scholarly journals Network Community as a Resource for Supporting the Activities of Mathematics Teachers in the Context of COVID-19

2021 ◽  
Vol 16 (3) ◽  
pp. 26-34
Author(s):  
Zhigalova Olga P. ◽  
◽  
Pavlush Elena M. ◽  
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Information Society ◽  
Effective Interaction ◽  
Professional Community ◽  
Continuous System ◽  
Educational Process ◽  
Professional Interaction ◽  
Network Community ◽  
Remote Interaction

The process of professional development in the information society is associated with the constant updating of organizational forms of interaction and the provision of conditions for the continuous professional development of a modern teacher. The transition to remote interaction of subjects of the educational process in the conditions of COVID-19 has significantly complicated this process. High demands were placed on the level of IT competencies of the teacher, related to the provision of the educational process in the conditions of using distance technologies and e-learning. The teacher has faced with complex professional tasks. At this stage, network communities have become a key resource for supporting the teacher's professional activities. The review of scientific and pedagogical publications on the research topic determines the basis of the article. The paper attempts to clarify the concept of "network professional community to identify the key capabilities of the "network professional community to identify the levels of effective interaction and constructive work, as well as to determine the optimal conditions for professional development in the conditions of remote interaction of the subjects of the educational process. The generalization of the regional experience of the network community is aimed at the formation of strategic directions in the formation of a continuous system of professional development of mathematics teachers in the information society, to determine the effective conditions for the organization of professional interaction in the network structure. Based on the results of monitoring the work of the network community of mathematics teachers, the authors identified active forms of professional interaction and relevant topics for professional development. The paper defines the structural components of the model of continuing education in the context of the network community of mathematics teachers, as well as the key characteristics of the network professional community at the regional level.

scholarly journals University and Professional Society of Social Workers as Subjects of Personnel Training

2019 ◽  
Vol 28 (5) ◽  
pp. 161-167
Author(s):  
I. M. Vorotilkina ◽  
I. V. Koroleva
Keyword(s):  
Social Work ◽  
Social Workers ◽  
Effective Interaction ◽  
Professional Community ◽  
Modern Society ◽  
Social Institution ◽  
Educational Process ◽  
Necessary Condition ◽  
Highly Qualified ◽  
The University

In modern society, there is much concern about training highly qualified specialists in the field of social work. Both higher education institutions that provide this training and the professional community are interested in it. The effectiveness of the social institution activity depends on how the personnel is prepared, what competencies and the level of professionalism it possesses. Equal partnership between educational and professional communities will enable university to respond quickly to changes in the economy and the needs of the market, to train unique specialists according to professional standards. The article highlights the cooperation experience of the Department of Service, Advertising and Social Work of Sholom-Aleichem Priamursky State University with the professional community of social workers. The authors present forms and methods of the organization of social partnership as a necessary condition for training future social workers and experts in social work. Different methods of training highly qualified personnel are also shown. The authors have identified the main trajectories of interaction between the University and the professional community of social workers which are determined by the content of educational standards. They include the formation of the educational programme, the involvement of social workers in the educational process, the provision of employment, postgraduate training of personnel. The article pays special attention to the problems of profiling educational programs at universities in small regions. The authors believe that the narrow definition of educational program specialization is connected with the potential lack of demand for personnel while a shortage in specialists is maintained. The authors consider volunteering as an additional resource for the development of professional competencies in the field of social work and a channel for effective interaction between the University and the professional community.

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.

Reflective Practice in Advising: Introduction to the Column

Relay Journal ◽  
2018 ◽  
pp. 293-295
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Reflective Practice ◽  
Case Studies ◽  
Professional Community ◽  
Great Success ◽  
Global Community ◽  
Potential Growth ◽  
Community Of Learning ◽  
Reflection On Action

Welcome to the second reflective practice column where we are pleased to share another series of active advisors’ voices with our professional community. The first column of Reflective Practice in Advising in Volume 1(1) became a prelude for creating a global community of learning advisors with the aim of building a platform to share our professional development experiences and further seek opportunities for growth. As in Issue 1, in this issue of Relay Journal, all the contributors are engaged in a different advising context with various sociocultural backgrounds, but each of the case studies illustrates how their reflective practice enables learning advisors to continue exploring potential growth at any point in their career. In other words, the journey of becoming a learning advisor is ever-lasting, as long as the learning advisor is willingly seeking an opportunity for transformative learning. The post-publication reflective dialogues in Issue 1, although experimental, were a great success. They triggered active discussions among learning advisors, which lead to further reflection-on-action and reflection-for-action (Farrell, 2015) among the contributors. These open and collaborative dialogues across the sociocultural boundaries exemplify professional development for learning advisors.

scholarly journals Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

2021 ◽  
Vol 13 (15) ◽  
pp. 8610
Author(s):  
Chung Kwan Lo ◽  
Gaowei Chen
Keyword(s):  
Professional Development ◽  
Activity Theory ◽  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Learning Analytics ◽  
Visual Learning ◽  
Development Program ◽  
Experienced Teachers ◽  
Classroom Talk ◽  
Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

Improvement of qualification of management staff authorities and medical protection specialists in civil protection

2021 ◽  
Vol 90 (1) ◽  
pp. 62-73
Author(s):  
V.P. Pechyborsch ◽  
V.M. Yakimets ◽  
P.B. Volyansky ◽  
V.M. Mikhailov ◽  
O.S. Tverdokhlib ◽  
...  
Keyword(s):  
Professional Development ◽  
Educational Institution ◽  
Civil Defense ◽  
Educational Process ◽  
Medical Professionals ◽  
Advanced Training ◽  
Civil Protection ◽  
Medical Specialists ◽  
Single State ◽  
Managerial Staff

Modern sources of danger make new demands on the system of advanced training of managerial staff of government agencies and medical professionals whose activities are related to the organization and implementation of measures for civil protection. Improving their skills is aimed at forming readiness to perform complex tasks in a single state system of civil and its component – medical protection and involves the development of new general theoretical and special-technological and medical knowledge, expanding the range of skills and practical skills. The paper, based on logical analysis, reveals the features of professional development of government officials and medical professionals on civil protection in modern conditions, substantiated proposals to improve the process of their training. As a result of the study, the state of affairs was studied and it was argued that the optimization of improvement and professional development of government and medical specialists of the system of emergency care and disaster medicine on civil and medical protection as a functional subsystem in a single state civil protection system provides an organic combination different forms, methods and content of education, depending on the capabilities of the educational institution and the needs of the person. The above is not possible without the introduction of a rational construction of universal design during the educational process in a higher education institution, a civil defense institution. The urgency of these issues is confirmed by the course of our country for integration into the European Union, and this requires, in modern conditions, systematic improvement of the educational process and optimization of the level of professional development of these categories of personnel using the experience of developed countries. that meet world standards and requirements of today. Keywords: advanced training, managerial staff of government bodies, medical specialists, civil protection, emergency situation.

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

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