MULTIPLE MEANING OF THE CONCEPT «CONTINUING PROFESSIONAL DEVELOPMENT» IN THE REGULATORY CONTEXT AND EDUCATIONAL ACTIVITY PRACTICE

Adult Education ◽

Educational Program ◽

Formal Education ◽

Point Of View ◽

Professional Standards ◽

Educational Activity ◽

Educational Activities ◽

Multiple Meaning

The concept of «continuing professional development» does not have an unambiguous scientific and normative definition and it complicates its use in the practice of educational activities and in the texts of draft regulations governing adult education. The purpose of the article is to clarify the content of the concept « continuing professional development «and determine the advisability of its use to characterize educational activities and their results in the field of in-service education. Based on the comparative analysis of the content of the concept «continuing professional development «from various normative and scientific sources, the author’s interpretation of the content of the analyzed conceptual construct is formulated. It is concluded that teachers` continuing professional development is a type of educational activity within adult education, which is carried out in accordance with established procedural requirements and the result of which are professional competencies which defined by the educational program or contract, developed in non-formal or in formal education and approved by professional standards and areas of professional development. From a regulatory point of view, not every educational or self-educational activity is a professional development. This activity is admitted only when it is confirmed by the final document of the legitimate provider on the basis of the developed educational program and under the conditions of observance of the standardized procedure. The issues mentioned in the article have prospects for further research in terms of dividing the competence potential of professional standards of teachers into invariant and variable components, clarification of the invariant component of professionalism as a desired result of teacher training in the implementation of the New Ukrainian School.

South European undergraduate and continuing professional development program reconceptualization for the New Information Professional: a synergistic innovation perspective

Journal of Integrated Information Management ◽

10.18780/jiim.v3i1.4266 ◽

2018 ◽

Vol 3 (1) ◽

pp. 24-29

Author(s):

Stavroula Sant-Geronikolou

Keyword(s):

Formal Education ◽

Information Science ◽

Academic Library ◽

Development Program ◽

Future Research ◽

Theoretical Contribution ◽

Synergistic Approach ◽

Context Specific

Purpose – As, under the new educational, communicational and technological paradigms, Library and Information Science curricula reconceptualization is gaining momentum, this opinion paper should be seen as a theoretical contribution to current thinking around South European formal education and Continuing Professional Development potential to effectively addressing the New Academic Library challenges.Design/methodology/findings - Building on context-specific case studies and previous international research focusing the investigation of the necessity to reshape official undergraduate programs and academic librarian career-long learning opportunities, our paper discusses whether and how an open flexible synergistic approach could be an ideal solution to current scenario pain points. Besides offering a brief but comprehensive review of the topic, it further proposes a set of future research studies that may result foundational to change within the librarian community by helping unpack the complexities of an ecosystem still in search of its identity.

3D Virtual Classroom Simulations for Supporting School Teachers' Continuing Professional Development

Adult and Continuing Education ◽

10.4018/978-1-4666-5780-9.ch026 ◽

2014 ◽

pp. 474-497

Author(s):

Demetrios G Sampson ◽

Pavlos Kallonis

Keyword(s):

Virtual Worlds ◽

Instructional Strategy ◽

Teaching And Learning ◽

Formal Education ◽

Three Dimensional ◽

Virtual Classroom ◽

School Teachers ◽

3D Virtual Worlds

3D Virtual Worlds provide realistic three-dimensional environments accessible through the web that can offer engaging, interactive, and immersive experiences. This can create new opportunities for teaching and learning. Yet, the possible use of 3D Virtual Worlds in formal education is a major challenge for school teachers, even for those who are experienced and keen on using digital technologies. In this chapter, the authors present a 3D Virtual Classroom Simulation appropriately designed and implemented using SLOODLE for supporting a module for teachers' continuing professional development based on the Synectics “making the strange familiar” instructional strategy, aiming towards acquiring appropriate competences for teaching within 3D Virtual Worlds and for developing innovative educational practices.

Continuing Professional Development for Integrative Nursing

Integrative Nursing ◽

10.1093/med/9780199860739.003.0033 ◽

2014 ◽

pp. 429-444

Author(s):

Mary Koithan ◽

Kathy Chappell

Keyword(s):

Clinical Practice ◽

Professional Organizations ◽

Private Companies ◽

Educational Activities ◽

Environmental Scan ◽

Learning Platforms ◽

Theoretical Evidence ◽

Nursing Professional

Nursing professional development (NPD) is a career-long continuum of formal and informal educational activities informed by wide-ranging sources of clinical, practice, scientific and theoretical evidence. An environmental scan indicates a plethora of professional development opportunities in integrative nursing with offerings across multiple learning platforms (symposia and conferences, residential intensives, online asynchronous sessions, asynchronous media-supported classes and agency-supported in-service sessions) and multiple venues. Several professional organizations, universities, and private companies offer opportunities to develop knowledge, skills, and abilities that prepare nurses to competently care for self and patients.

