scholarly journals THE MODEL FOR CONTINUOUS PROFESSIONAL DEVELOPMENT OF ADDITIONAL EDUCATION TEACHERS: DESIGN EXPERIENCE IN THE REGIONAL DOMAIN

2020 ◽  
Vol 3 ◽  
pp. 152
Author(s):  
Svetlana Fadeeva
Keyword(s):  
Professional Development ◽  
Level Structure ◽  
Continuous Professional Development ◽  
Teaching Staff ◽  
Long Term Result ◽  
Professional Self ◽  
Multi Level ◽  
Additional Education ◽  
And Robotics

The mainstreaming of the additional education for children requires the training of the teaching staff capable of effectively developing the creative urges and gifts of pupils through the free choice of diverse activities. Additional education specialists should not only professionally know and have a good command of their subject, which supports children’s hobbies, but they shall also act as a catalyst for the development of the individual’s motivational potential, professional self-determination and as a long-term result they shall modify the innovative resource of society. Nevertheless, a teacher being a competent specialist in a certain subject domain such as theater and musical performance, aircraft modeling and robotics, powerlifting and football may not have sometimes the required knowledge and skills for the child's personality education and for designing expected educational results.The need for the scientific and methodological support to the professional development of the teaching staff in the additional education system has evoked the decision to elaborate a conceptually new model of training for this category of specialists, thus, having made it the purpose of the study. The novelty of the study was the fact that the said model was based on the personified nature of the choice of the teachers’ educational trajectory. It appeared to be a common multi-level structure combining diverse fields and forms of advanced training and retraining of additional education specialists. In addition to design and modeling methods there were applied in the study the methods of empirical research, interrogation and questioning, data analysis and generalization. The elaborated and implemented model for supporting the professional development of the teaching staff enabled to systematize and structure the training of additional education specialists in the regional domain. The practical relevance of the model for the continuous professional development was determined by its possible use also in the post-graduate education in another territory. 

scholarly journals CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES

2019 ◽  
Vol 3 (2) ◽  
pp. 34
Author(s):  
Suharyadi Suharyadi ◽  
Gunadi Harry Sulistyo ◽  
Sri Rachmajanti
Keyword(s):  
Professional Development ◽  
Empirical Evidence ◽  
Teacher Professional Development ◽  
Continuous Professional Development ◽  
English Teacher ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Professional Development Training ◽  
Teacher Professional

Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at investigating how such English teacher professional development training practices have been carried out and what teachers expect from such training. To that end, a survey is conducted involving a number of teachers drawn randomly from different six provinces. i.e. East Java, West Java, Lampung, East Borneo, South Sumatra, and East Papua throughout Indonesia. Descriptive statistical analyses are exerted to analyze the data collected. The findings suggest that a more down-to-earth reflective training as continuous professional development is in compelling need.

scholarly journals Personal and professional development of additional education teacher in the course of methodological work

2021 ◽  
Vol 98 ◽  
pp. 04014
Author(s):  
Zhanna Chaykina ◽  
Mariia Mukhina ◽  
Marina Gruzdeva ◽  
Olga Cherney ◽  
Olga Golubeva
Keyword(s):  
Professional Development ◽  
Development Strategy ◽  
Professional Competence ◽  
Action Plan ◽  
Educational Organization ◽  
Education Teacher ◽  
Self Development ◽  
Professional Self ◽  
The Individual ◽  
Additional Education

