Indicators of the effectiveness of higher legal education: the activities of the teaching staff

The article considers the qualitative characteristics of the current state and development of higher legal education through the prism of professional activities of participants in the educational process. The main approaches to the establishment of criteria and indicators of professional activity of the teaching staff are highlighted. Promising directions of modernization of indicators of functioning of the educational organization are offered. The authors emphasize that the transparency and objectivity of indicators of the functioning of law schools and research and teaching staff can act as a vector for the modernization of higher education in general.

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

Ukraïnsʹkij žurnal medicini bìologìï ta sportu ◽

10.26693/jmbs06.01.288 ◽

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

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MODERN REQUIREMENTS FOR COMPETENCIES OF SCIENTIFIC AND PEDAGOGICAL EMPLOYEES OF HIGHER EDUCATION INSTITUTIONS

InterConf ◽

10.51582/interconf.7-8.10.2021.005 ◽

2021 ◽

pp. 41-46

Author(s):

Maryna Bondarenko ◽

Olga Zaytseva ◽

Oleksii Rukin

Keyword(s):

Higher Education ◽

Information Technologies ◽

Educational Process ◽

Educational Institutions ◽

Teaching Staff ◽

Research And Teaching ◽

Current State ◽

Information And Communication ◽

Communication Competencies ◽

Active Implementation

The current state of the problem of informatization of education in Ukraine has been analyzed. It is shown that information technologies largely determine the nature and direction of higher education, and their active implementation in the educational process contributes to effective training of future competitive professionals. The main aspects of solving the problem of informatization are considered: computerization of educational institutions and acquisition of information and communication competencies by research and teaching staff of universities.

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ICT as pedagogical condition in the course of studying law

Law. Human. Environment ◽

10.31548/law2020.03.002 ◽

2020 ◽

Vol 11 (3) ◽

Author(s):

Romaniv Khrystyna ◽

Keyword(s):

Information And Communication Technologies ◽

Legal Education ◽

Life Quality ◽

Education Institution ◽

Educational Process ◽

Law Students ◽

Teaching Staff ◽

Legal Information ◽

Professional Activities ◽

Independent Work

Social changes, development of legal support system, improvement of public life quality advance new demands on legal education and legal profession, in particular. Level of lawyers training at higher educational institutions requires search for new information methods and tools that should be used both in the training process at the level of providing relevant methodological material and in the course of legal sciences delivery, including provision of a law student with appropriate basis for independent training. Advanced technologies, the ICT, should contribute to creative potential of students, their professionalism and ability to perform legal tasks the students will actually deal with in their practice being simulated during learning process. It has been detected that the style and nature of educational process shapes students' attitude towards the chosen occupation and models the future of professional activities, so in order for law students to understand prospects of future professional activities, it is necessary to create appropriate psychological and pedagogical conditions.Such pedagogical conditions that shape professionalism of law students and the efforts of the state and higher education institution should be directed at, shall include: enriching legal information content and enhancing its importance through introduction of ICT; directing educational process to development of law values and moral guidelines by law students; special training of teaching staff with appropriate legal and informational competence; appropriate methodological support, which would include information technology; reproduction of situations using ICT, which would be as close as possible to the real ones; organization of communication between a student and a teacher, including using ICT; ensuring continuity of knowledge improvement through independent work; stimulating development of students' active legal position by creating single information and educational environment. Keywords: information and communication technologies, legal education, information society, legal consciousness, competence, legal information, legal knowledge

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MENTORING IN AN EDUCATIONAL ORGANIZATION AS A CONDITION FOR A TEACHER’S CAREER GROWTH

Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev ◽

10.37972/chgpu.2021.110.1.016 ◽

2021 ◽

pp. 131-140

Author(s):

Зоя Юрьевна Дипломатова ◽

Владимир Николаевич Иванов ◽

Галина Александровна Александрова

Keyword(s):

