scholarly journals Psychological Service in Education

2021 ◽  
pp. 21-23
Author(s):  
Marina Andreevna Anpilova ◽  
Olga Valerevna Belous
Keyword(s):  
Education System ◽  
Teaching And Learning ◽  
Professional Training ◽  
Academic Discipline ◽  
Educational Needs ◽  
Training And Development ◽  
Legal Basis ◽  
Psychological Service ◽  
Development Of Students

Teaching and learning an academic discipline aimed at training and development of students, mastering a system of ideas about the content and structure of the psychological service in the education system, the legal basis for activities of the service, the main types and directions of pedagogic and psychological practical and typical issues within the competence of his work. The study of the discipline by students will contribute to the formation of their General and professional worldview, professionally important personal properties and qualities. The academic discipline contributes to the deepening and expansion of the basic professional training of students, as well as takes into account their educational needs.

scholarly journals Ubiquitous Learning and the Future of Teaching

2012 ◽  
Vol 13 ◽  
pp. 3-14 ◽  
Author(s):  
Nicholas C Burbules
Keyword(s):  
Informal Learning ◽  
Teaching And Learning ◽  
Professional Training ◽  
Continuous Process ◽  
Training And Development ◽  
Learning Opportunities ◽  
Reflective Learning ◽  
Formal Learning ◽  
Ubiquitous Learning ◽  
Partnership Model

This essay examines the implications of anywhere/anytime, or “ubiquitous” learning for rethinking teaching as an activity. The essay touches on the following themes: (1) changes that promote learning as a more continuous process integrated into the flow of human activities; (2) changes that promote learning as a more situated and contextual process; (3) changes that promote more reflective learning; (4) changes that promote more collaborative learning; (5) changes that promote teaching in more of a partnership model with learners; (6) changes that integrate formal learning, informal learning, and situated, experiential learning; (7) changes that promote new relations with other partners in the learning process – parents, workplaces, and so on; and (8) changes that promote ubiquitous learning opportunities for teachers themselves. Each of these changes constitutes a set of opportunities, and challenges, for teaching and learning in new ways. The essay concludes with some brief observations about the implications of these changes for the professional training and development of teachers.

scholarly journals Ballroom dance in the education system: past and present

2021 ◽  
pp. 64-69
Author(s):  
Nadiiya Gorbatov ◽  
Nadiiya Gorbatov
Keyword(s):  
Education System ◽  
Professional Training ◽  
Academic Discipline ◽  
Content Volume ◽  
Educational Process ◽  
Pedagogical Practice ◽  
Present Stage ◽  
Cultural Changes ◽  
Ballroom Dance ◽  
Effectiveness Of Training

The purpose of the article is to reveal the features of ballroom choreographic education in the dynamics of historical development and to characterize promising directions for optimizing the educational process in the context of the professional training of the future choreographer. Methodology. The method of theoretical analysis was applied, which contributed to the study of published scientific sources devoted to the problems of professional choreographic education and related problems in accordance with the topic of the article; the method of systems analysis to identify the goal, task, content, volume and rational methods of teaching ballroom choreography, as well as assess the effectiveness of training industry specialists; methodological analysis of the leading pedagogical directions of teaching ballroom dance in the education system, etc. Scientific novelty. The dynamics of the development of ballroom choreographic education in a historical retrospective is investigated and its features are revealed in the context of the artistic culture of the 20th century; analyzed the theoretical and practical foundations of teaching ballroom dance in the context of transformational processes of pedagogical practice; considered the problems of promoting ballroom choreographic education in the development of art, aesthetic and cultural education in Ukraine; the criteria used for an objective academic assessment of ballroom choreographic education in professional educational institutions of Ukraine at the present stage are considered; identified and characterized promising ways of further development of ballroom dance as a performing art and a separate academic discipline. Conclusions. Socio-cultural changes and transformations in the system of training ballroom choreography specialists require optimization of the educational process, in particular in the following aspects: orientation to practical requests; complication and expansion of the structure of professional training of coaches, teachers, and ballet masters of ballroom dance; democratization of the system of choreographic education; integration and adaptation of leading methods of European education; strengthening of structural social and functional interaction within the framework of the system of choreographic education. The study has shown that the development of ballroom dance in Ukraine at the present stage requires the creation and provision of an appropriate level of a specific professionally-oriented education system, the basis of which would be the integrated use of the best traditional and innovative technologies in the field of pedagogy of choreographic art, developed by Ukrainian and foreign theorists and practitioners of dance education. as a backbone element of training specialists.