The contemporary development strategy of Russian education puts forward several requirements for the system of additional education for children and teachers engaged in this field. The teacher must have the ability to self-development and self-improvement, be engaged in creative and innovative activities. The authors note that in the current conditions, the teacher must choose the only correct trajectory of professional advancement that will lead to the achievement of the desired results. The individual trajectory of personal and professional development of a teacher can be represented as a trajectory of professional self-development and self-improvement of a teacher of additional education in the course of teacher’s methodological work. The purpose of the current research is to develop, theoretically substantiate, and experimentally test the program for implementing an individual trajectory of personal and professional development of additional education teacher in the course of teacher’s methodological work. Implementation of individual trajectories of personal and professional development of additional education teachers in the educational organization involves the development of a specific action plan of the heads of departments, educational and methodological service of the institution, as well as very additional education teachers. The tasks of the educational and methodical service of an educational organization in this process are aimed at encouraging teachers, attracting them to innovative activities, various types of methodological work, and providing pedagogical and methodological support. The use of individual trajectory of personal and professional development in the course of organizing methodological work in the educational organization of additional education contributes to an increase in the professional competence of teachers as well as the development of their interest in this process.

scholarly journals DEVELOPMENT OF PROFESSIONAL SELF-DETERMINATION OF TEENAGERS

2020 ◽  
Vol 3 ◽  
pp. 364
Author(s):  
Valeriya Milyaeva ◽  
Iryna Kalyuzhna ◽  
Zoryana Burkovska ◽  
Svitlana Lozynska ◽  
Iryna Voloshanska
Keyword(s):  
High School ◽  
High School Students ◽  
Psychological Factors ◽  
Level Structure ◽  
Self Determination ◽  
School Students ◽  
Nonlinear Character ◽  
Professional Self ◽  
Multi Level

The article dwells on the problem of teenagers' professional self-determination as the readiness to making choice of the profession. Psychological factors of professional self-determination of high school students are defined and theoretically substantiated. Psychological properties are investigated, the means of which is the formation of factors of senior school students’ professional self-determination. In our research by professional self-determination we mean a stable, value-oriented complex of professionally important traits and personality traits, which is characterized by a certain structure, determines the readiness of high school students to choose a profession and is formed by a number of psychological factors. We prove that the set of psychological factors of professional self-determination of high school students has a nonlinear character and multi-level structure. The purpose of the publication is to investigate the psychological factors of professional self-determination and to substantiate the need to introduce a program of psychological and pedagogical support for the development of professional self-determination of high school students. As a result of the research psychological factors of professional self-determination of high school students were established: actual motives; sufficient level of development of volitional regulation of personality; locus control; a sufficient level of the formation of reflectivity development. The conducted psycho diagnostics revealed the immaturity of psychological factors of professional self-determination among high school students; unreadiness of teenagers to make an independent, conscious professional choice. This situation requires targeted correction through the introduction of a program of psychological and pedagogical support. 

scholarly journals Pedagogical technologies of career guidance for children and youth of the Republic of Belarus studying in additional education

2021 ◽  
Vol 1 (7) ◽  
pp. 98-112
Author(s):  
Irina A. Yakovleva ◽  
Keyword(s):  
Professional Development ◽  
Career Guidance ◽  
Vocational Guidance ◽  
Target Group ◽  
Children And Youth ◽  
Teaching Staff ◽  
School Students ◽  
The Republic ◽  
Additional Education ◽  
Educational And Vocational Guidance

The article presents the experience of implementing a cyclical educational and vocational guidance project that integrates pedagogical, methodological and socio-cultural resources of additional education for children and youth, institutions of general secondary and vocational education into a complex pedagogical technology of forming a conscious professional choice and motivating professional development. The project presented in this work is the development of the teaching staff of Minsk State Palace of Children and Youth (Republic of Belarus). The peculiarity of the pedagogical approach when developing a project is that it is designed as a modern pedagogical technology of a modular type. The project is addressed to two target groups of participants: the first group is students of institutions of general secondary education, gymnasiums, lyceums, students at the III stage (high school), for whom the situation of professional choice is relevant; the second target group is primary school students of vocational and secondary specialized education institutions. The pedagogical influence on the participants of this target group is aimed at increasing the stability of professional choice, expanding the ideas of student youth about the possibilities of the chosen profession for creative self-realization and the manifestation of business initiative. Ultimately, the expected social effect from the implementation of the project is associated, firstly, with a reasoned motivated choice of an educational and professional strategy and, secondly, with the formation of motivation for professional development and consolidation of promising personnel in the chosen professional field. Cultural, educational and methodological means, which provide the content and activity component of the educational and vocational guidance project, reflect the innovative process of practical solution of strategic and tactical tasks stipulated by the Concept for the development of vocational guidance of youth in the Republic of Belarus. Additional education for children and youth is an integrating factor in the development of career guidance potential of the unified educational system of the capital region of the Republic of Belarus.

