation is taught either by the translators who do not have pedagogical education, or by the teachers of foreign languages who do not have translator’s diplomas and often do not have practical translation experience. Both categories require additional training that complements their education. The current system of short-term advanced training courses does not fully meet the task of filling gaps in the professional education of translation teachers. The author suggests the development and implementation of programs for retraining and training translation teachers that can be provided for different content depending on the previous experience of translation teachers. In both types of programs, the pedagogical and translation components of education will complement each other, so that graduates will be able to form the educational competencies necessary for a qualified translation teacher in higher education institutions. Special attention should be paid to translation didactics which has not yet been taught either in educational program for training translators, or in programs for training and advanced training of teachers. The prospects for further scientific research in this direction consist in designing and developing with taking into account modern achievements in science and practice of translating the content of the program and implementing it in higher education institutions that need such programs.Key words: translation teachers, educational program, translation, retraining program, advanced training, higher education institutions. Необхідність підготовки висококваліфікованих перекладачів диктує необхідність підготовки професійних викладачів перекладу в закладах вищої освіти України. Метою нашої роботи є аналіз ситуації у сфері підготовки викладачів перекладу у закладах вищої освіти України та інших країн, аналіз способів і методів підготовки викладачів перекладу сьогодні та вироблення пропозиції щодо можливих форматів підготовки цих фахівців. Задля визначення вимог до викладачів перекладу та поняттєво-кате-горіального апарату дослідження було використано низку методів, таких як аналіз, синтез, порівняння й узагальнення науково-освітніх джерел (вітчизняних і закордонних), а також спостереження, анкетування та опитування для виявлення проблем у професійному зростанні викладачів перекладу. Було виявлено, що сьогодні склалася ситуація, коли перекладу навчають або перекладачі, які не мають педагогічної освіти, або викладачі іноземних мов, які не мають диплома перекладача і часто не мають практичного досвіду перекладу. Обидві категорії потребують додаткової підготовки, яка доповнювала б їх освіту. Наявна система короткострокових курсів підвищення кваліфікації не зовсім відповідає завданню заповнення прогалин у професійній освіті викладачів перекладу. Автором пропонується розроблення та впровадження програм для перепідготовки та підготовки викладачів перекладу, що передбачає різне наповнення залежно від їхнього попереднього досвіду. В обох типах програм педагогічний і перекладацький компоненти освіти будуть доповнювати один одного, отже, випускники зможуть сформувати освітні компетентності, необхідні для кваліфікованого викладача перекладу у закладах вищої освіти. Особливу увагу необхідно зосередити на перекладацькій дидактиці, яка досі не викладалася ні в освітніх програмах підготовки перекладачів, ні в програмах підготовки та підвищення кваліфікації викладачів. Перспективи подальших наукових пошуків у цьому напрямі полягають у проєктуванні та розробленні з урахуванням сучасних досягнень у науці та практиці перекладу змістового наповнення такої програми та впровадження її у закладах вищої освіти, які цього потребують.Ключові слова: викладачі перекладу, освітня програма, переклад, програма перепідготовки, підвищення кваліфікації, заклади вищої освіти.

Governance of Higher Education Institutions in China

2019 ◽  
pp. 1-17
Author(s):  
Baocun Liu ◽  
Hui Zhang
Keyword(s):  
Higher Education ◽  
Management System ◽  
Political Power ◽  
Higher Education Institutions ◽  
History Of

This chapter analyzes the background, structures, problems and challenges, reforms, and trends in the governance of higher education institutions in China. It concludes that the centralized governance and management system of higher education institutions in China is deeply affected by the long history of centralized culture, and the current administrative and management system of state political power. The system has undergone many reforms and changes, and it is expected to undergo more reforms and changes in the coming decades.

Theoretical and Methodological Approaches to a Problem of Pedagogical and Administrative Staff Training for Higher Education Institutions

2015 ◽  
Vol 4 (4) ◽  
pp. 53-57
Author(s):  
Козлов ◽  
O. Kozlov
Keyword(s):  
Higher Education ◽  
Staff Training ◽  
Higher Education Institutions ◽  
Administrative Staff ◽  
Postgraduate Study ◽  
Methodological Approaches ◽  
Higher Education Organizations ◽  
Teachers Training ◽  
Methodological Aspects

The analysis of requirements to the modern higher school teacher has been carried out. The need of higher education organizations’ teachers training on professional pedagogy chairs of the leading federal, classical and pedagogical universities has been justified. A model for higher education institutions’ teachers training in pedagogical master courses and postgraduate study has been offered. Theoretical and methodological aspects related to training for graduates of specialist’s and bachelor´s programs in the pedagogical master courses and postgraduate study are considered.

scholarly journals ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF FUTURE PHILOLOGY TEACHERS’ TRAINING IN THE EDUCATIONAL AND COMMUNICATIVE ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 120-127
Author(s):  
Тетяна Григоренко
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Life Experience ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Practical Training ◽  
Future Teachers ◽  
Communicative Activities ◽  
Teachers Training ◽  
Communicative Activity