scholarly journals Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage

2021 ◽  
Vol 11 (4) ◽  
pp. 177
Author(s):  
Brantina Chirinda ◽  
Mdutshekelwa Ndlovu ◽  
Erica Spangenberg
Keyword(s):  
South Africa ◽  
South African ◽  
Mathematics Teachers ◽  
Education System ◽  
Teaching And Learning ◽  
Face To Face ◽  
Global Pandemic ◽  
Education Community ◽  
South African Education

The COVID-19 global pandemic widely affected education across the world and engendered unprecedented scenarios that required expeditious responses. In South Africa, the pandemic came on top of pre-existing inequalities in the education system. Using a qualitative research method of exploratory and descriptive nature, this study engaged a social justice framework to explore the teaching and learning of mathematics during the COVID-19 lockdown in a context of historical disadvantage. A sample of twenty-three Grade 12 mathematics teachers at various public secondary schools in Gauteng, South Africa was used in the study. The teachers were selected through purposive sampling. A Google-generated open-ended questionnaire and follow-up telephonic interviews were used to collect data. Data were analysed thematically in five steps. The findings revealed that the WhatsApp platform is a valuable tool that can support the teaching and learning of mathematics beyond the classroom in the contexts of historical disadvantage. The findings also provided insights into how mathematics teachers became learners themselves during emergency remote teaching (ERT) as they had to adapt to digital teaching, find solutions to unfamiliar problems and acquire knowledge from a larger mathematics education community around the globe. The article discusses these findings and teachers’ challenges of transitioning from traditional face-to-face classrooms to ERT and how they were addressed. At the time of publishing the article, most learners in South Africa had started going to school on a rotational basis. Nonetheless, the study reported in this article is of importance as ERT in the context of historical disadvantage has foregrounded issues of inequality in the South African education system that must be dealt with urgently.

Technologies of personnel training and development in the organization

2021 ◽  
Author(s):  
Marina Polevaya ◽  
Igor' Belogrud ◽  
Irina Ivanova ◽  
Elena Kamneva ◽  
Valentina Maslova ◽  
...  
Keyword(s):  
Personnel Management ◽  
Professional Training ◽  
Training And Development ◽  
Personnel Training ◽  
High Quality ◽  
Modern Economy ◽  
Key Factor ◽  
Training Courses ◽  
Management Students ◽  
Psychological Features

In the modern economy, high-quality personnel is a key factor for the success of an organization. The success of the organization directly depends on the degree of qualification of the staff. The textbook presents technologies, methods and types of personnel training and development; legal and organizational aspects of professional training; socio-psychological features of personnel training and development; the basics of forming and managing the personnel reserve in the organization, as well as methods for evaluating the effectiveness of personnel training and development in the organization. It is intended for students studying in the direction of training "Personnel Management", students of institutes and advanced training courses, employees of personnel management services, managers of enterprises and organizations.

scholarly journals Telework Experience of Pedagogues during the COVID-19 Pandemic: Strong Learning Seniors and Relaxed Leaders?