General Education ◽

Rural Areas ◽

School Administrators ◽

Educational Process ◽

Future Teacher ◽

Professional Activity ◽

Educational Organization ◽

Professional Activities ◽

Career Growth ◽

Teacher Mentor

В статье описывается организация наставничества в общеобразовательных школах муниципалитета, расположенного в сельской местности, как условие профессионального становления молодого специалиста с последующим выстраиванием карьерного роста. Современная образовательная организация нуждается в пополнении новыми кадрами, соответствующими требованиям профессиональных стандартов «Педагог», «Учитель», «Воспитатель». Для определения реальной ситуации с наставничеством проведено перекрестное анкетирование среди молодых специалистов и администрации общеобразовательной школы, которое позволило выявить проблемы учителей на начальном этапе профессиональной деятельности. Результаты исследования среди молодых специалистов помогут администрации школы проанализировать свою работу по организации наставничества, принимать управленческие решения по успешной адаптации молодых учителей и разработать рекомендации по эффективной организации наставничества. Стоит обратить внимание на результаты анкетирования высшим и средним профессиональным образовательным организациям в плане пересмотра программы подготовки специалистов. Процесс становления будущего учителя начинается в стенах учебных заведений, профессиональный опыт формируется в ходе взаимодействия с участниками образовательного процесса. Значимая роль в формировании будущего учителя и выстраивании карьерного роста принадлежит наставнику. Взаимодействие между наставником и стажером может быть взаимовыгодным, так как современная молодежь более прогрессивна в применении цифровых ресурсовв профессиональной деятельности. The article describes the organization of mentoring in secondary schools of a municipality located in rural areas as a condition for the professional development of a young specialist with the subsequent building of career growth. A modern educational organization needs to be replenished with new personnel that meet the requirements of the professional standard “Educator”, “Teacher”, “Mentor”. To determine the real situation of mentoring, a cross-questioning was carried out among young specialists and the administration of a general education school, which made it possible to identify the problems of teachers at the initial stage of professional activity. The results of the study of the young specialists will help school administrators to analyze their work on mentoring, make management decisions for successful adaptation of young teachers and to develop recommendations for effective mentoring. It is worth paying attention to the results of the questionnaire survey for higher and secondary professional educational organizations in terms of revising the training program for specialists. The process of becoming a future teacher begins within the walls of educational institutions, professional experience is formed in the course of interaction with participants in the educational process. A mentor plays a significant role in shaping the future teacher and building career growth. The interaction between a mentor and a trainee can be mutually beneficial, since modern youth are more progressive in the use of digital resources in their professional activities.

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ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ КУЛЬТУРЫ КУРСАНТОВ КАК НЕОБХОДИМОЕ УСЛОВИЕ СТАНОВЛЕНИЯ СОТРУДНИКА УИС

Vestnik Samarskogo iuridicheskogo instituta ◽

10.37523/sui.2019.36.5.019 ◽

2020 ◽

Author(s):

Alexander Votinov

Keyword(s):

Russian Federation ◽

Professional Culture ◽

Professional Activity ◽

Teaching Staff ◽

Successful Performance ◽

Current State ◽

Professional Self ◽

The Russian Federation ◽

Executive System ◽

High Level

Современное состояние и развитие уголовно-исполнительной системы Российской Федерации диктует необходимость овладения будущими специалистами комплексом определенных знаний, умений и навыков, позволяющих им эффективно решать служебные задачи. Одним из путей повышения профессионального уровня специалистов является формирование и развитие профессиональной культуры. Проведенный в статье анализ понятия «профессиональная культура» позволяет констатировать сложность его содержания, что связано с особенностями профессиональной деятельности сотрудников УИС, многообразием решаемых задач. Автором подробно исследуется процесс формирования профессиональной культуры в вузах ФСИН России, рассматриваются особенности работы в данном направлении профессорско-преподавательского состава, командиров строевых подразделений, сотрудников отделов по работе с личным составом, приводятся возникающие при этом проблемы и предлагаются возможные пути решения. Отмечается, что успешность формирования профессиональной культуры курсантов зависит от их профессионализма, дисциплинированности, инициативности, настойчивости и личного примера сотрудников. В заключение подчеркивается, что высокий уровень профессиональной культуры сотрудника УИС является условием успешной служебной деятельности и целью дальнейшего профессионального самосовершенствования.The current state and development of the criminal Executive system of the Russian Federation dictates the need for future specialists to master a set of certain knowledge, skills and abilities that allow them to solve official tasks effectively. One of the ways to improve the professional level of specialists is the formation and development of professional culture. The analysis of the concept of «professional culture» in the article allows us to state the complexity of its content, which is associated with the peculiarities of professional activity of employees of the UIS, the variety of tasks to be solved. The author studies in detail the process of formation of professional culture in the universities of the Federal penitentiary service of Russia, examines the features of work in this direction of the teaching staff, commanders of combat units, employees of departments for work with personnel, presents the problems arising in this case and suggests possible solutions. It is noted that the success of the formation of professional culture of cadets depends on their professionalism, discipline, initiative, perseverance and personal example. In conclusion, it is emphasized that the high level of professional culture of the employee is a condition of successful performance and the purpose of further professional self-improvement.