Educational Activity as a Problem of Adult Education in the Context of Globalization

Comparative Professional Pedagogy ◽

10.2478/rpp-2014-0018 ◽

2014 ◽

Vol 4 (2) ◽

pp. 48-51

Author(s):

Ihor Folvarochnyi

Keyword(s):

Adult Education ◽

Informal Education ◽

Social Protection ◽

Third Sector ◽

Public Organizations ◽

National Standards ◽

Educational Activity ◽

Pedagogical Issues ◽

Educational Activities ◽

Systematic Solution

Abstract The article deals with the problem of adult education in the context of globalization. The analysis of scientific pedagogical literature devoted to studying of some aspects of educational activity in adult education has been conducted. The problem of public institutions development and activity has been analyzed in the broad context of “globalization”. Possibilities and threat for the work of “the third sector” have been explored. The tendency of deepening international cooperation of public organizations in adult education with the increase of their interdependence and competition has been emphasized. The article deals with the historical and pedagogical issues of educational activities in the field of adult education. Much attention has been given to social problems of the subject (the problem of human’s social protection, the necessity of a systematic solution of a range of socially-oriented issues in the education sphere, the focus of the social educational work’s vector in the field of nonformal adult education). The features of internationalization of educational activities in the field of adult education have been defined. Methodology of the problem’s research has been researched. Transnational research has been conducted with the help of functional analysis method, which allows to allocate complex international requirements in national standards of public organizations. It has been determined that at present there is increase of integration processes in national European systems which influence the change of their structure and creation of regional and general world models of adult and informal education.

The Role of Adult Education in National Development

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.32.35 ◽

2014 ◽

Vol 32 ◽

pp. 35-42 ◽

Cited By ~ 1

Author(s):

Yilben James Jinna ◽

P.N. Maikano

Keyword(s):

Adult Education ◽

Formal Education ◽

National Development ◽

African Continent ◽

Government Service ◽

Educational Activities ◽

British Colonial ◽

The Church

Adult and non-formal education has been apparently much neglected aspect of educational activities in the country. This neglect could be traced to our colonial heritage where the British colonial masters and the early missionaries who pioneered education in the African continent paid attention only to formal education to train clerks and interpreters in Government service and commercial houses; and catechists in the church. The complication and the problem of organizing and administering non-formal education is yet another reason for the neglect.

SOCIOCULTURAL APPROACH AS AN IMPERATIVE OF THE EDUCATIONAL ACTIVITIES OF A MODERN MUSEUM

Pedagogical Review ◽

10.23951/2307-6127-2021-2-115-123 ◽

2021 ◽

pp. 118-123

Author(s):

Диана Айратовна Бакиева

Keyword(s):

Educational Practice ◽

Reproductive Activity ◽

Point Of View ◽

Educational Activity ◽

Educational Activities ◽

Cultural Approach ◽

Sociocultural Approach ◽

The Individual ◽

The Relationship ◽

Communicative Processes

Рассматривается социокультурный подход как основание современного образования, ориентированного на личность в полноте ее культурно-воспроизводительной деятельности. Исследуется связь социокультурного подхода и музея, обусловливающая изменение образовательной деятельности последнего. Актуализируется проблема расширения образовательных возможностей музея, обострившаяся в условиях социальной необходимости поиска альтернативных методов взаимодействия с личностью. Обращение к социокультурному подходу как методологии деятельности музея позволяет изменить конфигурацию общения, в качестве цели обозначив включение в процесс коммуникации личность человека как равнозначного субъекта коммуникации наравне с культурой и социумом. В соответствии с запросом общества музейная коммуникация как метод сотрудничества с личностью в образовательной практике музея становится первостепенной. Анализ образовательной деятельности музея позволяет проследить влияние коммуникационных процессов, трансформирующих содержание, образовательную среду и результаты образования в музее, придавая им личностно значимые смыслы. Следовательно, присвоение личностью разнообразия социокультурного опыта становится ключевой задачей образовательной деятельности музея, что отвечает современной социокультурной ситуации. The article examines the sociocultural approach as the basis of modern education focused on the individual in the fullness of his cultural and reproductive activity. The relationship between the socio-cultural approach and the museum is investigated, which determines the change in the educational activity of the latter. In accordance with the demands of society, museum communication as a method of interaction with a person in the educational practice of the museum becomes paramount. Museum communication and the process of its transformation in the digital age is a key concept for studying the mechanisms of modernization of the educational activities of the museum. In turn, communicative processes transform the content and results of education in the museum, giving it personally meaningful meanings. The semantic field of the content of museum education becomes the basis for communication, and the museum visitor is a representative of one or another point of view on cultural phenomena. The museum, being at the junction of various sciences (pedagogy, psychology, museology, art history), sees its goal not so much in the expansion of knowledge, but in the development of the value apparatus, attitudes, and creative abilities of the individual. Consequently, the appropriation by an individual of the diversity of sociocultural experience becomes a key task of the educational activities of the museum.

