scholarly journals The Study into Theoretical and Methodological Readiness of Defectology Students to Pursue Master Degree Programmes

2021 ◽  
Vol 25 (1) ◽  
pp. 159-179
Author(s):  
Alla V. Zakrepina ◽  
Elena A. Shilova ◽  
Elena A. Strebeleva
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Graduate Training ◽  
Statistical Processing ◽  
Degree Programs ◽  
Self Assessment ◽  
Master Program ◽  
Educational Levels ◽  
Master Degree

Introduction.Training a competitive specialist at the level of a master program is an important educational goal. The problem of the continuity of educational levels as a condition for the quality of graduate training is debatable, because the focus of such discussions is often around the methodological components of the educational program, rather than the conceptual guidelines for professional growth. The aim of the research was to study the level of studentsʼ readiness to follow master degree programs in the field of special (defectological) education. Materials and Methods. The research constitutes a theoretical analysis of the problem of readiness of defectology students to pursue the master degree level of education. In the course of empirical research, the results of a questionnaire and self-assessment were used. The survey included 68 master degree students of 4 master degree programs. Statistical processing of the results was carried out using the Statistica 10.0 software package for the Windows. Results. The authors found that the target guidelines for the reconstruction of the professional training of master students in the field of special (defectological) education is a set of expected knowledge, skills, and abilities from the standpoint of modern requirements and social need for the activities of a specialist in the changing conditions of education, upbringing and development of children with disabilities; the designing of a master program requires the actualization of theoretical and methodological training, taking into account its extrapolation to the level of implementation of applied professional competencies in accordance with the modern needs of society and the dynamics of the educational labor market. Discussion and Conclusion. The results obtained facilitate the development of professional training of master students in the field of special (defectological) education and allow us to consider theoretical and methodological readiness to pursue a master course in terms of continuity of educational tasks and the continuity of educational levels that make up the fundamental principles for the preparation of a competitive graduate.

scholarly journals Translator’s and Interpreter’s Professional Competence (Case Study: Bachelor and Master Degree Programs)

2017 ◽  
Vol 4 (1) ◽  
pp. 186-194
Author(s):  
Svitlana Zapolskykh
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Degree Programs ◽  
Master Degree

The author focuses on the content of translator and interpreter’s competence, the relevance of the content of Bachelor and Master Degree Programs, formation of translator’s and interpreter’s competences according to the professional demand of the modern environment. The components of translator and interpreter’s competence have been analyzed, the problems related to professional training have been outlined, and possible solutions have been suggested

scholarly journals REFLECTIVE PORTFOLIO IN PROFESIONAL TRAINIGH OF FUTURE SPECIALITS

2021 ◽  
Vol 1 (192) ◽  
pp. 48-53
Author(s):  
Larysa Garbuzenko ◽  
◽  
Svitlana Omelianenko ◽  
Keyword(s):  
Professional Training ◽  
Sources Of Information ◽  
Working Process ◽  
Self Assessment ◽  
Preparatory Stage ◽  
Three Stages ◽  
Training Exercises ◽  
Reflective Skills

The authors make actual the possibilities of a reflexive portfolio use in future specialists’ professional training. A reflexive portfolio provides an assessment and self-assessment of achieving goals, features of the course and quality of work with various sources of information, feelings, reflections, impressions and it also reflects both a problem of a study topic and a working process on it. An algorithm for creating a reflective portfolio is considered, which consists of three stages. The preparatory stage provides modelling of the structure and content of a reflexive portfolio. The search and analytical stage includes the systematization of materials reflecting the analysis, evaluation of the process and results of activities. At the final stage, there is a reflection of one’s own reflective activity and the presentation of a reflective portfolio. The article suggests the structure of a reflective portfolio: sections «My expectations», «A step to success», «Defect-effect», «I am a creator». In the process of the creation and presentation of a reflective portfolio, training exercises «The goal of studying», «The chart of my goals», «A suitcase», «The diary of double notes», «Gifts», which develop situational, retrospective and prospective reflection in students. Based on the results of the analysis of the results of the implementation of a reflexive portfolio, it was revealed that this work contributes to the development of reflective skills, the determination of the possibilities of one’s own activity, the choice of optimal options for achieving the intended goals, and the forecasting of the results of one’s activity.

scholarly journals The Making of a Successful Analytics Master Degree Program

2017 ◽  
Vol 8 (2) ◽  
pp. 1-16
Author(s):  
Michelle LF Cheong
Keyword(s):  
Information Systems ◽  
Design Process ◽  
Degree Program ◽  
Research Assessment ◽  
Degree Programs ◽  
Business Analytics ◽  
Master Program ◽  
Master Degree ◽  
Clear Vision ◽  
Landscape Research

