scholarly journals Comparative Analysis of Educational Programs for Training Social Pedagogues on the Example of Universities in Kazakhstan, Lithuania and Germany

2021 ◽  
Author(s):  
Akmaral Magauova ◽  
◽  
Zhamilya Makhambetova ◽  
Svetlana Lukashova ◽  
◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Inclusive Education ◽  
Professional Activity ◽  
National Education ◽  
World Community ◽  
Social Pedagogy ◽  
National Education Systems ◽  
Competency Based ◽  
Social Pedagogues ◽  
The University

Abstract. In the context of integration of national education systems into a single global educational space, the competency-based paradigm of education serves as the main for training competitive strategy specialists. The transition to competency-based educational standards of higher education involves the formation of students' professional competences for successful professional activity. The aim of the research is to study and analyse the experience of development of professional competences in the training of social pedagogues in Kazakhstan, Lithuania, and Germany. In this paper, the study and comparative analysis of the experience of forming professional competences in the training of social pedagogues in Kazakhstan, Lithuania and Germany are carried out. The research showed that during the period of study at the University in the specialty "Social pedagogy and self-cognition", it is necessary to introduce a competency-based approach aimed at the formation of professional competences for working in an inclusive education. As a result of the research, the nature and trends of training social pedagogues in three countries are identified, then general and special competences of social pedagogues are analysed; finally, the professional competences adopted by the world community are highlighted.

scholarly journals STUDY OF THE FORMATION OF FUTURE TEACHERS’ READINESS FOR INCLUSION

2021 ◽  
pp. 33-40
Author(s):  
Ольга Анатольевна Козырева ◽  
Елена Петровна Хвастунова
Keyword(s):  
Empirical Study ◽  
Inclusive Education ◽  
Professional Training ◽  
Scientific Discourse ◽  
Professional Activity ◽  
Structural Components ◽  
Future Teachers ◽  
Education Practice ◽  
The Third ◽  
The University

Анализируется проблема необходимости формирования готовности будущих педагогов к инклюзии в процессе профессиональной подготовки в вузе, а также ее структурные компоненты и их содержание. В структуре указанного вида готовности выявляются мотивационный, когнитивный и операционно-деятельностный компоненты. Констатируется, что проблема готовности будущих педагогов к профессиональной деятельности в условиях инклюзии является проблемным полем в современном научном дискурсе, так как ее системное решение пока не найдено. Целью является исследование сформированности готовности будущих педагогов к инклюзии школьников в процессе профессиональной подготовки в вузе. Приводятся результаты эмпирического исследования сформированности готовности будущих педагогов к инклюзии школьников. Даются рекомендации по формированию профессиональной готовности будущих педагогов к инклюзии школьников в процессе обучения в университете, где изучаются на третьем и четвертом курсах следующие дисциплины: «Обучение лиц с ограниченными возможностями здоровья», «Психолого-педагогические основы инклюзивного образования»; происходит введение производственной (технологической в системе инклюзивного образования) практики на базе организаций образовательной и социальной сферы, оперативный мониторинг сформированности готовности будущих педагогов к инклюзивному образованию школьников с ОВЗ. The problem of the need to form the readiness of future teachers for inclusion in the process of professional training at a university is analyzed, as well as its structural components and their content. In the structure of this type of readiness, motivational, cognitive and operationalactivity components are revealed. It is stated that the problem of the readiness of future teachers for professional activity in conditions of inclusion is a problematic field in modern scientific discourse, since its systemic solution has not yet been found. The aim is to study the formation of the readiness of future teachers for the inclusion of schoolchildren in the process of professional training at a university. The article presents the results of an empirical study of the formation of the readiness of future teachers for the inclusion of schoolchildren. Recommendations are given on the formation of professional readiness of future teachers for the inclusion of schoolchildren in the process of studying at the university, consisting in enriching the content of training in the third and fourth years of the disciplines: «Teaching people with disabilities», «Psychological and pedagogical foundations of inclusive education»; the introduction of industrial (technological in the system of inclusive education) practice on the basis of educational and social organizations; operational monitoring of the formation of the readiness of future teachers for inclusive education of schoolchildren with disabilities.

scholarly journals PERSONAL AND PROFESSIONAL CHARACTERISTICS OF AN INCLUSIVE EDUCATION TEACHER FROM COMPETENCY-BASED APPROACH POSITION