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Social-Psychological problems of pedagogues in conditions pandemic of COVID-19

10.32437/nmhdup2021.4 ◽

2021 ◽

Author(s):

Vitalii Panok ◽

◽

Iryna Tkachuk

Keyword(s):

Secondary Education ◽

Emotional Exhaustion ◽

Educational System ◽

Urban Areas ◽

Educational Institution ◽

Educational Process ◽

Psychological Problems ◽

Professional Activity ◽

Teaching Staff ◽

Social Psychological

Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion

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Psychological enlightenment of subjects of the inclusive educational process

Journal of Pedagogical Innovations ◽

10.15293/1812-9463.2101.09 ◽

2021 ◽

pp. 87-93

Author(s):

Alevtina Gennadievna Ryapisova ◽

◽

Svetlana Olegovna Yakushenko ◽

Keyword(s):

Inclusive Education ◽

Educational Process ◽

Professional Activity ◽

Educational Organization ◽

Thematic Content ◽

Inclusive Practice ◽

Research Activities ◽

Different Ages ◽

Psychological Knowledge

The article presents the main results of research activities devoted to the implementation of the labor function of a teacher-psychologist – psychological enlightenment in an inclusive practice. The key concept is defined: psychological enlightenment is understood as a type of professional activity of a teacher-psychologist, which provides for the dissemination of scientific psychological knowledge, contributes to the expansion of horizons and the development of the value attitude of individuals and groups of people to the phenomena in the educational space. The purpose of the study is to characterize the actual aspects of the content and adequate forms and methods of psychological enlightenment in the context of inclusive practice. Thematic content, various forms and methods of psychological enlightenment of subjects of inclusive education – teachers, parents and students of different ages-are proposed. As an author’s result, a project of the activity of a teacher-psychologist on the organization of psychological enlightenment on the basis of a calendar of events related to inclusive education was developed. On the basis of calendar and thematic planning, recommendations for organizing outreach activities in an educational organization that implements inclusive education are proposed.

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ADAPTATION OF FUTURE LAWYERS TO PROFESSIONAL ACTIVITY: PROPAEDEUTICS IN THE EDUCATIONAL PROCESS IN COLLEGE

Pedagogical Review ◽

10.23951/2307-6127-2021-6-95-102 ◽

2021 ◽

pp. 95-102

Author(s):

Юлия Викторовна Августова

Keyword(s):