Singapore Management University's School of Information Systems is a young school within a young and small university in Asia. Being young and small, establishing a successful analytics master degree program required extensive landscape research, assessment of its own strengths and weaknesses, having a committed team, and having a clear vision to meet the ever-changing needs of the industry. The Master of IT in Business (Analytics) program, established since 2011, has grown from an annual intake of 16 to 128 students in six years. This article attempts to describe the design process, challenges faced, decisions made, and the key actions taken, which resulted in an extremely successful analytics master program. The experiences and lessons drawn can become valuable references for other universities who are also planning to launch analytics master degree programs. The article also summarizes the 11 key takeaways which can be used as a strategic guideline.

scholarly journals ORGANIZATIONAL FACTOR AS BASIC ELEMENTS OF THE ESTONIAN YOUTH WORKERS´ PROFESSIONAL GROWTH

2020 ◽  
Vol 5 ◽  
pp. 302
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Formal Education ◽  
Personal Characteristics ◽  
Organizational Factors ◽  
Youth Work ◽  
Youth Workers ◽  
Youth Worker ◽  
High Satisfaction

The issue of the Estonian youth workers´ professionality has been relevant for many years. Organizational factors are important in the youth worker´s professional growth. Youth worker is a promoter of non-formal education. Research explained the issues related to the youth workers professional growth, including organizational factors. The theoretical framework of the research created Ruohotie, Tamm concepts of professional growth and Hackman, Oldham job satisfaction characteristics. The purpose of this research was brought to the light youth work specialists´ opinions about the organizational factors of the professional growth. For qualitative data collection semi-structed interviews were conducted with 35 Estonian youth work specialists in 2016-2018. The results showed that in eight key-topics important opinions were received. Most attention should be given further to the beginner youth workers´ support for efficient and faster adaptation with work. Mostly were explained interviewees high satisfaction with team and colleagues. Interviews revealed a different commitment to work, which depends of the employee´s professional awareness and involvement in initiatives, that could have resulted from different education, professional training or personal characteristics. The quality of the feedback is important for the employee's professional growth. Individualisation of the work may create a threat to versatility. For further clarification: youth workers´ professional identity. 

scholarly journals The results of the subjective professional activities assessment of neonatologists in a metropolis

2020 ◽  
Vol 101 (1) ◽  
pp. 91-96
Author(s):  
K E Moiseeva
Keyword(s):  
Medical Care ◽  
Professional Education ◽  
Professional Growth ◽  
Statistical Processing ◽  
Clinical Work ◽  
Document Management ◽  
Medical Speciality ◽  
Professional Activities ◽  
Medical Document

Aim. To assess the attitude to the professional activities of neonatologists in St. Petersburg. Methods. A questionnaire of 179 neonatologists working in state medical organizations of St. Petersburg was conducted. The representativeness of this sample was checked using the method of Professor A.M. Merkov, with the error not exceeding 4%. Statistical processing was performed using Microsoft Office Excel software. Results. Among neonatologists of St. Petersburg, women are prevalent (95.2%), with an average age of 44.130.13 years. The majority of doctors work at the neonatal departments of obstetric hospitals, they have 18.100.11 years of professional experience. 37.4% of neonatologists hold more than one rate. Of the sections of work prescribed in the job descriptions, 91.2% of doctors most like clinical work, 85.2% do not like medical document management mostly, which 32.1% of doctors would like to exclude from their duties completely. According to 37.8% of neonatologists, the professional standard does not fully reflect their job responsibilities. When assessing labour functions, doctors on the first place put the providing of medical care for newborns and premature babies immediately/directly after birth (in the delivery room), and the last analysis of medical and statistical information and medical records management. More than 80% of neonatologists use additional professional education, trainings in simulation centres and participation in meetings, congresses, conferences, master classes and other educational events for professional growth and qualification category assignment. Almost all neonatologists feel fully responsible for the quality of their work (99.4%). Most doctors do not want to change their medical speciality (91.4%) and they are satisfied with the professional choice (91.6%). Conclusion. In their professional activities, most neonatologists feel responsible for the quality of their work, they put providing of medical care to newborns on the first place and use all the opportunities for professional growth in most cases; the most negative reaction of doctors is caused by medical document management, which they consider the least important in their work.

scholarly journals THE SYSTEM OF EXERCISES FOR TEACHING ORAL CONSECUTIVE INTERPRETING

2021 ◽  
pp. 61-70
Author(s):  
Antonina Korol ◽  
Anhelina Pityk
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Self Assessment ◽  
Initial Stage ◽  
Online Format ◽  
Consecutive Interpreting ◽  
Strategic Skills

