scholarly journals PRIMARY DIAGNOSTICS OF TEACHERS OF SPECIAL DISCIPLINES OF TECHNICAL COLLEGE

10.23856/4215 ◽  
2021 ◽  
Vol 42 (5) ◽  
pp. 110-116
Author(s):  
Svitlana Sadovenko ◽  
Agnieszka Szpak
Keyword(s):  
Beginning Teachers ◽  
Engineering Education ◽  
Technical College ◽  
Teaching Staff ◽  
Stages Of Development ◽  
Knowledge And Skills ◽  
Primary Diagnostics ◽  
Pedagogical Competence ◽  
Young Teacher ◽  
Motivating Factor

The article raises the issue of readiness for teaching in the Ukrainian Technical College of specialists who do not have pedagogical education. It is determined that the motivating factor is an important factor influencing the work of a young teacher, the formation and development of future professionals, and the problem of determining the readiness of a specialist with engineering education to teach, his motivation for a new activity, ability to acquire knowledge and skills is extremely relevant and needs attention from the head of scientific and methodological work. It is proposed to introduce the primary scientific and diagnostic development of the mechanism of differentiated psychological and pedagogical influence on teachers of special disciplines of the technical college, which will determine the types of teachers, taking into account the level of their motivation for teaching. The algorithm of application of methods, including author’s, is considered, methodical recommendations concerning their application, calculation, use of results of research are given. It is concluded that the application of primary scientific and diagnostic development of the mechanism of differentiated psychological and pedagogical influence in the technical college will help to adjust group and individual scientific and methodical work with beginning teachers and teaching staff as a whole, to plan further stages of development of psychological and pedagogical competence.

scholarly journals A Business Analysis Perspective for Engineering Education in Egypt

2020 ◽  
Vol 8 (5) ◽  
pp. 30
Author(s):  
Ashraf Elsafty ◽  
Hanaa El Sayad ◽  
Ibrahim Shaaban
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
State Government ◽  
The State ◽  
Current Status ◽  
Economic Factors ◽  
Knowledge And Skills ◽  
Business Analysis ◽  
Business Perspective ◽  
Underlying Causes

This work examines engineering education in Egypt provided by state (government funded) universities. There have been concerns from all stakeholders about the graduates’ knowledge and skills. The chronic problems with higher education in Egypt in general have been previously reported in the Literature, but this paper provides insights form engineering academics with many years of experience in Egyptian engineering education and a fresh look from a business perspective at the phenomenon. In this manuscript, the institutions are analyzed using the integrated business anatomy model, in order to identify the underlying causes of the problems observed. The structural, operational and environmental (both external and internal) challenges that lead to the current status are clearly detected. The analysis highlighted several constraints that hinder radical reforms. Amongst these constraints is the legal and organizational framework in which the state funded universities operate. Other social, technological and economic factors also play important parts. The recipe for improvement provided by the authors has taken all these elements into consideration. This work hopes to provide focus and direction for future reform efforts.

scholarly journals Modern Pedagogical Approaches in the System of Engineering Education

2019 ◽  
Vol 28 (6) ◽  
pp. 129-137
Author(s):  
L. V. Orinina ◽  
I. V. Kashuba ◽  
N. V. Dyorina ◽  
E. V. Rabina
Keyword(s):  
Educational Process ◽  
Basic Material ◽  
Professional Activity ◽  
Teaching Staff ◽  
University Graduates ◽  
Self Evaluation ◽  
Pedagogical Training ◽  
Pedagogical Design ◽  
Pedagogical Competence ◽  
Engineering Pedagogy

