scholarly journals STANDARDS OF EFL TEACHER PREPARATION FOR MASTER DEGREE PROGRAMS: TESOL EXPERIENCE

2016 ◽  
Vol 0 (9) ◽  
Author(s):  
М. М. Кокор
Keyword(s):  
Teacher Preparation ◽  
Degree Programs ◽  
Master Degree ◽  
Efl Teacher

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 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 Emotional Intelligence as a Factor Influencing Coping Strategies in Novice Educational Psychologists

2021 ◽  
pp. 66-76
Author(s):  
М.М. Карнелович ◽  
В.И. Казаренков
Keyword(s):  
Emotional Intelligence ◽  
Coping Strategies ◽  
Empirical Data ◽  
Theoretical Research ◽  
Degree Programs ◽  
Mathematical Methods ◽  
Master Degree ◽  
Educational Psychologists ◽  
And Coping ◽  
Intelligence Development

В статье рассматриваются проблемные вопросы развития эмоционального интеллекта и стиля совладания с трудностями у будущих психологов сферы образования при обучении по направлениям бакалавриата и магистратуры и зависимости выбираемых ими стратегий копинга от уровня развития эмоционального интеллекта. Цель исследования — определить силу, направленность и содержание влияния эмоционального интеллекта на стратегии совладающего поведения у будущих психологов сферы образования с учетом этапов их профессионального обучения. Методы исследования: теоретический анализ научной литературы, методы сбора эмпирических данных и математико-статистической обработки данных (критерий сравнения U Манна — Уитни, дисперсионный факторный анализ). Приведены результаты эмпирического исследования эмоционального интеллекта и стратегий совладающего поведения у студентов-психологов на начальном и итоговом этапах бакалавриата и на этапе обучения в магистратуре. Представлены выявленные различия уровня развития эмоционального интеллекта и доминирующих стратегий совладания у будущих специалистов-психологов на разных этапах и ступенях обучения. Проведен анализ влияния уровня развития компонентов эмоционального интеллекта на стратегии копинга будущих психологов. Результаты исследования углубляют научные знания об эмоциональном интеллекте, а также факторах и механизмах совладающего поведения у будущих психологов сферы образования; о различиях эмоционального интеллекта и стратегий совладающего поведения у студентов-психологов первого и выпускного курсов бакалавриата и магистрантов; о силе, содержании и направленности влияния эмоционального интеллекта на выбор студентами-психологами стратегий совладания с учетом ступени профессионального образования. Полученные результаты могут представлять интерес для специалистов сферы непрерывного профессионального образования и использоваться в процессе сопровождения будущих психологов и других специалистов сферы образования. The article treats the development of emotional intelligence and coping strategies in novice educational psychologists (bachelor and master degree programs). It also investigates the correlation between coping strategies used by students and their emotional intelligence. The aim of the research is to investigate the degree to which novice educational psychologists’ emotional intelligence can influence their choice of coping strategies at various stages of their education. Methods of research: theoretical research analysis, empirical data collection, mathematical methods for statistical data processing (Mann-Whitney-U test, dispersion factorial analysis). The article analyzes empirical data pertaining to emotional intelligence and coping strategies used by novice educational psychologists at different stages of their education (bachelor and master degree programs). It singles out various levels of emotional intelligence development and prevailing coping strategies used by novice educational psychologists at different stages of their education The article investigates the correlation between novice educational psychologists’ coping strategies and the degree of their emotional intelligence development. The research serves to enhance scholars’ knowledge of emotional intelligence and the factors and mechanisms pertaining to novice educational psychologists’ coping strategies. It also serves to enhance scholars’ knowledge about the differences in emotional intelligence and coping strategies in novice educational psychologists (first year students and graduates of bachelor and master degree programs). It also serves to enhance scholars’ knowledge of the correlation between coping strategies used by students and their emotional intelligence. The obtained results can be used in lifelong learning programs and will be helpful to novice educational psychologists and educators.

scholarly journals AFGHANISTAN EFL TEACHER PREPARATION INSTITUTIONS AND EFL TEACHING EFFICACY IN PUBLIC SCHOOLS

2019 ◽  
Vol 6 (1) ◽  
pp. 111-134 ◽  
Author(s):  
Nasim Danesh Tahsildar
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Teaching Efficacy ◽  
Survey Questionnaire ◽  
Professional Efficacy ◽  
The Public ◽  
English Departments ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Ministry Of Higher Education

In Afghanistan university context, English Departments focusing on preparing or educating EFL teachers’ candidates are of two types; the Education Colleges’ English Departments (ECED) and the Literature Colleges’ English Departments (LCED). The purpose of this research is to investigate the extent to which the two EFL teacher preparation institutes in Afghanistan universities educate efficacious EFL teachers so as to teach English at public schools. It also aims at comparing the teaching efficacy level of male and female EFL teachers as the graduates of the two different English Departments (ECED and LCED) with different curricula in order to find out how these Departments educate public school EFL teachers. The study applied a survey questionnaire to obtain the data from 105 graduates of two English Departments as novice EFL teachers recruited by 45 public schools in a province in Afghanistan. The findings showed that both Departments educate highly efficacious EFL teachers. However, the level of efficacy between the two Departments is significantly different. The study also has some implications to schools of EFL teachers to comprehend their level of professional efficacy and certain implications to English Departments, Universities, and Afghanistan Ministry of Higher Education to understand how different English Departments’ graduates meet the public schools’ EFL requirements.

scholarly journals Colombian English Teachers’ Professional Development: The Case of Master Programs

2018 ◽  
Vol 20 (1) ◽  
pp. 103-119 ◽  
Author(s):  
John Jairo Viáfara ◽  
José David Largo
Keyword(s):  
Professional Development ◽  
Language Policy ◽  
Research Work ◽  
English Teachers ◽  
Survey Study ◽  
Degree Programs ◽  
Graduate Courses ◽  
School Communities ◽  
Master Degree ◽  
Teachers Professional Development

Master degree programs have rapidly increased in Colombia to the point where they are one of the most favored options for English teachers seeking to bolster their professional development. This survey study characterizes eighty participants, their five master programs, and their perceptions concerning the influence these graduate courses exerted on their teaching. While participants’ pedagogical and research work seemed to have benefited the most from their studies, their practices involving language policy and administration were regarded as distant from what they learnt. Findings suggest that innovation, reflection, and collaboration permeated participants’ overarching categories of development. Challenges to respondents’ integration of their newly acquired education with their teaching included competing ideologies and agendas exhibited by stakeholders in school communities.

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