The article defines that in modern Ukrainian realities the teacher of Ukrainian language and literature of the new generation appears as a person who is aware of national, cultural and linguistic values, preserves and continues Ukrainian cultural and historical traditions, has creative personality, is a true patriot, professional teacher (active citizen of Ukraine), spiritual mentor. Accordingly, there is the demand to improve philology teachers’ professional training, taking into account different concepts, approaches and principles; ensuring a harmonious combination of purpose, content, structure, stages, forms, and methods of organization the educational and communicative environment of higher education institutions. Any system can function and develop successfully only under certain conditions, as well as the result of future philology teachers’ professional training in an educational and communicative environment.The optimal pedagogical conditions for future philology teachers’ training in the educational and communicative environment of higher education institutions have been identified: 1) increasing motivation and pedagogical reflection on the professional and communicative activities of future teachers of philology by means of interactive technologies; 2) the use of communicative learning strategies during the training of future teachers of philology; 3) improving the content and forms of practical training to gain experience in future professional and communicative activities; 4) creation of educational-methodical and educational-informational support of educational-communicative environment for training of teachers of philology. It was found that such pedagogical conditions would improve the educational and communicative environment, create a mechanism of mental activity of students, which will contribute to the accumulation of knowledge and life experience, as well as support studentsʼ intellectual efforts, stimulate cognitive and communicative activity. It has been confirmed that pedagogical conditions optimize the improvement of the educational process, the creation of such a mechanism of students' thought process, which will promote the accumulation of knowledge and life experience, as well as support studentsʼ intellectual efforts, stimulate cognitive and communicative activity.

scholarly journals Reflections on Post-Conference Feedback as a Developmental Teacher Training Strategy: Teaching Practice Supervisors’ Experiences in an ODL Institution

2021 ◽  
Author(s):  
Tshegofatso Makgakga ◽  
Sindile Ngubane-Mokiwa
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Teaching Practice ◽  
Higher Education Institutions ◽  
Self Assessment ◽  
Developmental Approach ◽  
Training Strategy ◽  
Training Support ◽  
Pedagogical Knowledge And Skills ◽  
The University

Nationally and internationally, higher education institutions offer teaching practice as one of the teacher training support strategies to develop pre-service teachers’ pedagogical knowledge and skills. The University of South Africa is one of the higher education institutions that offer open and distance learning and has a high number of pre-service teachers. The University’s teaching practice is supervised by experts and culminates in a conferencing session in which the supervisor provides feedback on various aspects of the teaching practice. This study explored the teaching practice supervisors’ reflections on post-conference feedback as a developmental approach towards reinforcing assessment for learning. The qualitative approach was used as the researchers interpreted these supervisors’ reflections on post-conference feedback as a developmental approach. Through purposive sampling, supervisors who had supervised pre-service teachers for three or more years were selected. The findings of this study showed that post-conference feedback was developmental to pre-service teachers and supervisors. The findings further illuminated the way in which supervisors had assessed pre-service teachers’ teaching skills to understand their strengths and weaknesses. In addition, the study identified pitfalls such as time and the supervisor-to-pre-service-teacher ratio as 1:10 per week, which was unsustainable. The study suggests that there is a need to set clear and specific outcomes for assessment, to provide a self-assessment rubric for pre-service teachers to avoid conflicts during the post-conference feedback, and to arrange professional development workshops to be conducted with the supervisors.

scholarly journals Peculiarities of Future Technology Teachers’ Training in Poland and Great Britain

2017 ◽  
Vol 7 (1) ◽  
pp. 51-55 ◽  
Author(s):  
Iryna Androshchuk ◽  
Ihor Androshchuk
Keyword(s):  
Higher Education ◽  
Great Britain ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Professional Activity ◽  
Practical Training ◽  
Future Technology ◽  
Technology Teachers ◽  
Study Results ◽  
Teachers Training

AbstractThe importance of studying foreign experience to enhance the efficiency of teacher training in higher education institutions has been justified. Peculiarities of future technology teachers’ training in Poland and Great Britain have been considered. Special attention has been paid to revealing the ways of enhancing the level of teachers’ professional competency while and after studying at university. The requirements for technology teachers’ have been specified. It has been indicated that apart from the requirements for professional training, future specialists should follow moral rules, cooperate with the participants of the education process and manage information and communication technologies. Qualification categories of teachers in Poland as well as educational routes for future technology teachers’ training in Great Britain have been found out. Based on the generalization of the study results, the authors have singled out the main cycles of professional disciplines needed for professional training of technology teachers’ training in Great Britain. The role of school placements in future teachers’ training for professional activity has been considered. It has been proved that the great amount of hours is allotted for practical training of students and forming of those skills and abilities needed in professional activity. Relative stages of students’ practical training in higher education institutions have been identified.