Ontological approach in the practice of the educational activity: paths’ formation of individual professional development of students

Open Education ◽

10.21686/1818-4243-2018-5-26-39 ◽

2018 ◽

Vol 22 (5) ◽

pp. 26-39 ◽

Cited By ~ 4

Author(s):

E. Y. Blago ◽

I. A. Leshcheva ◽

S. A. Scherban

Keyword(s):

Educational Program ◽

Educational Activity ◽

Federal State ◽

Educational Standards ◽

Ontological Approach ◽

Ontological Model ◽

Development Paths ◽

The Individual ◽

Individual Professional

Goal.The goal of the work is to develop the improved ontological model of the competency-oriented curricula, allowing constructing individual professional development paths of the students of particular educational profiles. Actuality of the developed model lies in the fact that the competence structure, existing in the framework of competency-oriented curricula, provided by the current Federal state educational standards does not allow differentiating within the same profile of learning the paths of individual professional development of the student, oriented to various career development directions within the general vocational orientation profile.Materials and methods. Individual educational paths can be differentiated according to the choice of the elective disciplines (as common to all profiles within the educational program, and profile). According to the educational standards, the student during the period of study on the educational program must acquire the entire cultural, professional and profile competences (in case of several profiles, existing in the structure of the educational program), provided in the educational plan. Respectively, the elective disciplines between which the students are allowed to choose can be characterized in the plan by one set of competences. Thus, for the construction of the students’ individual professional paths there is the need to differentiate these disciplines.To develop the tools for reaching this goal, the ontological model of the competence-oriented curriculum is constructed, and the algorithm of forming the competences, “complementary” to the competences of the curriculum is suggested. Practical application of the tools is illustrated by developing the “complementary” competences of a specific profile of education (“information management”) of the basic educational program (Bachelor in Management) of 2017 admission year in one of the leading Russian universities.Results.The main methodological result of the work is the suggested algorithm of “complementary” competences formation. The algorithm includes the following steps:1. Analysis of the existing competences of the curriculum;2. Figuring out the criteria of decomposition of the existing competences of the plan and sources of formation of the “complementary” competences;3. Formation of the “complementary” competences, allowing differentiation between the professional and profile elective disciplines;4. Mapping the formed “complementary” competences with the elective disciplines, allowing constructing the individual professional development paths.Practical approbation of the developed algorithm shows its applicability for reaching the designated objectives. Based on the formed algorithm the improved ontological model of the competence-oriented curriculum has been developed, including external sources of the “complementary” competences.Conclusion.The developed tools of differentiating between the elective disciplines of the competence-oriented curriculum have several directions of potential practical applicability. Firstly, students can use these tools for the individual professional development paths’ formation. Secondly, management of the educational programs could use these tools for upgrading the competence-based curricula. Namely, the suggested tools allow increasing logical and systemic self-consistency of the curricula without fundamentally altering their structure; in addition, the tools enable timely correction of curriculum content in accordance with changes in the needs of current and potential employers of the relevant sectors of the economy.