2021 ◽  
Vol 11 (10) ◽  
pp. 631
Author(s):  
Agota Giedrė Raišienė ◽  
Rita Lučinskaitė-Sadovskienė ◽  
Laura Gardziulevičienė
Keyword(s):  
Education System ◽  
Professional Education ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Virtual Work ◽  
Education Institution ◽  
Colleges And Universities ◽  
Main Axis ◽  
New Era

Due to the wide application of remote teaching during the COVID-19 pandemic, the foundations of the education system have been shaken; education has entered a new era of teaching and learning on digitalized platforms. How do pedagogues evaluate their experiences when information technologies have become the main axis of carrying out their work? What impact did telework have on pedagogues as employees of an education institution or as individuals? What could be expected from older pedagogues in the shift to using digital means of teaching? These were the main questions raised in this research, the results of which are presented in this article. This research is original because the differences in experiences of telework were studied not only in terms of age and nature of work (professional/leader) but also the type of education institution. This delineation is of key importance in understanding the virtual work challenges faced by pedagogues in schools, professional education institutions, colleges, and universities.

scholarly journals DEVELOPMENT OF INNOVATIVE POTENTIAL OF STUDENTS IN THE EDUCATIONAL PROCESS

2021 ◽  
pp. 137-142
Author(s):  
Наталья Анатольевна Буравлева
Keyword(s):  
Professional Training ◽  
Individual Characteristics ◽  
Educational Process ◽  
Main Principle ◽  
Systematic Analysis ◽  
Research Activities ◽  
Innovative Potential ◽  
Personal Competencies ◽  
The Individual ◽  
Development Of Students

Изменения, происходящие в обществе, усложнение профессиональных задач делают актуальным запрос к высшими учебными заведениями о подготовке специалистов к инновационной деятельности. Для развития инновационного потенциала студентов современный образовательный процесс в высшем учебном заведении должен иметь личностно-профессиональную направленность. Значимым фактором развития инновационного потенциала студентов является образовательная среда и психолого-педагогическое сопровождение образовательного процесса. Changes in society, the complexity of professional tasks actualize the request to universities to train specialists who are ready for innovation. To develop the innovative potential of students, the modern educational process in universities should be focused not only on the professional training of students, but also on the development of personality. Innovative activities, solving creative tasks to create new products and technologies require active work of the intellect, motivation and will, and this stimulates the development and selfdevelopment of a person. An important factor in the development of innovative potential of students is the educational environment. The functioning of this environment should be based on a systematic analysis of the object, subject, processes, and conditions of innovative development. In addition, it is important to determine the criteria for the effectiveness of the innovation environment, as well as to implement the principle of ensuring the continuous development of students. For the development of innovative potential, it is necessary to use psychological and pedagogical support of the educational process. The main principle of psychological and pedagogical support of the educational process is to take into account the individual characteristics and capabilities of students, the development of their resources. Psychological and pedagogical support of the educational process should be aimed primarily at the actualization of personal competencies that determine innovative activity. For the development of innovative potential, students should participate in the choice of an individual educational trajectory, show educational initiatives and implement them in research activities.

scholarly journals MENTORSHIP IN THE CONTEXT OF THE INCLUSIVE EDUCATION IN BULGARIA

2018 ◽  
Vol 28 (3) ◽  
pp. 809-814
Author(s):  
Petya Marcheva-Yoshovska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Professional Competence ◽  
Continuous Process ◽  
Training And Development ◽  
Cultural Experience ◽  
Economic Changes ◽  
Personal Qualities ◽  
Mentoring System

