scholarly journals ASSESSMENT OF THE QUALITY OF EDUCATION OF LISTENERS WHEN DEVELOPING ADDITIONAL VOCATIONAL PROGRAMS

2020 ◽  
pp. 126-133
Author(s):  
Ирина Дмитриевна Борченко ◽  
Ольга Борисовна Дударева
Keyword(s):  
Information And Communication Technologies ◽  
Professional Education ◽  
Professional Competence ◽  
Pedagogical Knowledge ◽  
Teaching Staff ◽  
Knowledge And Skills ◽  
Diagnostic Data ◽  
Professional Programs ◽  
Professional Activities ◽  
Pedagogical Knowledge And Skills

Введение. Представлены результаты ежегодного мониторинга входной и итоговой диагностики освоения слушателями дополнительных профессиональных программ. Цель – определение степени сформированности профессиональных компетентностей слушателей при освоении дополнительных профессиональных программ, а также определение динамики изменения субъектной позиции слушателей относительно их профессиональной компетентности. Материал и методы. Материалом исследования послужили полученные данные итоговой диагностики, разработанной институтом дополнительного профессионального образования. Представлены выявленные затруднения при прохождении обучения слушателями, а также интересная динамика по четырем разделам анкеты: позиция слушателей курсов относительно их правовой компетентности, психолого-педагогической компетентности, профессиональных умений, актуальности использования информационно-методических ресурсов института. Результаты и обсуждение. Анализ данных проводимой входной и итоговой диагностики уровня подготовки слушателей при освоении дополнительных профессиональных программ за 2019 г. позволил выявить типичные и оставшиеся затруднения, с которыми сталкиваются слушатели. В анкетировании приняли участие две категории: «Педагогические работники» и «Руководящие работники». Данные диагностики показали, что большинство слушателей испытывают потребность в развитии своей профессиональной компетентности. Актуальным в работе как педагогических, так и руководящих работников остается потребность в развитии умений, которые позволяют выстраивать собственную профессиональную деятельность в соответствии с законодательством в сфере образования. Важным является вопрос применения слушателями психолого-педагогических знаний и умений в профессиональной деятельности. Данные входной диагностики показывают достаточно небольшой процент слушателей, применяющих психолого-педагогические знания и умения, а также использование систематически и на естественной основе. Еще одной проблемой остается осознание недостаточного уровня владения информационно-коммуникационными технологиями. Несмотря на достаточную открытость информационных ресурсов института, представленность их на официальном сайте, довольно большой процент слушателей не в полной мере знаком с проектными и информационно-методическими ресурсами, так как, по мнению самих же слушателей, это не входит в круг их обязанностей. Заключение. Выявленные оставшиеся затруднения позволят отрегулировать работу проведения оперативной корректировки содержания и форм работы профессорско-преподавательского состава со слушателями в ходе освоения дополнительных профессиональных программ, а также определить подходы к принятию эффективных управленческих решений, направленных на обеспечение положительной динамики результатов освоения слушателями дополнительных профессиональных программ. Introduction. The results of the annual monitoring of the input and final diagnostics of the development of additional professional programs by students are presented. Aim and objectives. The goal is to determine the degree of formation of students’ professional competencies when mastering additional professional programs, as well as to determine the dynamics of changes in the subject position of students regarding their professional competence. Material and methods. The research material was the data obtained from the final diagnosis developed by the Institute of Continuing Professional Education. Identified difficulties in the training of students, as well as interesting dynamics in four sections of the questionnaire are presented: the position of students of the courses regarding their legal competence, psychological and pedagogical competence, professional skills, and the relevance of using the Institute’s information and methodological resources. Results and discussion. An analysis of the data of the conducted input and final diagnostics of the level of training of students in the development of additional professional programs for 2019 revealed the typical and remaining difficulties that students experience. Two categories took part in the survey: “Pedagogical workers” and “Leading workers”. Diagnostic data showed that most students feel the need to develop their professional competence. The need for the development of skills that allow you to build your own professional activities in accordance with the legislation in the field of education remains relevant in the work of both teachers and managers. An important issue is the use by students of psychological and pedagogical knowledge and skills in professional activities. Input diagnostic data show a fairly small percentage of students who use psychological and pedagogical knowledge and skills, as well as the use of a systematic and natural basis. Another problem remains the awareness of an insufficient level of knowledge of information and communication technologies. Despite the sufficient openness of the institute’s information resources and its presence on the official website, a fairly large percentage of students are not sufficiently familiar with project and information-methodological resources, including those presented on portals and sites located on the official website, since this is not in their circle duties, according to listeners. Conclusion. The remaining difficulties identified will allow us to adjust the work of carrying out operational adjustments to the content and forms of work of the teaching staff with students during the development of additional professional programs, as well as to determine approaches to making effective management decisions aimed at ensuring positive dynamics in the results of the development of additional professional programs by students.

