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 Career Counselling – Essential Part of the Personal and Professional Development Process for the Students and Young Reserchers in the Engineering Field

2020 ◽  
Vol 25 (0) ◽  
pp. 71-77
Author(s):  
Simona Magdalena Hainagiu ◽  
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Soft Skills ◽  
Skills Training ◽  
Training Programme ◽  
Career Counselling ◽  
The Sustainable Development ◽  
Wide Range ◽  
Professional Profile ◽  
The Impact

Career counselling is an important process in the personal and professional development of young professionals. In a continuously changing labour market, the graduates in the engineering field have been rapidly become conscious that the technical abilities are only the core of their professional profile, and the need to add a wide range of soft skills become mandatory prerequisites imposed by the human resources services in the recruiting companies. Our research investigated the impact of a soft skills training programme developed in the framework of a European Union funding project. The results revealed a vivid interest of young researcher in the engineering filed for the personal and professional growth especially for the development of communication and teamwork abilities. The professional counselling activities are a largely integrated component among the activities and the general intervention directions proposed by the European funding projects revealing a real need for the sustainable development of these support activites.

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 PERSONAL AND PROFESSIONAL DEVELOPMENT OF HUMANITARIAN STUDENTS DURING EXTRACURRICULAR ACTIVITIES

2021 ◽  
pp. 90-100
Author(s):  
Г.С. Перевощикова
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Education ◽  
Spiritual Development ◽  
Personal Development ◽  
Cultural Practices ◽  
Postgraduate Students ◽  
Professional Activities ◽  
Russian State ◽  
Social Pedagogues

В статье рассматривается проблема исследования воспитательных возможностей внеучебной деятельности (социокультурной практики) в едином образовательном пространстве личностно-профессионального воспитания студентов в гуманитарном вузе. Внеучебная деятельность в вузе опирается на теоретическую модель личностно-профессионального воспитания, в основе которой заложена личностно-развивающая парадигма культурно-исторического подхода Л. С. Выготского, включающая в себя три теоретических пространства: деятельности, профессиональной культуры и личностных смыслов — духовного развития. На основании этой модели идеальная цель личностно-профессионального воспитания будущих психологов и социальных педагогов — духовное саморазвитие личности студента, воспитание осмысленного отношения к получаемой профессии. В статье описаны результаты исследования смысловых уровней в структуре личности 155 студентов-психологов, 120 студентов — социальных педагогов, 19 аспирантов-педагогов, преподавателей гуманитарных специальностей ФГБОУ ВО «Российский государственный гуманитарный университет», 16 выпускников-профессиональных психологов и социальных педагогов (бывшие члены студенческого актива, которые в период обучения в вузе принимали активное участие во внеучебной деятельности). Изучение проведено с помощью опросника М. Н. Мироновой. Профессиональная деятельность социального педагога и психолога осуществляется в процессе общения, поэтому цели исследования состояли в определении смыслового уровня личностного развития профессионализма, в основе которого лежат типы общения в разных проблемных ситуациях, позитивный и негативный потенциал воспитывающего взаимодействия, у представителей вышеуказанных групп и выявлении влияния внеучебной деятельности студентов в вузе на формирование их личности как профессионалов. Результаты исследования косвенно подтвердили влияние личностно-профес­сионального воспитания во внеучебной деятельности на формирование ключевой коммуникативной профессиональной компетенции будущих специалистов, получающих психолого-педагогические профессии. The article treats the issue of investigating the educational potential of extracurricular activities (socio-cultural practices) in the learning environment and in the process of students’ personal and professional education at a humanitarian university. Extracurricular activities at a university relies on a theoretical model of personal and professional education based on the paradigm of personal development within the framework of L. S. Vygotsky’s cultural-historical approach, which includes three theoretical environments: activity, professional culture, personal values (spiritual development). According to it, the ideal aim of personal and professional education of novice psychologists and social pedagogues is to ensure students’ spiritual development, to secure their conscious attitude to the vocation they acquire. The article describes the results of a research of various personality levels in 155 novice psychologists and 120 novice social pedagogues, 19 postgraduate students studying to become humanities teachers at Russian State University for the Humanities, 16 graduate psychologists and social pedagogues (former activists who used to be involved in extracurricular activities during their university years). The investigation is based on M. N. Mironova’s questionnaire. Social pedagogues’ and psychologists’ professional activities are performed in the process of communication. Therefore, the aim of the research is to identify the level of interviewees’ personal and professional development, which is based on the ability to ensure effective communication in various difficult situations, to efficiently use both positive and negative potential of educational interaction. The research also aims to identify the influence of university students’ extracurricular activities on the formation of their personal and professional qualities. The results of the research provide an indirect proof that the development of personal and professional qualities through extracurricular activities ensures the development of the professional communicative competence in novice educational psychologists.