scholarly journals FORMATION OF PROFESSIONAL COMPETENCE OF ADDITIONAL EDUCATION TEACHERS IN THE PROCESS OF DISTANCE LEARNING FOR RURAL CHILDREN

2020 ◽  
Vol 6 (4) ◽  
pp. 82-94
Author(s):  
Dariya S. Musina ◽  
◽  
Zhyldyza S. Liu-Min-Ching ◽  
Keyword(s):  
Professional Development ◽  
Distance Learning ◽  
Professional Competence ◽  
Subject Area ◽  
Educational Process ◽  
Necessary Condition ◽  
Complex Nature ◽  
Teaching Staff ◽  
The Republic ◽  
Additional Education

The article discusses the ways of forming the professional competence of teachers of extra-curricular additional education in Kyrgyzstan during the distance learning of children during the coronavirus pandemic in the country. The solution of the issue through the experience of the teacher's own activities, the definition of the educational environment of a rural out-of-school organization, in which the teacher is a participant, is a unique condition for his professional development. The difficulties faced by the teacher in the implementation and application of remote educational technologies are revealed. At the same time, the competence of a teacher, which he must possess in several areas (which is associated with the complex nature of this form of education), has been clarified: in his subject area; in modern active teaching methods (learning in collaboration, project, research methods, etc.); in Internet technologies used in distance learning; in the psychology of communication on the Internet; in the organization, management and monitoring of distance courses. Based on the experience of the republican educational and methodological center of aesthetic education «Balazhan» here are presented forms and methods, methodology for the formation of competencies of teachers. The center presents the results of the research on the teaching staff of organizations of additional education for children in the republic, the availability and level of computer knowledge, skills and abilities, the possession of communicative skills in solving professional problems, a creative approach in the computer activities of a teacher as a necessary condition for organizing the educational process in a distance mode, professional development, career growth and self-improvement. Proposals have been made on the need for a scientific search for effective additional professional educational programs, technologies, resources and means to ensure the development of teachers' professional competencies in this area, to strengthen methodological assistance to teachers through various forms of retraining and professional development.

scholarly journals Improving the system continuous professional development of the health workers

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
V Koikov ◽  
Z Baigozhina ◽  
A Abdrakhmanova ◽  
G Kabdullina ◽  
A Mergentai ◽  
...  
Keyword(s):  
Professional Development ◽  
Formal Education ◽  
Health Workers ◽  
Continuous Professional Development ◽  
Care Needs ◽  
Effective System ◽  
Accumulation Mechanism ◽  
Training Activities ◽  
Additional Education ◽  
Education Courses