scholarly journals Technological component of formation of professional competence of future teachers of professional training of the automotive profile

KANT ◽  
2020 ◽  
Vol 37 (4) ◽  
pp. 439-443
Author(s):  
Ernest Suleymanov
Keyword(s):  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Pedagogical Knowledge ◽  
Future Teacher ◽  
Educational Institutions ◽  
Future Teachers ◽  
Knowledge And Skills ◽  
Basic Concepts ◽  
Pedagogical Knowledge And Skills

This article examines the technological component of the formation of professional competence of future vocational training teachers. The content of the basic concepts of the research is considered. The system of professional and pedagogical knowledge and skills necessary for a future teacher of vocational training of an automotive profile for the implementation of professional and pedagogical activities in secondary vocational educational institutions with the aim of training mid-level specialists has been substantiated. The approaches to solving various kinds of pedagogical problems have been determined.

scholarly journals FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

2021 ◽  
Vol 33 (2) ◽  
pp. 185-204
Author(s):  
Olesia Vlasii ◽  
Olha Dudka ◽  
Nadiia Ivanochko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Digital Competence ◽  
Professional Activities ◽  
Internet Resources ◽  
The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

Continuing Education Requirements Are Unnecessary and Are Not Relevant to My Professional Competence

2019 ◽  
pp. 95-100
Author(s):  
Jeffrey E. Barnett ◽  
Jeffrey Zimmerman
Keyword(s):  
Mental Health ◽  
Clinical Practice ◽  
Continuing Education ◽  
Professional Competence ◽  
Clinical Effectiveness ◽  
Professional Services ◽  
Mental Health Clinicians ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
License Renewal

Even the best trained and most highly skilled mental health clinicians must take active steps to maintain, update, and expand their knowledge and skills. Failure to do so on an ongoing basis places one’s professional competence at risk. This chapter explains the fragile nature of competence and the steps to take to help ensure the maintenance of ongoing clinical effectiveness. Enhancing one’s competence to add new skills and to expand one’s clinical practice into new areas also is addressed. Continuing requirements for license renewal are described and placed within the broader context of each mental health practitioner’s overarching ethical obligation to provide the highest quality professional services possible. Specific recommendations for achieving this goal are provided in the hope that mental health clinicians will incorporate them into their ongoing professional activities.

Conflict in the Preceptorship or Field Experience: A Rippling Tide of Silence

2006 ◽  
Vol 3 (1) ◽  
Author(s):  
Florence Myrick ◽  
Anne Phelan ◽  
Connie Barlow ◽  
Russ Sawa ◽  
Gayla Rogers ◽  
...  
Keyword(s):  
Social Workers ◽  
Professional Education ◽  
Professional Competence ◽  
Field Education ◽  
Field Instructors ◽  
Professional Programs ◽  
Making Sense ◽  
The Social ◽  
Educative Process ◽  
Professional Disciplines

A major component of the educative process in the professional disciplines is the field education/preceptorship experience in which students are afforded opportunities to develop professional competence under the tutelage of a practising professional and/or a university instructor. During this time students are exposed to competing discourses about what it means to think and act as nurses, teachers, doctors and social workers. Frequently, field teaching is characterized by conflictual situations involving students, field instructors and university faculty. Such conflict is poorly understood as indicated by the lack of literature available in the professional disciplines. The purpose of this study was to explore the phenomenon of conflict within the context of field teaching in professional education. Pivotal to this study was the issue of making sense of the conflict that prospective nurses, teachers, social workers and doctors experience in professional education within the practice realm and how such discourses shape their professional identities, practices and ultimate social values. At issue is the social construction of meaning that takes place within professional education. This study was conducted from the perspective of four professional programs including education, medicine, nursing and social work. The researchers focused on the final year of each program at a time when students were engaged in a major field / preceptorship experience in hospitals, schools, communities and social agencies. The experiences derived from the nursing data are presented in this paper.

scholarly journals IMPROVEMENT OF METHODICAL COMPETENCE OF MUSIC TEACHERS IN COMPREHENSIVE SECONDARY EDUCATION INSTITUTIONS