The article aims at studying the specifics of the psychological and pedagogical competence of future engineers in the structure of the educational process and in relation to the use of innovative and effective educational technologies. At present, the general issues of humanization and pedagogical and methodological support of the educational process are of great importance in light of the need to increase the academic mobility of university graduates who choose to work at universities. The problem of insufficient level of their psychological and pedagogical competence development arises automatically. Psychological and pedagogical competence of a graduate means his (her) ability to mastering the basic material of the psychological and pedagogical unit, the ability to operate the acquired knowledge and put it into practice, mastering acquired skills in the conditions of concrete professional and pedagogical activity.This problem has several solutions. One of the most effective is the possibility of developing and introducing the programmes of advanced psychological and pedagogical training and professional retraining for future engineers specializing in engineering pedagogy.The purpose of the article is to view the effective approaches to the development of psychological and pedagogical competences among future engineers. The authors consider using of the modern IT-technologies to be a strong motivator in this process as well as gamification (role games and business games).As the key tasks of the teaching staff at technical university the following issues are regarded: creation of conditions for the disclosure by future engineers of their professional and personal resources; obtaining by future engineers the information necessary to increase the level of their psychological and pedagogical competence; acquisition of skills necessary for knowledge application in future professional activity; expanding the range of professional competencies of future engineers in the conditions of psychological and pedagogical design.One of the most important aspects of teacher’s activity is reflection, self-evaluation. The authors present teachers’ behavior patterns for reflection and formulate the recommendations for teaching future engineering teachers.Thus, the specificity of training future engineers with the focus on increasing their psychological and pedagogical competence is a complex multi-faceted process, specially organized in time and space, involving consideration of certain psychological and pedagogical, methodological and methodical patterns and aimed at developing professional qualifications of future engineering pedagogues.

scholarly journals Quick Thoughts of Engineering Education at Technical College and University

2019 ◽  
Vol 67 (4) ◽  
pp. 4_25-4_26
Author(s):  
Yoshito ITOH
Keyword(s):  
Engineering Education ◽  
Technical College ◽  
College And University

scholarly journals A Foucauldian Discourse Analysis of an Engineering Programme

2021 ◽  
Author(s):  
◽  
Craig Watterson
Keyword(s):  
Discourse Analysis ◽  
New Zealand ◽  
Learning Environment ◽  
Engineering Education ◽  
Teaching And Learning ◽  
Course Design ◽  
Teaching Staff ◽  
Extensive Literature ◽  
Complex Situation ◽  
Teaching And Learning Environment

<p>The extensive literature relating to student barriers within the Science, Technology, Engineering and Mathematics (STEM) fields and, in particular, engineering education illustrates that STEM education has a widespread problem in retaining students. A plethora of studies have concentrated on placing the student at the centre of the problem – for example by focusing on student academic ability, work habits and social background. By analysing staff interviews, and investigating pertinent factors from the surrounding institutional, cultural and social environment, I shift the focus away from the phenomenological experience of individuals to examine the way power relations affect the teaching and learning environment. Foucauldian Discourse Analysis (FDA) offers a theoretical and methodological basis for critically exploring networks of power, through the investigation of discourse and can provide insights into the complex situation in the School of Engineering and Computer Science (ECS).  I use FDA to ask: how is power experienced and manifested by lecturers in the Bachelor of Engineering with Honours (BE) first-year teaching and learning environment at Victoria University of Wellington (VUW), New Zealand. I do this by analysing transcripts of interviews with teaching staff, as well as ECS, University, and Government documentation. By adopting an FDA approach to lecturers’ experiences of power, situated in the New Zealand neoliberal educational context, I aim to identify issues that impact the teaching and learning environment. These include academic practices relating to Government and University pressure to increase engineering student recruitment and retention numbers, an academically diverse incoming student cohort, course design, teaching and research. From a Foucauldian perspective, the New Zealand Government, the University, its lecturers, and students are all part of an educational setting comprising a complex network of power relationships active in the operation of the teaching and learning environment.  By placing lecturers at the epicentre of the situation and by understanding how lecturers both experience and exercise power in the teaching-learning environment, the issue of student retention may be re-framed. This study offers a unique perspective from which we can assess these problematic experiences at the source, whether that be at government, institution, department, teacher or learner level. As such, by exploring the operation of power, this thesis explores an important aspect of the retention problem which has never been fully investigated in NZ engineering education.</p>

Mentoring Early Career Special Education Teachers

2009 ◽  
Vol 53 (3) ◽  
pp. 294-305 ◽  
Author(s):  
Ian Dempsey ◽  
Michael Arthur-Kelly ◽  
Breda Carty
Keyword(s):  
Special Education ◽  
Beginning Teachers ◽  
Special Education Teachers ◽  
Information Technologies ◽  
Early Career ◽  
Teaching Staff ◽  
Turnover Rates ◽  
High Turnover ◽  
Professional Experiences ◽  
Mentoring Support

For some time, special education has been plagued by shortages of qualified teaching staff and by high turnover rates for these staff. While several factors—external, employment and personal—are largely responsible for this situation, the research demonstrates that the initial professional experiences of early career teachers are closely associated with their longevity in the field. This paper reviews the literature on mentoring support for beginning teachers, mentoring models and the use of information technologies in mentoring support. The paper concludes with recommendations for methods of support for Australian early career special-education teachers.