scholarly journals Evolution of Music teachers’ training in Poland in the process of development of pedagogical education

2019 ◽  
Vol 2019 (4 (129)) ◽  
pp. 90-101
Author(s):  
Halyna Nikolaii ◽  
Alina Sbruieva
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Secondary School ◽  
Music Teachers ◽  
Music Teacher ◽  
School Reforms ◽  
European Dimension ◽  
Evolution Of Music ◽  
Teachers Training ◽  
The Impact

Integration of Ukraine into the European educational space necessitates solution of a number of complex problems, including modification of music-pedagogical education, taking into account historical experience of training music teachers in other countries. Taking into account the fact that educational traditions of Ukraine and Poland are very similar, a constructive study of the evolution of music teacher training in the system of pedagogical education of the Second Commonwealth of Poland seem to be timely. The article is aimed at revealing peculiarities of the evolution of music teachers’ training in Poland in the process of development of pedagogical education. In order to achieve this goal, a number of research methods have been used, in particular: analytical (comparative-terminological, historical-pedagogical (historical-genetic, retrospective), comparative-diachronic), structural-typological and empirical (conversations, discussions and e-mailing). The characteristics of the evolution of music teacher training in Poland as a historical reality is carried out in the form of historical-genetic analysis of a set of facts substantiating the theoretical ideas on such development, logical reconstruction of historical-scientific processes, identification of national specificity and All-European development tendencies, which allows us to predict the ways of modernization of music-pedagogical education in Ukraine. It has been proved that, throughout its historical development, despite constant socio-political influences of other states (Austrian, Prussian and Russian empires, later – USSR), Poland has tried to preserve national traditions of teachers’ training, which was primarily reflected in the developed structure, the variety of types of centres of pedagogical education, the search for its optimal models. It has been found out that under modern conditions, bifurcation processes in the systems of higher pedagogical and secondary school education lead to the weakening of the bonds between them. The impact of secondary school reforms on modification of pedagogical education, which is being brutally macadamized, is being greatly decreasing. At the beginning of the XXI century, an external (supranational) attractor – the Bologna Process – started influencing dramatically the development of the higher education system in Poland, in particular pedagogical which aims at ensuring the conformity of the structure and quality of Polish education with the European standards and European dimension of higher education. The results of the study include, in particular, identification of terminological differences in the works of certain Polish and Ukrainian scholars regarding the training of Music teachers; concretization of the heuristic potential of the laws of dialectics and synergetic approach concerning contradictory development of music training of teaches and pedagogical training of Music teachers in the context of historically conditioned changes within the structure of pedagogical education and cultural-musical needs of society. Keywords: Music teacher training, historical-pedagogical discourse, development of pedagogical education, musical training, school reforms, European dimension of higher education, Poland, Ukraine, national traditions.

ECCOE: Toward a Robust Solution for the Cross-Institutional Recognition and Validation of Prior Learning

2020 ◽  
pp. 11-19
Author(s):  
Timothy Read ◽  
Deborah Arnold
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Complete Solution ◽  
Prior Learning ◽  
Robust Solution ◽  
The Cross ◽  
Trust In Technology ◽  
Online Catalogue ◽  
Opening Up

ECCOE, the European Credit Clearinghouse for Opening up Education, aims to facilitate the endorsement and appropriation of open, online and flexible higher education by increasing trust in technology-enabled credentials among students, higher education institutions (HEIs) and employers. To this end, the project is developing a complete solution in the form of the ECCOE-system, with publicly reviewed credential descriptors, Model Credit Recognition Agreements (MCRAs), an online catalogue of over 60 disciplinary and transversal modules, and a robust solution for technology-enabled credentials and a network of stakeholder users. In this paper the analysis and classification of existing prior learning agreements (at higher education institutions) is presented as a first step towards a generic recognition structure that subsumes all types of recognition and can form the basis for the MCRA template. The result of this work was the identification of four characteristics present in each type of recognition agreement: its type, the objective of applying it, the process steps that need to be followed, and constraints for a successful application.ECCOE, the European Credit Clearinghouse for Opening up Education, aims to facilitate the endorsement and appropriation of open, online and flexible higher education by increasing trust in technology-enabled credentials among students, higher education institutions (HEIs) and employers. To this end, the project is developing a complete solution in the form of the ECCOE-system, with publicly reviewed credential descriptors, Model Credit Recognition Agreements (MCRAs), an online catalogue of over 60 disciplinary and transversal modules, and a robust solution for technology-enabled credentials and a network of stakeholder users. In this paper the analysis and classification of existing prior learning agreements (at higher education institutions) is presented as a first step towards a generic recognition structure that subsumes all types of recognition and can form the basis for the MCRA template. The result of this work was the identification of four characteristics present in each type of recognition agreement: its type, the objective of applying it, the process steps that need to be followed, and constraints for a successful application.

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