Abstract Issue In modern conditions of the labor market, there is a need to implement an effective system of continuous professional development (CPD) of health workers (HWs) in accordance with existing and emerging health care needs. The system of CPD of HWs should be aimed at maintaining and improving the competencies (knowledge, skills, abilities) of each individual specialist, important to meet the changing needs of patients and the health system. Description of the Problem The lack of effectiveness of the CPD system of HWs in the Kazakhstan is due to the lack of accounting for many types of training activities in the system for confirming the qualifications of HWs (with certification of HWs every 5 years). So at present, when confirming a certificate, only formal additional education courses are taken into account, however, they do not correspond to the qualification level of a HW. Such types of activities in the CPD are not taken into account: non-formal education (fellowships, master classes, online trainings, etc.), activities that are aimed at developing and maintaining professional competencies such as mentoring young specialists, publication articles, participation in conferences, etc. Changes: We have developed a new system for the CPD of HWs, harmonized with the procedure for regularly confirming the certificate of a HW (physician, nurse, pharmaceutical worker, specialist of the sanitary and epidemiological service), which gives access to professional work. The new CPD system is based on the credit accumulation mechanism in which Professional Development Units are assigned for each type of activity of formal and non-formal additional education and other types of activity aimed at professional development (mentoring, articles, conferences, expert activities, etc.). Lessons The introduction of a new CPD system allows for the effective maintenance and improvement of the qualifications of health workers. Key messages The lack of effectiveness of the CPD system of HWs is a serious barrier to maintaining the HWs qualifications at a sufficient level. The introduction of credit accumulation mechanisms for recording achievements in non-formal and non-formal additional education has enabled the formation of an effective system for the CPD of HWs.

scholarly journals Directions and Strategic Guidelines for Continuous Professional Development of Scientific and Pedagogical Collaborators of Ukrainian Medical Stomatological Academy

2021 ◽  
Vol 6 (1) ◽  
pp. 288-292
Author(s):  
A. P. Stepanchuk ◽  
◽  
O. D. Lisachenko ◽  
G. A. Yeroshenko
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Educational Process ◽  
Continuous Professional Development ◽  
Professional Competencies ◽  
Professional Activity ◽  
Teaching Staff ◽  
Research And Teaching ◽  
Pedagogical Skills

Improving the quality of higher education requires constant professional development and growth of both young and more experienced university teachers. Undoubtedly, professional growth is necessary, first of all, for young teachers of higher educational institutions, because they have no experience of working with students and insufficient knowledge of the discipline they teach. The professional growth of a teacher, which takes place throughout his/her creative activity, is aimed at improving the previously acquired and acquiring new competencies within the framework of his/her professional activity. Scientific and pedagogical workers systematically update the acquired professional knowledge and skills, master modern educational technologies and develop their professional and personal qualities. The continuous professional development of healthcare professionals occupies a special place. The systematic process of training and improving professional competencies after specialists receive higher and postgraduate education in internship, gives them the opportunity to maintain and improve the standards of professional activity in accordance with the needs of healthcare. The provision of high-quality educational services in medical universities is carried out by highly professional teachers who constantly improve their knowledge, skills and abilities through continuous professional development. The administration of the Ukrainian Medical Dental Academy constantly and in every possible way contributes to the professional development of the teachers of its institution, creating the necessary conditions for this, and also helps in choosing forms of increasing and improving pedagogical skills. Based on the results of work over the past year, the staff of the academy took part especially actively in the work of international scientific and methodological conferences, international webinars, online seminars, distance courses, courses for improving pedagogical skills, and also have numerous publications of the scientific and methodological direction in publications included in Scopus database, Web of Science and materials of educational and methodological conferences. Research and teaching staff of the Ukrainian Medical Stomatological Academy created a personal educational portfolio based on the results of continuous improvement of pedagogical skills. Each type of work is evaluated by a certain number of credits, which makes it possible to summarize the results of continuous professional growth of scientific and pedagogical staff of the academy for each year of their work. In Ukraine, each university forms its own model of professional development of research and teaching staff, depending on the direction of training of specialists and the specifics of the educational process. Continuing professional development is an integral part of the activities of higher education institutions and contributes to the acquisition of new and improvement of acquired professional competencies by research and teaching staff within their professional activities, which corresponds to modern trends in the educational process

Address by the President of the Faculty of Actuaries

1999 ◽  
Vol 5 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Cuthbert Whyte Fraser Low
Keyword(s):  
Professional Development ◽  
Long Term Care ◽  
Continuous Professional Development ◽  
Term Care ◽  
Care Regulation ◽  
Stakeholder Pensions

