scholarly journals ACTUAL PROBLEMS OF PROFESSIONAL AND PERSONAL DEVELOPMENT QUALIFIED PERSONS RESPONSIBLE FOR QUALITY OF MEDICINAL PRODUCTS FOR HUMAN USE

2021 ◽  
Vol 9 (5) ◽  
pp. 410-422
Author(s):  
Zh. I. Aladysheva ◽  
N. V. Pyatigorskaya ◽  
V. V. Belyaev ◽  
N. S. Nikolenko ◽  
E. I. Nesterkina ◽  
...  
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Online Survey ◽  
Chemical Engineering ◽  
Regulatory Body ◽  
Medicinal Products ◽  
Human Use ◽  
Managerial Positions

The aim of the study is to investigate topical problems of the professional and personal development of qualified persons responsible for quality of medicinal products for human use.Materials and methods. In the period from April 6 to May 10, 2020, an online survey of leading employees in the field of quality assurance of Russian manufacturers was conducted. 176 people took part in the survey; the return of questionnaires was about 17.9%.Results. From the standpoint of D. Super’s theory of professional development, the largest number of respondents was at the maintenance stage, holding their achieved positions (53.2%). All respondents, regardless of age, were motivated for professional development. Most often qualified persons had chemical engineering (27.3%) and pharmaceutical education (22.2%). Most of them had a working experience in 1–2 divisions of the enterprise, and combined the functions of qualified persons with managerial positions (74.5% and 71.9%, respectively). The majority of the qualified persons (86.4%) indicated the sufficiency of the available knowledge and the lack of knowledge on certain issues. Knowledge and skills in the quality risk management, specific GMP issues and statistical methods (59.0%, 49.2 and 44.2%, respectively); communication and interpersonal skills and, in particular, stress management, emotion management and the art of negotiation (49.4%, 41.3% and 40.9%, respectively), were most popular. About 36% of respondents notified the need for the digital economy competencies, while only 5.1% notified the presence of an electronic batch production record at the enterprise. Finally, only half of the respondents (50.5%) had a formal training plan for qualified persons.Conclusion. This pilot study revealed the need for the revision of the Exemplary Additional Professional Training Program for Qualified Persons and the professional standard, the urgent need for the regulatory body to develop a scheme and principles for the continuous professional development of qualified persons, and showed the direction of further research in this area.

scholarly journals Modern approaches to professional development of teachers of higher educational institutions

2020 ◽  
pp. 132-138
Author(s):  
Natalia V. Korepanova ◽  
Natalya V. Shuvalova
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Current System ◽  
Educational Institutions ◽  
Practical Implementation ◽  
Teaching Staff ◽  
Higher Educational Institutions ◽  
Higher Educational

Professional development is one of the types of professional training for University teachers to develop their level of theoretical knowledge and competencies, improve practical skills and abilities that increase in accordance with the requirements of state educational standards for the quality of education in higher education institutions. This article attempts to review and analyze the current system of professional development in Russia, various approaches to its organization, technologies and forms. The combination of professional knowledge and information and communication technical skills is extremely important today for the professional and personal development of staff of higher educational institutions and improving the quality of training of students. Despite serious theoretical justification and diverse experience of professional development of teaching staff in universities, the current system, as practice has shown, is far behind the requirements of the time and needs urgent improvement, both in the content of courses of disciplines and in their practical implementation.

scholarly journals Continuing Training of Language Teachers in the UK

2019 ◽  
Vol 9 (4) ◽  
pp. 37-44
Author(s):  
Ihor Roskvas
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Personal Development ◽  
Professional Training ◽  
Language Education ◽  
Language Teachers ◽  
Cultural Conditions ◽  
Development Of Language ◽  
The Uk

AbstractThis paper emphasizes the fact that the current socio-cultural conditions in Ukraine put fundamentally new requirements on professional training of future language teachers. Furthermore, the reforms in Ukrainian higher education, including its focus on the implementation of the principles of the Bologna Declaration, expect that continuing teacher training of future language teachers should result in professionally mobile, proactive and independent future language teachers. Therefore, this paper aims to analyze the continuing teacher training of future language teachers in the UK and suggest ways to improve continuing teacher training of language teachers in Ukraine. The paper indicates that the UK is at a turning point today. The country is on its way of leaving the EU, which will significantly change not only its relations with EU countries but also with other countries all over the world. Thereby, the UK needs the skills and capabilities, which will facilitate the understanding of other cultures and languages, to continue to be important for successful international relationships at all levels. The four nations of the UK have approached policy on language education in different ways, which reflect their different linguistic circumstances, and they will continue to do so. The paper states that the model of the UK language teacher includes not only professional qualities but also his or her professional and personal development in the context of professional training and retraining. The paper concludes that the use of the UK’s positive experience in providing continuing teacher training to language teachers and ensuring their professional development discovers some new opportunities for Ukraine. Further research should focus on the peculiarities of the programmes for the professional development of language teachers. It can help to enhance the quality of advanced training of language teachers in Ukraine.

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.