Improving the system of additional professional education for teachers-choreographers

2021 ◽  
pp. 62-69
Author(s):  
V.A. Sheregova ◽  
◽  
A.I. Postelnyak ◽  
S.V. Medvedeva ◽  
A.S. Medvedev
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Creative Activity ◽  
Education Programs ◽  
Ballroom Dancing ◽  
Professional Activities ◽  
Dance Teachers ◽  
Modern System ◽  
Ballroom Dance ◽  
Additional Education

Examined is specifics of professional activities of teachers choreographers under modern conditions. The increasing requirements for the competence of specialists are noted in connection with the increasingly complex conditions of their professional activities. The need to improve the system of training and advanced training is being actualized, taking into account the specifics of the problems they have to face. The results of a survey of coaches and judges of the regional sports Federation of dance sports of the Tyumen region are presented. Various aspects that characterize the problem field of the modern system of ballroom dancing have been studied. The assessment of the content characteristics of refresher courses that the respondents periodically take. The gaps in the system of professional development of teachers-choreographers that need to be eliminated are shown. A concept is proposed that can form the basis of additional education programs for ballroom dance teachers. The concept is based on a differentiated approach and includes four main stages. The result of professional development of specialists should be the implementation of the following main functions of the system of additional education: restorative, compensatory, innovative, corrective, the function of forming creative activity.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Influence of the content of postgraduate education of radiologists on the number of diagnostic pitfalls

2018 ◽  
pp. 109-117
Author(s):  
S. Р. Morozov ◽  
A. V. Kvasyuk ◽  
N. N. Vetsheva ◽  
N. V. Ledikhova ◽  
D. N. Kureshova
Keyword(s):  
Clinical Education ◽  
Professional Education ◽  
Information Service ◽  
Diagnostic Errors ◽  
Postgraduate Education ◽  
Length Of Service ◽  
Professional Activities ◽  
Specialty Differences ◽  
Medical Radiology

Background.Question about the quality and format of postgraduate education of doctors raises increasingly in recent years. Development of professional standards and transition to a system of continuing professional education have allowed professional communities to raise issues of the quality of modern education but there is no clear evidence of the dependence of the level of education and the quality of medical care in the accessible literature. Experts of Research and Practical Center of Medical Radiology carried out the identification of dependence of post-graduate education length for radiologists and the quality of their work that can serve as a rationale for amending the system of doctors training.Patients and methods.The data on education and actual work of 85 radiologists of out-patient and in-patient units of medical organizations of the Moscow Healthcare Department have been analyzed. According to the results of the audit of diagnostic studies, carried out in the “Unified Radiological Information Service” system by the specialists of the Research and Practical Center of Medical Radiology, the final assessment of the work of each radiologist was formed, which reflects the presence or absence of diagnostic discrepancies.Results.Parameters of diagnostic errors depending on the age of doctors, the general length of service and the length of service as radiologist, the duration of postgraduate education in the clinical specialty and the specialty “radiology” have been compared.As a result of the analysis, it was found that the increase in the proportion of diagnostic differences is directly related to the increase in the age of the doctor and does not depend on either the length of service or the time of work in the specialty. Differences between the groups of physicians with the largest (professional retraining after clinical residency) and the smallest (clinical education + radiology) percentage of clinically significant discrepancies are statistically significant (p = 0.05, at the normative value of the Student's test score of 2.16).Conclusion.The inverse relationship between the duration of training of the radiologist in the specialty and the proportion of diagnostic errors, which can serve as a significant justification for making proposals for the exclusion of professional retraining within 576 hours for admission to professional activities of radiologists.