ABSTRACTPresidential Addresses are an opportunity to survey the actuarial landscape, and this one is no exception. The pace of change and scope of work undertaken by actuaries since the President qualified is commented upon. Many of the current and future issues are also aired, from bonus rates and pensions mis-selling to stakeholder pensions and long-term care. Regulation, in a number of areas, is also reviewed. The regular topics of education, examinations and continuous professional development also feature.

scholarly journals TEACHERS' READINESS TO USE E-PORTFOLIOS

2021 ◽  
Vol 81 (1) ◽  
pp. 327-339
Author(s):  
Ірина Павлівна Воротникова ◽  
Ольга Германівна Захар
Keyword(s):  
Professional Development ◽  
Level Structure ◽  
Continuous Professional Development ◽  
Educational Institutions ◽  
Professional Activity ◽  
Self Assessment ◽  
Educational Module ◽  
Normative Documents ◽  
Self Evaluation ◽  
Teachers Professional Development

An e-portfolio is one of the tools for monitoring and evaluating the professional activity of school teachers and their achievements. An e-portfolio can be used for teachers’ professional development. It provides openness and transparency of both teachers’ and educational institutions’ work. The purpose of the study is to analyze teachers' readiness to use e-portfolios for both self-evaluation of their own professional experience and continuous professional development. The article analyzes various approaches to the structure of e-portfolios based on the analysis of international experience, the legislation of Ukraine and the survey of teachers. The purpose, tasks, requirements of normative documents on the use of e-portfolios are generalized.The multi-level structure of an e-portfolio is defined and the requirements for its dynamic content are substantiated. Teachers' needs for advanced training in using a variety of IT tools for creating e-portfolios have been systematized. It has been determined that the use of e-portfolio can satisfy both the needs of evaluating the effectiveness of teachers’ work and the formation of self-esteem and reflection skills, facilitate teachers’ continuous professional development, dissemination of advanced pedagogical experience and teaching practices. Different types of e-portfolios have been analyzed. IT tools for creating an e-portfolio have been identified. The content of the corresponding educational module for teachers in the system of postgraduate pedagogical education has been substantiated. The content of a portfolio is defined by the goals of its creation. For teachers, the emphasis in e-portfolio creation is not on learning, as it is for students, but on professional activity, self-assessment, and marketing. The results can be teachers' understanding of why and how they have learned throughout their careers, the importance of reflection for future professional development.

scholarly journals The Center for Continuous Professional Development “Ashmarin-Center” as an Instrument of Individual Trajectory of Professional Development

2021 ◽  
Vol 4 (4) ◽  
pp. 42-46
Author(s):  
Tamara Vasilevna Andrushchenko ◽  
Olga Leonidovna Bogatyreva
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Practical Experience ◽  
Continuous Professional Development ◽  
Teaching Staff ◽  
Professional Skills ◽  
Regional Center ◽  
Effective System ◽  
Training Courses ◽  
Chuvash Republic

The purpose of the article is to present the practical experience of the regional center for continuing professional skills of pedagogical workers in the framework of the national project "Education", to describe the algorithm for the development and implementation of an individual educational route of pedagogical workers and management teams in the Chuvash Republic. Methods. In order to effectively organize the process of continuous improvement of professional skills of teaching staff, monitoring studies and analysis of professional skills of teachers at various levels of the education system - primary, general and secondary vocational - were carried out. Results. Based on the data obtained, advanced training courses for teachers with a focus on the practical part and individual work were reformatted. The practice-oriented component of the courses has been expanded by increasing the number of hours allocated for internships, practical classes and master classes by leading teachers. The methodological work of the Center is inextricably linked with the activities of professional communities, subject associations and methodological services. There is a constant exchange of experience and best practices to solve the problems of professional growth, in the process of discussing significant professional problems. Conclusions. The application of these techniques allows us to build an effective system of continuous professional development, which ultimately contributes to the development and strengthening of education in the region.

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