2020 ◽  
Vol 30 (3) ◽  
pp. 298-306
Author(s):  
A.S. Suntsova ◽  
A.A. Baranov
Keyword(s):  
Inclusive Education ◽  
Theoretical Basis ◽  
Theoretical Study ◽  
Basic Research ◽  
Professional Activity ◽  
Education Teacher ◽  
Scientific Support ◽  
Professional Characteristics ◽  
Research Problems ◽  
Competency Based

The relevance of the theoretical study presented in the article is due to the need for scientific support for the training of teachers for activities in the context of inclusive education. The competency-based approach is the theoretical basis for the development of teacher’s professional activity model that meets the requirements of taking into account the specifics of educational needs of students from different groups. However, the positions of competency-based approach are interpreted ambiguously in pedagogy, and this complicates its theoretical and empirical application. The purpose of this article is to analyze the competency-based approach as a concrete scientific methodology for modeling the personal and professional characteristics of an inclusive education teacher. As leading methods we used: analysis, synthesis, generalization, modeling. The results obtained made it possible to identify both the possibilities and limitations of the competency-based approach in the study and justification of the personal and professional characteristics of pedagogical activity. Its use is advisable in conjunction with basic research of professional pedagogical activity, revealing its essential semantic, nuclear characteristics. It is indicated that as a conceptual basis for applying the competency-based approach to the practice of inclusive education it is proposed to consider N.V Kuzmina’s theory of personality professionalism and activity, which is heuristic to the contemporary research problems of transprofessionalism of a specialist.

scholarly journals Feasibility of an Entrustable Professional Activity for Pathology Resident Frozen Section Training

2021 ◽  
Vol 8 ◽  
pp. 237428952110417
Author(s):  
Bronwyn H. Bryant
Keyword(s):  
Medical Education ◽  
Frozen Section ◽  
Resident Training ◽  
Entrustable Professional Activities ◽  
Professional Activity ◽  
Clinical Competency ◽  
Professional Activities ◽  
Competency Based ◽  
The University ◽  
Clinical Competency Committee

Entrustable professional activities are an intuitive form of workplace-based assessment that can support competency-based medical education. Many entrustable professional activities have been written and published, but few studies describe the feasibility or implementation of entrustable professional activities in graduate medical education. The frozen section entrustable professional activit was introduced into the pathology residency training at the University of Vermont for postgraduate year 1 at the start of their training in frozen section. The feasibility of the entrustable professional activit was evaluated based on 3 criteria: (a) utilization, (b) support of frozen section training, and (c) generating data to support entrustment decision about residents’ readiness to take call. The entrustable professional activit was well utilized and satisfactory to residents, faculty, pathologists’ assistants, and Clinical Competency Committee members. Most members of the Clinical Competency Committee agreed they had sufficient data and noted higher confidence in assessing resident readiness to take call with the addition of entrustable professional activit to the residents’ assessment portfolio. Residents did not endorse it helped them prepare for call; however, the interruption to frozen section training due to the COVID-19 pandemic was a significant contributing factor. The frozen section entrustable professional activit is a feasible addition to pathology resident training based on utilization, support of training, and generation of data to support entrustment decisions for graduated responsibilities. The implementation and integration of the entrustable professional activit into pathology training at our institution is described with discussion of adjustments for future use.

scholarly journals Competency-Based Approach in Higher Education System: Socio-Psychological Analysis

2021 ◽  
pp. 7-34
Author(s):  
Viktoriia Ravilevna Sagitova
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
University Teaching ◽  
Teaching Staff ◽  
Tabular Form ◽  
Higher Education System ◽  
Psychological Analysis ◽  
Competency Based ◽  
Definition Of ◽  
The University

The paper presents an analysis of the concept of competence and competency in the works of domestic and foreign authors, and a comparative analysis of the characteristics of the concepts of competence in foreign and domestic science is carried out in tabular form. The author's definition of competence is given, which made it possible to conduct an empirical pilot study of the formed competencies of the university teaching staff.

scholarly journals Comparative Analysis of Future Cooks’ Training in Vocational Institutions in Ukraine and Abroad

2017 ◽  
Vol 7 (1) ◽  
pp. 34-42
Author(s):  
Ihor Kankovsky ◽  
Hanna Krasylnykova ◽  
Iryna Drozich
Keyword(s):  
Comparative Analysis ◽  
Vocational Training ◽  
European Countries ◽  
Professional Activity ◽  
Practical Training ◽  
Eastern Partnership ◽  
Eastern Partnership Countries ◽  
The Usa ◽  
Competency Based ◽  
The Republic