The aim of our study was to create a system of exercises for teaching interpretation in the language pair "German-Ukrainian", due to the emergence of new standards for the quality of professional training of interpreters. In our article we used theoretical and empirical research methods: critical analysis of scientific literature on translation studies, methods of professional training of translators; educational documents and textbooks in higher education institutions; monitoring the organization of interpretation training in higher education institutions; observation of the organization of interpretation training in the Free Economic Zone; survey of translation teachers in order to study the state of professional training of applicants for higher education; questionnaires, self-assessment of future translators in order to identify the probable level of their professional competence. At the initial stage of the study, a survey of both higher education and translation teachers was conducted in order to identify priority areas of professional interpretation of an interpreter, to select relevant material and develop a system of exercises to develop skills and skills of interpretation within the discipline "Fundamentals of Interpreting", which is taught in the 3rd year (180 hours, 6 credits). The subject component of the content of interpretation training is limited on the basis of the results of the questionnaire in the following areas: social, political, as well as the field of culture and education. According to the stages of interpretation training, a system of exercises consisting of three subsystems has been developed. These include exercises for: 1) the formation of special skills of interpretation; 2) automation of skills and formation of special and strategic skills; 3) development of special and strategic skills. The material for the development of these exercises was authentic German-language online sources in the field of culture and education, as well as social and political spheres of human activity (official websites of Deutsche Welle, the European Commission, the website of the Federal Chancellor and the President of Germany; private podcast Annik Rubens Slow German mit Annik Rubens, printed publications in online format: Bild, Zeit, Spiegel, die Welt, Frankfurter Allgemeine, as well as online terminological dictionaries. The total amount of practical tasks for translation and exercises for the formation and automation of special skills of interpretation and development of strategic skills is 200 units, which are offered as a basis for the conclusion of methodological development for teaching interpretation in the 3rd year. Key words: consecutive interpreting, professional competence of an interpreter, system of exercises, stages of training, groups of exercises.

scholarly journals FOREIGN EXPERIENCE OF PROFESSIONAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 141-158
Author(s):  
Onyshchenko ◽  
Lykhovyd
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Education System ◽  
Professional Growth ◽  
Professional Training ◽  
Future Teachers ◽  
Higher Education System ◽  
Foreign Experience ◽  
Pedagogical Training

The article analyzes the peculiarities of training future teachers in higher education institutions of different countries in order to implement the positive ideas of this experience in the higher education system of Ukraine. Peculiarities of training students abroad at the present stage of higher education development are determined: multilevel model of pedagogical education; high quality of pedagogical training, which meets the best world standards; the education system is decentralized; considerable attention is paid to the study of foreign languages; a systematic approach to the organization of professional development of teachers of general secondary education based on the restructuring and optimization of methods, forms and models of teaching through the integration of elements of practical activities into professional development curricula and the formation of continuing pedagogical education as an organically integrated, optimal and dynamic system; strengthening the independence and responsibility of students for their studies, the possibility of individualization of the curriculum, the growth of academic mobility; multiculturalism and polylingualism; multidisciplinary (acquisition of specialization in two subjects simultaneously); systematic and systematic use of innovative technologies; high level of personal-social-state orientation of the system of monitoring the quality of higher education; free access to statistics and mandatory publication of monitoring results by independent media; a small number of subjects taught (not more than 16 disciplines in one academic year); relocation of the center of professional and pedagogical training to school; growth of pedagogical practice and expansion of places of its passing; increasing the requirements for entrants both in the case of admission to pedagogical specialties and during their employment; increasing the role and importance of various professional organizations (associations, unions, centers of pedagogical skills, schools of professional growth) in the process of professional development and certification of teachers. It is noted that taking into account the selected features of foreign experience in the domestic system of training future teachers will contribute to the effective modernization of the higher education system of Ukraine. Key words: higher education, Netherlands, Greece, Slovakia, professional training, future teachers.

scholarly journals FEATURES OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE SPECIALISTS ON ENTREPRENEURSHIP, TRADE AND EXCHANGE ACTIVITIES

2019 ◽  
pp. 45-51
Author(s):  
Svitlana Stebljuk
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Programs ◽  
Educational Process ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Master Program ◽  
Trade And Exchange