The report makes a brief analysis of the psychological and pedagogical literature on the issue of mentorship with teachers in the context of the inclusive education and the definitions of the term. Mentorship in the field of the inclusive education of teachers is a strategy of individual and institutional support which is fulfilled by the collaboration for learning of two persons and is predominantly targeted to professional development. It is a partnership, normally between two persons (mentor and mentee), who work in one sphere and share common experiences. Their partnership is based on beneficial relations, trust (confidentiality), protection, mutual confidence and respect. It emphasizes on the necessity to ensure effective mentorship for newly employed young teachers in order to develop their professional skills through a motivating environment in the process of inclusion of students with special educational needs.Socio-economic changes in the country and the modernization of training require a new approach to teachers' professional competence. Their professionalism is becoming a decisive factor in ensuring the quality of education.Main priority is to create conditions for developing the personality of the teacher, self-realization of his / her abilities, further training and development of his / her professional qualities.The professional training and development of future teachers is a unified, continuous and continuous process aimed at building personal qualities, professional competences, knowledge, skills and habits, adequate to his / her personal needs as well as to the qualification requirements for the occupation.Along with the motivational factors, the mentoring system plays a significant role in the development and improvement of teachers as professionals which is an integral part of the young professional's adaptation to the profession, its overall development and improvement.Often the words "mentor" and "perceptor" are used as synonyms and no distinction is made in their meaningful sound. Mentoring is a method that enables in particular disadvantaged groups to become more easily integrated into education or work. Mentoring has a relatively long history and is one of the first forms of learning and transferring socio-cultural experience.

scholarly journals Sifat-Sifat Pendidik

2018 ◽  
Vol 10 (2) ◽  
pp. 357-381
Author(s):  
Iskandar Jayadi
Keyword(s):  
Education System ◽  
Teaching And Learning ◽  
Educational Process ◽  
Intellectual Ability ◽  
Islamic Education ◽  
Good Attitude

This paper discusses the educational qualities of the Quranic perspective of Q.S. Fushshilat ([41]: 34-35). This article is motivated by the number of educators who only rely on intellectual ability in educating, without balancing with other aspects that support the process of education, teaching and learning, such as the nature and a good personality that must be owned by every educator. All the behavior of educators is very influential on learners, because learners tend to imitate educators. Educators are expected by the Islamic education of educators who are able to optimize all the ability in him in order to get the output in accordance with the goals of Islamic education. This study aims to determine the nature of educators contained in the Fushshilat (41: 34-35) which can be applied by every educator in the educational process. This paper shows that in the content of Fushshilat ([41]: 34-35) there are several traits as an educator exemplified by the Prophet Muhammad. (2) Always do good, (3) gentle, (4) affection towards learners, (5) able to hold anger, and (6) have a good attitude the nature of forgiveness, and its implications in the Islamic education system.

scholarly journals Instructional Supervision Towards Teacher’s Quality of YIK Religious Secondary Schools in Kelantan, Malaysia

2020 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Nasuha binti Haji Musa
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Professional Training ◽  
Instructional Supervision ◽  
Quality Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Supervision Practices ◽  
Collective Development ◽  
Supervisory Practices

The Malaysian Education Blueprint (MEB) 2013-2025 emphasized on principals’ supervisory practices and teachers’ quality to enhance 21st-century international quality education. The lack of professional training for principals and the decline of teacher’s quality according to Yayasan Islam Kelantan (YIK) report (YIK, 2017) have affected the government’s aspirations. This problem requires a solution because the instructional supervision is a catalyst of teachers’ professional values and quality. Meanwhile, teachers’ quality is related to teaching professionalism practices, knowledge, understanding as well as teaching and learning skills. This study is essential for principals’ instructional supervision improvement and enhancing teachers’ quality. A quantitative, cross-sectional survey approach was adopted using a standardized three-section questionnaire comprising Section A: Respondents’ Personal and Professional Backgrounds, Section B: Instructional Supervision and Section C: Teachers’ Quality. The study sample comprised 360 teachers in YIK Religious Secondary Schools. A descriptive and inferential data analysis was generated using the Statistical Package for Social Science (SPSS) 20 Version. The improved quality among teachers was the result of holistic supervisory practices of principals namely, directive guidance, collective development, professional development, curriculum development and action research guidance. Thus, it is significant that principals understand the practical dimensions of supervision in order to improve teachers’ quality in YIK Religious Secondary Schools in Kelantan. It is recommended that YIK focuses on instructional supervision practices to produce quality teachers as the principals’ instructional supervision is highly potential catalysts for quality teachers.

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