Survey Research and Analysis of the Educational Program „Office Business and Documentation Management“, Based on the Content of Module I.: Professional Training in the Croatian State Archives

2020 ◽  
Vol 2020 (2) ◽  
pp. 385-305
Author(s):  
Lana Žaja ◽  
Keyword(s):  
Professional Development ◽  
Survey Research ◽  
Educational Program ◽  
Professional Training ◽  
Educational Programs ◽  
Records Management ◽  
Quality Of Teaching ◽  
State Archives ◽  
Insight Into

The article provides a survey of conducted educational programs „Office administration and records management", based on the content of module I. of the professional training in the Croatian State Archives (hereinafter referred to as HDA), which were held in the period from February 2016 to February 2019. The reason for choosing this exact period lies in the fact that since February 2016 a systematic distribution of anonymous polls to all the participants has begun and those polls have served as a basis for creating a compilation of statistical reports and analysis of data obtained from them. Anonymous polls were first experimentally distributed to participants in November 2015, and they were computer processed to serve as a model of experimentally conducted research based on the content of the module I of professional development in HDA. Survey research covers a period of 36 months, in which 10 courses in the period from February 2016 to February 2019 were held, with a total of 417 participants from all over Croatia. This article is conceptually structured according to the methodology which deals with survey research with a help of statistical methods, and the obtained results aim to improve the quality of teaching, to complete teaching materials and improve the insight into the final outcome of the course and the competencies that participants acquire at the end of the course.

scholarly journals PEDAGOGICAL ACMEOLOGY-BASED DEVELOPMENT OF SOCIO-PROFESSIONAL MATURITY IN THE PROCESS OF MASTER'S TRAINING

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
S. O. Danylov
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Ideal Model ◽  
Self Development ◽  
The Future ◽  
Professional Self

In the article the author shows the peculiarities of the development of socio-professional maturity of the future pedagogue in the context of pedagogical acmeology. Therefore, there is an urgent need to optimize the process of professional training of future lecturers on the basis of a new methodology that would combine personal and professional development in the educational process, direct professional self-determination and self-improvement of the future specialist, promote their self-realization and professional development. We believe that the process of professional training of future pedagogues should be based on the developed acmeogram and professiogram, model the professional and personal development of the specialist in accordance with the content and objectives of professional activity. This will not only direct the process of professional training to a certain ideal model of the specialist, but also to actualize the professional self-determination and self-development of the future pedagogue.Key words: future pedagogue, activity, personality, self-determination, self-improvement, acmeology.

scholarly journals NETWORK COMMUNICATION IN THE PROFESSIONAL TRAINING OF STUDENTS: ORGANIZATION OF EXTRACURRICULAR ACTIVITIES

2021 ◽  
Vol 23 (76) ◽  
pp. 23-28
Author(s):  
A.S. Kuznetsov ◽  
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Training ◽  
Educational Process ◽  
Network Communication ◽  
The Social ◽  
Information And Communication ◽  
Leading Enterprises ◽  
The University

The need to specify the types and forms of communication between the subjects of the educational process in the university is becoming acute. In the current situation and the challenges to institutions of higher education, among them - requirements for quality of training, a change in the students, the competition of universities, the implementation of the educational process in the new, rapidly changing environment; acquiring new personal current practices underutilized in education. This practice is network communication. The universality of interaction, the multiplicity, the diversity of levels, the extreme complexity of representation, put forward problems becomes important. Today, in the social world, interaction acquires special, new characteristics due to the specifics of the interacting forces. And above all, when the bearer of these forces is the person himself, the social subject acting and projecting his own actions. The research studies consider the technologies of interaction of students at different stages of professional development. Therefore, the problem of involving students in new educational and social practices on the basis of network interaction resources – resources used in everyday life-is becoming more relevant. To build an individual trajectory of professional development in the Samara region, an information and communication system "Student and Trud" is being developed, which will become a resource for networking between students and leading enterprises of the Samara region.

PERSONNEL-TECHNOLOGY OF COACHING IN THE SYSTEM OF PERSONAL AND PROFESSIONAL DEVELOPMENT OF RESTAURANT BUSINESS MANAGERS

2017 ◽  
Author(s):  
Ihor Komarnytskyi ◽  
◽  
Victoria Tserklevich ◽  
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Business Environment ◽  
Structure Evolution ◽  
Business Managers ◽  
Management Skills ◽  
Coaching Methods ◽  
Priority Needs ◽  
Definition Of

The quality of staff training in the restaurant business directly correlates with the quality of the final product / service, therefore, the quality of service in the restaurant business depends on the level of professional and personal development of managers. The essence, content, structure, evolution of the definition of «coaching» are succinctly characterized, the possible professional roles and goals of the coach work in the business environment are highlighted. Based on the materials of empirical research of the priority needs of professional development of restaurant business managers (ranking the importance of management skills), proven coaching methods of working with hospitality staff areoffered: semantic sequence of coaching interviews with employees according to GROW model, system of assessing candidates' potential.