The article deals with the specifics of the training of future specialists in entrepreneurship, trade and exchange activities in multy-degree system of education. The research on the identified problem is found out in the areas of: professional pedagogy, competency approach in the educational process; professional competence of future specialists of economic direction, including entrepreneurship; multy-degree system of education. The purpose of the article is to reveal the peculiarities of the training of future specialists in entrepreneurship, trade and exchange activities based on the volumes of educational programs under conditions of multy-degree system of education. Objective: to find out the requirements of the Standard of Higher Education in specialty 076; to disclose the content of educational programs at the educational qualification level «junior specialist», educational degrees «bachelor», «master»; to submit proposals for the improvement of educational programs according to the specialty. The theoretical and practical training in the college is analyzed, in accordance with the Standard of higher education of Ukraine, the competence, which should be possessed by experts: integral, general, special. The author analyzes the content of educational programs, the share of disciplines of professional training, practical training at college and university. It is determined that the specialty of specialist training under the «Master» program is that it provides for the provision of fundamental scientific and methodological and applied knowledge of economic processes and regularities of the functioning and development of a trading company, organization of trade and exchange activities; realization of commoditymarketing and commercial tasks concerning the assortment and quality of goods; making operative decisions within the limits of its competence concerning preservation of the quality of goods in the process of commodity turnover; evaluation of the quality of the main groups of goods in market conditions, taking into account the current legislative framework. Proposals for improvement of educational programs according to the specialty are submitted. In particular, an increase in the number of credits for practical training on the educational level of «bachelor», as in accordance with the Law of Ukraine «On Higher Education» it is a completed course in the training of a future specialist; the introduction into the educational program of the Master’s degree in credit for psychological and pedagogical training, respectively, the availability of pedagogical practice that will provide pedagogical activities in educational institutions.

scholarly journals PROFESSIONALLY IMPORTANT QUALITIES OF THE MODERN TEACHER OF PRIMARY SCHOOL

2021 ◽  
pp. 95-103
Author(s):  
Marianna Horvat ◽  
Maria Kuzma-Kachur ◽  
Nadiia Bryzhak
Keyword(s):  
Primary School ◽  
Professional Training ◽  
School Teacher ◽  
Statistical Processing ◽  
Primary School Teacher ◽  
Professional Activities ◽  
Operational Quality ◽  
The Social ◽  
Definition Of

The article has theoretically substantiated the social portrait of the teacher of the New Ukrainian School and highlighted the professionally important qualities of a modern teacher. The purpose of the research has been to identify the opinions and ideas of various social groups about the professionally important qualities of a modern primary school teacher in order to improve their professional training in the implementation of various educational programs. In order to highlight the dominant professional qualities of a modern primary school teacher, we have used empirical research methods, such as arbitrary interviews, author's questionnaires according to the method of S. Shevchenko and statistical processing of the obtained results. The authors have established an integrative definition of professionally important qualities as a set of important general personal qualities of a person that are necessary for the successful performance of professional activities, directly affected by the quality of performed work. The authors have revealed the components of the category “professionally important personality traits of a primary school teacher”, such as integrative, psychophysiological, emotional and volitional, personal, which contribute to its successful professional implementation in the chosen activity. They have studied the results of teachers' questionnaires, junior schoolchildren and their parents concerning professionally important qualities of a modern primary school teacher. Keywords: modern primary school teacher; junior students; professionally operational quality; professional quality of primary school teacher; communicativeness; tolerance; efficiency; creativity.

scholarly journals COMPETENCE APPROACH IN DESIGNING A PROFESSIONAL EDUCATIONAL PROGRAM MEDIADESIGN

2020 ◽  
pp. 79-88
Author(s):  
Nataliya Derev’yanko
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Professional Growth ◽  
Educational Program ◽  
Professional Training ◽  
Theoretical Aspect ◽  
Educational Process ◽  
Modern World ◽  
Professional Activities

The theoretical aspect is highlighted and practical ways of designing a professional educational program Mediadesign are presented. The features of professional training in the design direction have been investigated. Topical issues of ensuring the quality of the educational process of future media designers using the tools of the competence approach are considered. The article highlights the importance of modeling competencies and the peculiarities of introducing a competent approach into the process of professional training for applicants for higher education. The issues of the importance of modeling competencies and the peculiarities of introducing a competence-based approach into the process of professional training of future media designers in higher education are analyzed. It is proved that the quality of professional training of future media designers justifiably causes the need for the formation of the necessary competencies among students, which combine knowledge, skills, abilities; abilities and personality traits; general culture indicators; the ability to perform professional duties efficiently. The acquisition by future specialists of a system of design, creative, technological, communicative and interactive knowledge, skills and abilities is aimed at the formation of competencies, which should be considered as a result of high-quality professional training in the professional educational program Mediadesign. The specificity of a media designer's activity lies in the ability to carry out design developments in the context of modern world material and artistic culture, to creatively comprehend the national heritage and to master the skills of using advanced digital technologies as much as possible, provides ample opportunities for employment, professional growth and further scientific activities; the ability to perform complex specialized tasks and solve complex problems in the field of digital media, provides for the implementation of innovations in professional activities and is characterized by the uncertainty of conditions and requirements. Determining the competencies of a media designer makes it possible to determine a clear logical and consistent structure for the design of an educational and professional program Media design. The acquisition by future media designers of a system of knowledge, skills and abilities is aimed at the formation of integral, general and special competencies, which should be considered as a result of the educational process of professional training of Mediadesign.

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