Educational Process ◽

Educational Activity ◽

Interactive Methods ◽

Professional Competencies ◽

Professional Activity ◽

Practical Training ◽

Actual Problem ◽

Professional Activities ◽

Gradual Development ◽

Student Goal Setting

Представлены результаты исследования, затронувшего актуальную проблему системы профессионального юридического образования, – степень соответствия специалиста требованиям рынка труда, а также повышение качества их практической подготовки. Научно обоснована эффективность применения практико-ориентированных технологий в образовательном процессе колледжа с целью успешной адаптации будущих юристов в профессиональной деятельности. В качестве основного метода исследования выступил педагогический эксперимент, целью которого стала апробация практико-ориентированных технологий в процессе обучения. В исследовании использованы методы анализа и обобщения, опрос, тестирование, педагогическое наблюдение и методы математической статистики. Представленные практико-ориентированные технологии направлены на овладение обучающимися профессиональных компетенций и предусматривают поэтапное прохождение студентом трех модулей: целеполагание дидактических циклов, отбор оптимальных средств с учетом особенностей этапа обучения, реализация образовательной деятельности, характеризуемой интеграцией проектной и проблемной технологий при соблюдении условия дифференцированного обучения. Введение в образовательный процесс практико-ориентированных технологий обучения студентов колледжа – будущих юристов, предусматривающих поэтапное освоение знаний и умений, позволяет на достоверном уровне сформировать основные профессиональные компетенции у обучающихся с целью их успешной адаптации в будущей профессии юриста. Применение в процессе обучения деятельностных и интерактивных методов, введение имитационного моделирования и проектирования, а также технологии решения ситуационных задач можно рассматривать в качестве эффективного инструмента формирования у студентов профессионально-ориентированных умений и навыков. The article presents the results of the study that touched upon the actual problem of the system of professional legal education – the degree of specialist’s compliance with the requirements of the labor market as well as the improvement of the quality of their practical training. The aim of the study is to scientifically substantiate the effectiveness of practiceoriented technologies in the educational process of the college in order to successfully adapt future lawyers in professional activities. The main method of research is a pedagogical experiment, the purpose of which is approbation of the developed author’s methodology. Also, the study used methods of analysis and generalization, questioning, testing, pedagogical observation and methods of mathematical statistics. The presented practice-oriented technologies are aimed at mastering students’ professional competencies and provide for the gradual passage of three modules by the student: goal-setting of didactic cycles, selection of optimal means taking into account peculiarities of the training stage, implementation of educational activity characterized by integration of project and problem-based technologies while observing conditions of differentiated training. According to the results obtained during the implementation of the pedagogical experiment, the introduction of practice-oriented technologies in the educational process of training college students of future lawyers, providing for the gradual development of knowledge and skills, allowed to form the basic professional competencies of students at a reliable level. Thus, the use of activity and interactive methods in the learning process, the introduction of simulation modeling and design, as well as technology for solving situational tasks can be considered as an effective tool for shaping students’ professional-oriented skills and abilities.

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Study of The Teacher’s Readiness Condition to Implement the Idea of Managing the Personal Trajectory of Professional Development Within the Framework of Digitalization of Education

SHS Web of Conferences ◽

10.1051/shsconf/20207901020 ◽

2020 ◽

Vol 79 ◽

pp. 01020

Author(s):

Tatiana Zinovyeva ◽

Zhanna Afanasyeva ◽

Antonina Bogdanova ◽

Evgeniy Leonovich

Keyword(s):

Professional Development ◽

Online Survey ◽

Educational Process ◽

Educational Institutions ◽

Professional Activity ◽

Teaching Staff ◽

Contemporary Society ◽

Main Research ◽

Digital Education ◽

Moscow City

The article deals with the topical issue of digitalization of education as a component of the digital transformation of contemporary society and the economy in general. The purpose of the research is to identify the readiness status of teaching staff for professional activity in the context of the digitalization of education. The main research methods were the questionnaire (implemented in the form of an online survey among students of the extramural form of study of the Moscow City Pedagogical University working at educational institutions of Moscow), and statistical analysis of the data obtained. The results of an online survey of teachers allowed concluding that today teachers have acquired a positive experience in the use of recommended tested digital educational resources, the ability to develop innovative digital educational and methodological support for the educational process, as well as recognized the need to build a personal trajectory of professional development in the framework of digital education.

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FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

Educological discourse ◽

10.28925/2312-5829.2021.2.13 ◽

2021 ◽

Vol 33 (2) ◽

pp. 185-204

Author(s):

Olesia Vlasii ◽

Olha Dudka ◽

Nadiia Ivanochko

Keyword(s):

Information And Communication Technologies ◽

Professional Growth ◽

Professional Competence ◽

Educational Process ◽

Digital Tools ◽

Professional Activity ◽

Digital Competence ◽

Professional Activities ◽

Internet Resources ◽

The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

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