LA EDUCACIÓN AMBIENTAL PARA EL DESARROLLO SOSTENIBLE EN LA FORMACIÓN DE TÉCNICOS COMPETENTES.

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Pedro Rodríguez Orozco ◽  
Madelin Rodríguez Rensoli
Keyword(s):  
Environmental Management ◽  
Sustainable Development ◽  
Environmental Education ◽  
Key Words ◽  
Professional Education ◽  
Middle Level ◽  
The Sustainable Development ◽  
Palabras Clave ◽  
Middle Level Students

El desarrollo de la educación ambiental para el desarrollo sostenible, se convierte en una necesidad de la formación de los estudiantes del nivel técnico medio dentro de la Educación Técnica Profesional (ETP), es por ello que en el presente artículo, a partir de aplicar los métodos de revisión documental y sistematización, se debate acerca de los términos educación ambiental y gestión ambiental para el desarrollo sostenible, posibilitan identificar la necesidad que tienen el tratamiento metodológico y didáctico para que los docentes y funcionarios incorporen los temas medio ambientales en la formación de los técnicos medios de la especialidad de Refrigeración.   Palabras clave: Educación ambiental; Desarrollo sostenible y Educación Técnica Profesional   ABSTRACT   The development of the environmental education for the sustainable development becomes a necessity for the formation of the technical middle level students of the Technical Professional Education. Hence, it is debated in this article, by applying the methods of documentary review and systematization, the terms environmental education and environmental management for the sustainable development, identify the need for the methodological and didactic treatment, so that the docents and officials incorporate the environmental topics into the technician´s formation in the specialty of refrigeration.   Key words: Environmental Education, Sustainable development, and Technical Professional Education   Recibido: diciembre 2015Aprobado: febrero 2015

Safety assessment of biological raw materials in the system of medicines quality assurance

2020 ◽  
pp. 63-72
Author(s):  
Yu. Olefir ◽  
E. Sakanyan ◽  
I. Osipova ◽  
V. Dobrynin ◽  
M. Smirnova ◽  
...  
Keyword(s):  
Raw Materials ◽  
State Level ◽  
The State ◽  
Spongiform Encephalopathy ◽  
Safety Standards ◽  
Wide Range ◽  
The Russian Federation ◽  
Key Aspects ◽  
First Time ◽  
Medicines Quality

The entry of a wide range of biotechnological products into the pharmaceutical market calls for rein-forcement of the quality, efficacy and safety standards at the state level. The following general monographs have been elaborated for the first time to be included into the State Pharmacopoeia of the Russian Federation, XIV edition: "Viral safety" and "Reduction of the risk of transmitting animal spongiform encephalopathy via medicinal products". These general monographs were elaborated taking into account the requirements of foreign pharmacopoeias and the WHO recommendations. The present paper summarises the key aspects of the monographs.

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.

FORMATION OF FOREIGN LANGUAGE COMMUNICATION OF AN ARMY OFFICER IN THE FRAMEWORK OF A PEDAGOGICAL EXPERIMENT: METHODOLOGY AND METHODOLOGY (THEORETICAL AND PRACTICAL ASPECTS)

2020 ◽  
Author(s):  
Вадим Манцурович Бикбаев
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Psychological Factors ◽  
Military Service ◽  
Military Education ◽  
Internal Motivation ◽  
Professional Activities ◽  
Army Officer ◽  
Language Communication

В статье рассматриваются особенности, проблемы, противоречия и перспективные направления совершенствования иноязычной коммуникации в рамках профессионального становления офицера. Отмечается, что формирование иноязычной коммуникации офицера главным образом определяется внутренней мотивацией, связанной с осознанием необходимости изучения и применения иностранного языка в рамках профессиональной деятельности, а также с учетом взаимосвязанных между собой педагогических, личностных, профессионально-деятельностных и психологического факторов, характерных для военного образования и военной службы. The article discusses the features, problems, contradictions and perspective directions for improving foreign language communication in the professional development of an officer. It is noted that the formation of foreign language communication of an officer is mainly determined by internal motivation associated with the awareness of the need to learn and use a foreign language in the framework of professional activities, as well as taking into account the interrelated pedagogical, personal, professional and psychological factors specific to military education and military service.

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