2020 ◽  
pp. 14-20
Author(s):  
Ye. Provorova
Keyword(s):  
Secondary Education ◽  
Information And Communication Technologies ◽  
Music Teachers ◽  
Professional Competence ◽  
Round Table ◽  
Integral Characteristic ◽  
Efficiency Criterion ◽  
Education Planning ◽  
Professional Activities ◽  
Information And Communication

The article is devoted to the problem of improvement of methodological competence of music teachers in general secondary educational institutions through a well-thought-out system of school methodical work. The definition ofsuchconceptsas“professionalcompetenceofamusicteacher” and“methodicalcompetenceofamusicteacher” is proposed. Under the professional competence of a music teacher we understand the holistic characteristics of the personality of the specialist with the already-formed set of competencies that allow him to perform his professional functions effectively, to update and enrich his knowledge constantly, to develop new skills according to the level of science and technology, to be ready for social changes, to enjoy his professional activities. In its turn, the methodical competence of the teacher-musician is interpreted as an integral characteristic of personality, which determines the ability to solve professional problems in situations of real practical musical-educational activities, corresponds to the main types of methodical activities of music teachers and is a set of components such as orientational (professional orientation), cognitive (methodical knowledge), operational-active (methodical skills), personal (professionally significant personal qualities) and social-behavioral (experience). The functions of methodical work in the institution of general secondary education (planning, organizational, diagnostic, prognostic, modeling, corrective functions) and criteria of optimality of results of teacher’s methodical work (criterion of efficiency, criterion of rational spending time and economy, satisfaction of the teacher with the work, criterion of effective methodical work) are studied out. The characteristics of traditional and innovative methods, forms and technologies of improving the methodological competence of music teachers in general secondary education are given, which include concilium, round table, methodical ring, auction of pedagogical ideas, business game, week of pedagogical sciences, pedagogical workshop, master classes , pedagogical mosaic, creative laboratory, discussion-aquarium, debates, information and communication technologies, etc.

scholarly journals DIAGNOSTICS AS A MECHANISM FOR CREATING CONDITIONS ENSURING THE LEVEL OF PROFESSIONAL COMPETENCE OF THE TEACHER FOR WORK IN THE DIGITAL EDUCATIONAL ENVIRONMENT

2021 ◽  
pp. 124-132
Author(s):  
Елена Валерьевна Качева ◽  
Ирина Дмитриевна Борченко ◽  
Татьяна Александровна Абрамовских
Keyword(s):  
Professional Development ◽  
Professional Competence ◽  
Digital Technologies ◽  
Educational Environment ◽  
Learning Technologies ◽  
Educational Resources ◽  
Digital Competence ◽  
Professional Programs ◽  
Professional Activities ◽  
Distance Learning Technologies