AbstractThe article deals with comparative analysis of conceptual approaches and content of cooks’ training in Ukraine, European countries, the USA and Eastern Partnership countries. It has been found out that national vocational education is grounded on education standards and activity-based approach to forming the training content, subject-based structure of curricula and, surely, needs to become competency-based. It has been revealed that in Eastern Partnership countries there is a normative base of cooks’ vocational training and it is accorded with the competency-based approach. However, such states as the Russian Federation, the Republic of Belarus, the Republic of Kazakhstan implement study programs for training cooks in traditional institutions of formal vocational training of Post-Soviet type. At the same time, the training of future cooks in European countries is mainly oriented toward the concept of continuing education and is variable, multilevel, wide-profile, at most approximated to the needs of catering trade. The level-based curricula and dual system of cooks’ training in vocational schools of France, Austria and Italy have been characterized. In addition, the authors have defined the common feature of professional practical training of cooks in culinary schools in the USA, that is its organization under the conditions of real production that ensures a wide professional competency of future cooks, their acquiring knowledge and skills needed for professional activity. It has been concluded that positive aspects of foreign experience may assist in defining prognostic directions for the development of cooks’ vocational training in Ukraine.

scholarly journals The Readiness of University Professors to Work with Students with Disabilities

2018 ◽  
Vol 7 (3) ◽  
pp. 24-44
Author(s):  
E. Asmakovets ◽  
S. Koziej
Keyword(s):  
High School ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Positive Attitude ◽  
Professional Activity ◽  
University Professors ◽  
University Professor ◽  
Health Features ◽  
The University ◽  
Personal Formation

The article presents the results of the study of the University professor’s readiness to work with students with disabilities. The readiness of the University professors to work in the system of inclusive education considered by the authors as a complex integrative professional and personal formation. It consists of three interrelated components: cognitive, affective and behavioral. Behavioral is one of the conditions for the success of teaching students with disabilities in high school. In other words, the effective professional activity of a University professor is facilitated by the knowledge of the students’ personality and their health features, positive attitude, acceptance and experience of interaction with them. In the framework of the study, 119 university professors of Russia, Belarus and Poland surveyed. The results allowed to determine the degree of readiness of University professors to work with students with disabilities and, as a result, demonstrated the need for developmental correction of each of the three components of this readiness.

scholarly journals SDG’s Quality Education Approach: Comparative Analysis of Natural Sciences Curriculum Guidelines between Taiwan and Colombia

2021 ◽  
Vol 13 (6) ◽  
pp. 3352
Author(s):  
José Molina ◽  
Nguyen Viet Hai ◽  
Ping-Han Cheng ◽  
Chun-Yen Chang
Keyword(s):  
Comparative Analysis ◽  
Scientific Literacy ◽  
National Curriculum ◽  
Natural Sciences ◽  
Quality Education ◽  
National Education ◽  
The Core ◽  
National Education Systems ◽  
Curriculum Guidelines ◽  
Curriculum Policies

In this comparative analysis, the cases of Taiwan and Colombia display two paths for designing a natural sciences curriculum related to quality education goals. Their differences are based on their central concepts, definitions of learning stages, delimitations of cross-subjects and cores of scientific knowledge, and alignment with international assessments. The core practices in Taiwanese curriculum guidelines are to develop inquiries, research, and experimentations to promote scientific literacy and citizenship. In contrast, the core Colombian practices construct explanations based on scientific ideas, gathering information, and using evidence. Between both countries, there is also a concordance over practices related to obtaining and communicating information. These results show the importance of curriculum policy factors such as epistemological definitions, diagnostics and representations of social expectations, alignment instruments, curriculum definitions, and design criteria of teaching processes. The differences between national curriculum policies are identified in a comparative strategy of contexts, medium-term processes to reform the national education systems or schooling features. Curriculum guidelines respond to their intellectual traditions, theoretical and pedagogical influences, and current requirements of policies. These criteria allow for the identification of cooperative issues in specific areas of science education between both countries, such as teacher education, technological and pedagogical knowledge, and curriculum alignment.

Sign in / Sign up

Export Citation Format

Share Document