Enabling Innovation in Engineering Education by Providing Flexible Funds for Teaching Staff

2014 ◽  
pp. 269-278
Author(s):  
Nina Friese ◽  
Claudius Terkowsky ◽  
Dominik May ◽  
A. Erman Tekkaya ◽  
Katharina Schuster ◽  
...  
Keyword(s):  
Engineering Education ◽  
Teaching Staff

scholarly journals Pedagogic Qualification of Higher Education Teaching Staff - The Third Wave

2013 ◽  
Vol 3 (4) ◽  
pp. 47 ◽  
Author(s):  
José Couto Marques
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Teaching Staff ◽  
Third Wave ◽  
Bologna Declaration ◽  
The Third ◽  
The Past ◽  
Pedagogical Training ◽  
Teaching In Higher Education ◽  
The Eu

The process triggered by the Bologna Declaration has been producing significant results of various types in the EU Higher Education sector. After reviewing some of the consolidated outcomes of this process, reference is made to a novel trend that has emerged recently and which is geared towards the requirement that by 2020 all staff teaching in higher education institutions should have received certified pedagogical training. A description is provided of initiatives within the field of Engineering Education promoted by institutions that have been actively pursuing this precise objective for the past few decades.

scholarly journals Peningkatan Kompetensi Tenaga Pendidik terhadap Prestasi Belajar Siswa di SMA Muhammadiyah 1 Taman

MANAZHIM ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 182-191
Author(s):  
Erna Mufi ◽  
Hidayatullah Hidayatullah
Keyword(s):  
Qualitative Research ◽  
Student Achievement ◽  
Social Competence ◽  
Research Method ◽  
Professional Competence ◽  
Phenomenological Approach ◽  
Teaching Staff ◽  
Personal Competence ◽  
Pedagogical Competence

This research is based on the importance of the role of educators in optimizing student achievement in terms of knowledge or cognitive aspects, attitudes or affective aspects and skills or psychomotor aspects. Therefore, this study aims to describe the effect of increasing the competence of teachers on student achievement at SMA Muhammadiyah 1 Taman. The research method used is qualitative research with a phenomenological approach according to the data and facts found in the field directly not the result of presumptions or assumptions. The research was conducted at SMA Muhammadiyah 1 Taman where in the odd semester the student achievement was mostly still below the average parallel score for class XI and XII. Based on that, this school tried to improve the competence of its teaching staff including pedagogical competence, personality competence, social competence, and professional competence through training, habituation of positive things, deliberation and mentoring. Along with the increase in the competence of the teaching staff, it can be seen that student achievement in the even semester has also increased where students whose scores are above the average grade in class X increase by 7%, class XI increases by 12% and class XII increases by 11%. The conclusion of this study is that the improvement of the competence of the teaching staff includes pedagogical competence, personal competence, social competence and professional competence are closely related to the improvement of student achievement.

scholarly journals Distance, Online and Blended Learning as Main Educational Trends During Pandemic 2020 Conditions

2021 ◽  
pp. 1-25
Author(s):  
Oksana Strutynska ◽  
Mariia Umryk
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Learning Process ◽  
University Teaching ◽  
Professional Activity ◽  
Teaching Staff ◽  
Learning Tools ◽  
Knowledge And Skills ◽  
Educational Trends ◽  
Level Of Knowledge

Distance learning and self-education have been an actual trend for many years but during the pandemic, it became critically relevant and important. The closure of schools and higher education institutions around the world had a negative impact on the educational sector in many countries in general and has affected almost every student and educator. This paper examines Ukrainian educators’ level of knowledge and skills in using modern distance learning tools and trends and the way of improving the teaching-learning process during the conditions of the 2020 pandemic. The authors present their review of educational trends under the conditions of distance, online and blended learning. They also examine the Ukrainian educators’ level of knowledge and skills in using modern distance learning tools and trends. For this purpose, the authors have elaborated and implemented a local survey for a Ukrainian university teaching staff (target group) who need to use distance learning tools in their research and professional activity during the quarantine. The authors also present the ways of improving the learning process via distance learning tools.

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