Введение. Диагностика уровня владения сотрудниками компетенциями, необходимыми для работы в цифровой образовательной среде, является важнейшей составляющей, отражающей процессы, происходящие в современных образовательных системах. Выбор диагностической карты как инструмента измерения позволит определить потребности и дефициты педагогов в профессиональных компетенциях по проектированию, разработке и реализации дополнительных профессиональных программ в формате цифровых образовательных ресурсов. Инструмент дает возможность судить о состоянии уровня владения сотрудниками данными компетенциями и формулировать прогноз его развития. Цель – выявление уровня профессиональной компетентности научно-педагогических работников, необходимых для работы в цифровой образовательной среде. Материал и методы. Методологической основой исследования стала психологическая концепция субъектно-деятельностного подхода, суть которой заключается в представлении о личности как активном субъекте, самосовершенствующемся, самоактуализирующемся и самоопределяющемся. Идея данного подхода строится на связи познавательных и деятельностных механизмов включенности субъекта во внешнюю среду и предполагает наличие у него устойчивой личностной позиции по собственному преобразованию и развитию. Предложен подход к оцениванию, который принят в эффективно работающих организациях, принявших за основу методологию самообучающихся организаций. Результаты и обсуждение. Представлен анализ результатов проведенной диагностики уровня владения сотрудниками компетенциями, необходимыми для работы в цифровой образовательной среде, в том числе для проектирования и реализации дополнительных профессиональных программ в формате цифровых образовательных ресурсов. Проведенное исследование позволило определить влияние цифрового образовательного пространства на профессиональное развитие педагогов и выявить уровень их готовности к участию в дидактических коммуникациях с применением цифровых технологий. Заключение. Диагностика в полной мере позволила оценить уровень владения сотрудниками Челябинского института переподготовки и повышения квалификации работников образования (ЧИППКРО) компетенциями, необходимыми для работы в цифровой образовательной среде, в том числе для разработки и реализации дополнительных профессиональных программ в формате цифровых образовательных ресурсов. Так, после предложенного ряда форм повышения квалификации для преподавателей ЧИППКРО, в декабре 2021 г. будет проведена повторная диагностика, которая покажет динамику повышения профессиональной компетентности в части работы в цифровой образовательной среде. Introduction. The relevance of the study lies in the fact that today, in the period of the accelerating process of development and implementation of e-learning and distance learning technologies, the creation of a promising educational system, it is necessary to anticipate and forestall the emerging very contradictory problems. One of them is the demand for scientific and pedagogical workers who possess the necessary skills to carry out work in the electronic information and educational environment of the institute, and their insufficient training for the successful application of these technologies in professional activities. The goal is to identify the level of professional competence of scientific and pedagogical workers in order to organize activities in the digital educational environment. Material and methods. The methodological basis of the study was the psychological concept of the subject-activity approach, the essence of which lies in the idea of the person as an active subject, self-improving, self-actualizing and self-determining. The idea of this approach is based on the connection between the cognitive and activity mechanisms of the subject’s involvement in the external environment and assumes that he has a stable personal position on his own transformation and development. No less important is the second approach – acmeological – increasing the teacher’s professional competencies through informal forms of professional development. Results and discussion. The article presents an analysis of the problem of training scientific and pedagogical workers for the development of additional professional programs developed in the format of digital educational resources in the context of an accelerated change in the social and professional environment due to the expansion of digital technologies. The authors’ attention is focused on diagnosing digital competencies of specialists. The study of the digital competence of the scientific and pedagogical workers of the institute made it possible to determine the influence of the digital educational space on their professional development and to reveal the level of their readiness to participate in didactic communications using digital technologies. Conclusion. Thus, it should be noted that the diagnostics made it possible to fully assess the level of the institute’s employees with the competencies necessary to work in a digital educational environment, including for the development and implementation of additional professional programs in the format of digital educational resources. So, after the proposed number of forms of advanced training for teachers of the institute, in December 2021, a second diagnosis will be carried out, which will show the dynamics of increasing professional competence in terms of work in a digital educational environment.

scholarly journals Technologies of active learning in the context of the risks of modern professional education

2021 ◽  
Vol 273 ◽  
pp. 12025
Author(s):  
Tatyana Scherbakova ◽  
Dinamutdin Misirov ◽  
Marina Akopyan ◽  
Larisa Ogannisyan ◽  
Ivan Danchuk
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Learning Methods ◽  
Professional Activities ◽  
Active Teaching ◽  
Current Trends ◽  
High Level

The article includes a comprehensive analysis of the specifics of the system of active learning methods and a description of its resources in the professional training of future specialists in the context of modern modernization of higher education. Based on the results of the analysis of current trends in the development of a variety of technologies and formats of training in higher education, the criteria for determining their feasibility are identified. The paper presents an overview of the significant psychological characteristics of the teacher, acting as internal determinants of successful activity based on active learning methods. Various components of students' project activity are considered. The advantages of active teaching methods in the development of professional thinking, reflection of students' experience and competencies in ensuring the productivity of their advancement in educational and professional activities are revealed. Based on the analysis of the results of empirical research, the article describes the content features of modern students ' ideas about the resources and risks of active learning methods for their role in achieving a high level of professional competence development. The psychological factors that determine the success of the use of active learning methods in professional education are identified.

scholarly journals Developing media literacy skills of future specialists in the contemporary teacher training education

2021 ◽  
Vol 97 ◽  
pp. 01033
Author(s):  
Yulia Semenova ◽  
Svetlana Sotnikova
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Media Literacy ◽  
Professional Education ◽  
Professional Competence ◽  
Literacy Skills ◽  
Theory And Practice ◽  
Education Environment ◽  
Information And Communication ◽  
High Level

Development of media literacy looks especially crucial in context of globalization characterized by a high level culture-language interaction. Contemporary education environment is defined by intensive information saturation which demands skills to act effectively and be flexible from a modern teacher in accordance with constantly changing needs of modern community. Evidently, media literacy is a significant component of professional competence for specialists of modern teacher training education. The advanced level of media literacy skills allows to raise efficacy and quality of teacher training education which is aimed at training a specialist who is ready for development, improvement and selfrealization in professional sphere. Media literacy is connected with applying information and communication technologies in theory and practice of contemporary professional education. So, the term “media literacy” implies future specialist’s skills to work not only with mass media but with various information and communication sources allowing to search, select and present necessary information possibilities for solving academic, personal, cognitive and developing tasks.

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