The Analysis of Education Programmes of Protected Areas and Possibilities of Using Them in Nonformal Learning

Pedagogika ◽

10.15823/p.2015.032 ◽

2015 ◽

Vol 119 (3) ◽

pp. 173-181

Author(s):

Asta Klimienė ◽

Ramutis Klimas

Keyword(s):

Protected Areas ◽

Cultural Competency ◽

National Park ◽

Formal Education ◽

Educational Activity ◽

Local School ◽

Curonian Spit ◽

Educational Activities ◽

The Public ◽

Interest In Science

The learning in non-traditional environment can help to identify attractive activities, gain for each necessary social, and cultural competency. Non-formal education can help solve many problems in protected areas. In mostly all protected areas in Lithuania are educational activities – and this is one of aim of this institutions and also one of the educational components. Recently, but both the pupils and the public interest in science education has decreased. The protected areas organized various educational activities but by the research data 29 % respondents are not visited protected areas and not interested in them. The analysis of proposed educational activities in protected areas and opinions of the respondents, it is noted that the most popular educational activity in Lithuania is the tour (51.3 %). But sometimes the tour is called education. Only the Curonian Spit National Park carried out a study educational project with a local school, and only in Samogitia (Žemaitija) National park is the eco-education center.

EDUCATIONAL ACTIVITIES IN UNIVERSITY DURING TEACHING GEOMETRY AND GRAPHIC DISCIPLINES TO THE BACHELORS OF TECHNICAL SCEINCES

Bulletin of Orenburg State University ◽

10.25198/1814-6457-225-68 ◽

2020 ◽

Vol 225 ◽

pp. 68-75

Author(s):

O.N. Shevchenko ◽

Keyword(s):

Personal Development ◽

Practical Experience ◽

Educational Process ◽

Theory And Practice ◽

Professional Standards ◽

Educational Activity ◽

Soviet Period ◽

Educational Activities ◽

The Individual ◽

The University

The education system at the university at the present stage is being created in the context of reforming education and other areas of activity that are closely related to the development processes of civil society. In todays’ Russia, the educational system that developed during the Soviet period has essentially lost its influence, and in accordance with the new challenges of the time, a different system for organizing the educational process is being formed. When teaching bachelors of technical sciences, it is possible and necessary to take into account the educational potential of technical disciplines in the complex process of a future engineering and technical worker personality forming. The methodological basis of the study is the psychological and pedagogical theory and practice of creating a system of educational activity when teaching engineering disciplines at a university with the aim of forming the personality of a competitive specialist in engineering and technology and reflecting the requirements of educational and professional standards for the training of experts in engineering profiles. The purpose of this article is to determine professionally important qualities and professionally significant psycho-physiological properties, based on theoretical analysis and study practical experience in teaching geometric graphic disciplines at a university, which students can form in the learning process for personal development and successful mastering of the profession in accordance with professional standards and the realities of industrial and technical sphere. Graphic culture has an impact on the worldview and moral values of the individual, forms aesthetic tastes, contributes to the formation of a civic position and responsibility. Educational activities at the university should be implemented not only in sports, leisure and entertainment events, but the most important aspects of personal education in learning technical disciplines are the formation of cognitive independence, strong-willed personality, emotional, behavioral, intellectual flexibility, which are the key qualifications of the future engineer. The results can be used in the teaching of graphic disciplines in technical universities.

Learning in Online Continuing Professional Development: An Institutionalist View on the Personal Learning Environment

Journal of New Approaches in Educational Research ◽

10.7821/naer.2017.1.189 ◽

2017 ◽

Vol 6 (1) ◽

pp. 20-27 ◽

Cited By ~ 4

Author(s):

Mark William Johnson ◽

Denise Prescott ◽

Sarah Lyon

Keyword(s):

Learning Environment ◽

Formal Education ◽

Social Software ◽

Learner Engagement ◽

Personal Learning ◽

Personal Learning Environment ◽

Viable System ◽

Corporate Social

The nature of institutions is an important question for the Personal Learning Environment (PLE). Whilst the PLE has tended to focus on what is considered to be “non-institutional” technology like social software, most online tools today have a corporate/institutional foundation. How should educators position themselves with learners who have to negotiate different institutional and discursive contexts – whether within corporate social software, formal education, work or the family? Drawing on previous work focusing on how learners maintain personal coherence in organising learning between different contexts, institutional theory is used to revise the model of the learner as a ‘viable system’, which focuses on the dynamics of transactions that learners make with different institutional entities. Data from an online Continuing Professional Development (CPD) course in acute cancer care is analysed to show how learner transactions indicate constraints bearing upon learners both from their professional context and from their formal educational study. The pattern of learner engagement suggests that the interaction of constraints creates the conditions to motivate in-depth contribution to the course forums. This finding leads us to suggest a rethink of pedagogy within the PLE, and a broader consideration of institutional and other constraints in educational dynamics.