Academic, Clinical, and Educational Experiences of Self-Identified Fluency Specialists

2016 ◽  
Vol 1 (4) ◽  
pp. 16-43 ◽  
Author(s):  
Geoffrey A. Coalson ◽  
Courtney T. Byrd ◽  
Elizabeth Rives
Keyword(s):  
Professional Training ◽  
Online Survey ◽  
Student Experiences ◽  
Speech Language Pathology ◽  
Chi Square ◽  
Clinical Practicum ◽  
Fluency Disorders ◽  
Graduate Curriculum ◽  
Language Pathology

Purpose The purpose of the present study is to examine whether the academic, clinical, and fluency-related student experiences of professionals who self-identify as having specialized knowledge of fluency disorders differ from those who do not. Method An online survey was developed to identify the academic, clinical, and specific fluency-related experiences professionals had when they were undergraduate and graduate students. The survey was completed by 219 professionals within the field of speech-language pathology (122 self-identified specialists, 97 self-identified non-specialists). Results Considerable overlap was observed in training experiences of self-identified specialists and non-specialists. However, Chi-square analyses revealed a significantly greater proportion of self-identified specialists reported (a) completion of a dedicated course in fluency disorders during undergraduate and graduate curriculum, (b) interaction with five or more fluency clients during clinical practicum, and (c) exposure to specific fluency-related activities such as voluntary stuttering and attendance at a fluency-related support group. Conclusions Findings suggest that despite the degree of overlap between self-identified specialists' and non-specialists' pre-professional training, the quantity and quality of certain experiences may influence future decisions to focus more exclusively on working with persons who stutter.

The Key to Quality Nursing Care: towards a model of personal and professional development

1998 ◽  
Vol 5 (2) ◽  
pp. 95-102 ◽  
Author(s):  
Sally Glen
Keyword(s):  
Professional Development ◽  
Conceptual Framework ◽  
Personal Identity ◽  
Nursing Care ◽  
Personal Development ◽  
Successful Completion ◽  
Nursing Competence ◽  
Personal Qualities ◽  
Quality Of Nursing

Quality of nursing cannot be assessed in terms of performance referenced criteria, but only in terms of the personal qualities displayed in the performance. The key to improvement in practice may be the improvement of emotional and motivational tendencies. In essence, professional development implies personal development. Harré makes a distinction between ‘powers to do’ and ‘powers to be’ (a state of being). The former are the capacities that individuals acquire to perform their tasks and roles. Professional development therefore involves, first, the acquisition of the capacities necessary for the successful completion of a set of professional tasks (the powers to do). Secondly, it involves the acquisition of the appropriate emotions and motivations, and the theories about human nature and the conduct that underpins them (the powers to be). Therefore, these capacities cannot be derived from an analysis of tasks, since what are defined as tasks in the first place are determined by the exercise of such powers. The acquisition of attitudes constitutes a source of competent practice. Harré’s model of ‘personal identity’ provides a conceptual framework for thinking about the process of the acquisition of nursing competence and its relationship to differing views of nursing. Considerations relating to different priorities within Harré’s model make it possible to raise questions about the objectives of competence at different stages.

scholarly journals MOTIVATION OF THE PROFESSIONAL DEVELOPMENT OF PRESCHOOL TEACHERS AS A CONDITION FOR IMPROVING THE QUALITY OF PRESCHOOL EDUCATION IN THE CONDITIONS OF EUROPEAN INTEGRATION

2021 ◽  
Vol 2 (36) ◽  
pp. 71-76
Author(s):  
Y. Volynets
Keyword(s):  
Professional Development ◽  
European Integration ◽  
Information Technologies ◽  
Professional Training ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Education Institution ◽  
Educational Process ◽  
The Uk

Improving the quality of education in preschool education institution is a socially significant problem of nowadays, which faces pedagogical science and practice. Today, pedagogical education is a means of self-development andself-realization, whichchangesthegoalsofeducation, itsmotives, forms, methods, andtheroleofthepreschool teacher. And the purpose of pedagogical education is high-quality training of highly qualified and competitive pedagogical staff for the entire field of education, able to masterfully carry out professional activities and be able to use modern information technologies. One of the tasks of modern pedagogical education is the formation of a person with an innovative type of thinking, pedagogical culture, and developed readiness for innovative activities, professional in his field. Only the active life position of a preschool teacher, improving his professional skills will help him ensure one of the most important rights of students — the right to quality education. There are many facts that affect the quality of pedagogical education: material and technical support of the educational process, information and methodological, financial, etc., but the most important thing is the staffing of teachers in the educational process, who have professional competencies, information technology and apply them in the educational process of the preschool education institutions. The article analyzes the problem of motivation of professional development of preschool teachers as a condition for improving the quality of preschool education in the context of European integration. The concepts of «postgraduate education», «continuing preschool education», and«pedagogicalexcellence» are defined. The article substantiates the need of a comprehensive study of the experience of professional training of preschool teachers in the UK and its use to create an effective system of pedagogical education in Ukraine, also presents the features of the model of pedagogical education in the UK.

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