scholarly journals Characteristics of Developing Professional-Pedagogical Competency in University Teachers in the Context of Polish Experience

2019 ◽  
Vol 9 (3) ◽  
pp. 37-43
Author(s):  
Tetiana Horokhivska
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Professional Competency ◽  
University Teachers ◽  
Higher Education Reforms ◽  
Polish Experience ◽  
Standards And Guidelines ◽  
Competency Based ◽  
The Republic

Abstract The article deals with the trends in the development of professional-pedagogical competency of university teachers in the Higher Education Area of the EU. It is emphasized that the creation of a global international educational environment requires a holistic technological strategy, whose primary tasks include analyzing the international educational space, standardizing technologies for professional development. The article also clarifies the concept of professional competency based on the analysis of international documents and activities of international organizations (The International Board of Standards for Training, Performance and Instruction; Die Internationale Gesselschaft fur Ingenieur Pedagogik; Standards and Guidelines for Quality Assurance in the European Higher Education Area, etc.). Specific attention is paid to the theoretical analysis of trends in the development of professional-pedagogical competency of university teachers in the context of the Polish experience. Various approaches of Polish scholars, practitioners and university teachers to defining the nature and content of competencies and competences are described (K. Denek, P. Kwolik, E. Wilczkowski, et al.). It is found that the study of teachers’ professional competency is an important scientific issue. In Poland, there is still no single approach to understanding the competences, whose formation and development are necessary for developing professional-pedagogical competency in university teachers in the context of higher education reforms (J. Bugaj, A. Kotusiewicz, R. KwaTnica, N. Kwiatkowska, A. Sajdak et al.). It is determined that the professional development of university teachers in the Republic of Poland, aimed at improving their professional-pedagogical competency, involves a system of professional retraining and advanced training, which are implemented under the conditions of both relevant educational institutions (universities) and directly in the field. It is concluded that the process of developing professional-pedagogical competency in Poland is considered as a complex multidimensional phenomenon, which ensures the continuing personal and professional growth and is an important component of the system of continuing education.

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

scholarly journals Social and personal orientation of learning activity as the basis for students’ professional development

2021 ◽  
Vol 7 (Extra-A) ◽  
pp. 141-147
Author(s):  
Elena L. Mitsan ◽  
Elena A. Ovsyannikova ◽  
Irina V. Samarokova ◽  
Svetlana V. Kharitonova ◽  
Alexey G. Ivanov ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Higher Learning ◽  
Learning Activity ◽  
Professional Orientation ◽  
University Teachers ◽  
Individual Consideration ◽  
The Subject ◽  
Personal Orientation ◽  
Development Of Students

The present article discusses the problem of development of students’ professional orientation. The article presents an author’s complex of pedagogical conditions that facilitate students’ professional development in institution of higher learning. The complex embraces the following: revelation and formation of students’ values; creation of an educational environment in an institute of higher education that promotes self-realization of an individual; consideration of the subject experience of students; development of pedagogical abilities of future teachers; development of professional skills of university teachers as the basis for formation of professional orientation. Moreover, the article describes the results of experimental work which has confirmed the effectiveness of the developed complex of pedagogical conditions that ensure the development of students’ professional orientation in an institute of higher education based on personality orientation of academic work.

scholarly journals Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices

2021 ◽  
Vol 99 ◽  
pp. 01004
Author(s):  
Tatiana Tregubova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Effective Practices ◽  
Teaching Activities ◽  
University Teachers ◽  
European Universities ◽  
Teachers Professional Development ◽  
Higher Education Organizations ◽  
The University

In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.

scholarly journals Professional Training Of Specialists In International Marketing In Poland

2015 ◽  
Vol 5 (2) ◽  
pp. 88-91
Author(s):  
Wojciech Żukowski
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Training ◽  
Critical Reflection ◽  
International Marketing ◽  
Business Environment ◽  
Global Changes ◽  
Highly Qualified ◽  
Polish Experience ◽  
Entry Strategy

AbstractPolish experience in training specialists in international marketing in the context of globalization and integration processes has been studied. A range of theoretical resources, namely Market Entry Strategy for Poland; the articles dedicated to international marketing and economy development (W. Grzegorczyk, M. Viachevskyi, M. Urbanetst); program specifications and structures at Polish universities, namely University of Lodz and Collegium Civitas, have been analyzed. It has been defined that marketing is one of the most important activities in all types of organizations since it is a link between customers and companies in the context of global changes in business environment. The need of leading companies for their staff to be highly qualified, open for new opportunities, ready to take an initiative and comprehend the global needs and values has been justified. It has been clarified that both higher education institutions have the same strategic aims, aimed at highly professional specialists’ training, the cultural-based education of youth, stimulating for critical reflection, lifelong learning, and professional development. Positive aspects in Polish experience of training future specialists in international marketing have been defined. Perspectives for further research have been considered.

scholarly journals Learning to Teach in Higher Education for Sustainable Professional Development

2020 ◽  
Vol 6 (1) ◽  
pp. 33-41
Author(s):  
Bibi Haroon ◽  
N. B. Jumani ◽  
Kehkashan Arouj
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Knowledge Exchange ◽  
Sampling Technique ◽  
Professional Status ◽  
Chi Square ◽  
University Teachers ◽  
Academic Management ◽  
Chi Square Test

The role of teacher in higher education is very complex. It is recognized that academicians have a greater responsibility to pursue excellence in several directions including leadership, academic management, teaching skills, pursuing scholarships, research and knowledge exchange, supervision, and many more to maintain their professional status.  Academic practice is a term to encompass all these sides. The main objective of the study is to take the views of the teachers about the participation in different learning opportunities and to see their effect for sustainable professional development of university teachers. All the teachers of public sector universities in Islamabad and Rawalpindi encompass the population of the study. Using purposive sampling technique, data was collected through questionnaires. Chi-square test through SPSS was applied to analyze the data.  Data was presented in the form of tables, percentage with graphs and the results were interpreted accordingly.

Constructivist E-Learning for Staff Engaged in Coninuous Professional Development

2011 ◽  
pp. 146-159 ◽  
Author(s):  
Roisin Donnelly ◽  
Ciara O’Farrell
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Academic Staff ◽  
Continuous Professional Development ◽  
Advantages And Disadvantages ◽  
Design And Implementation ◽  
E Learning ◽  
The Republic ◽  
Constructivist Practices

Professional development for academic staff in e-learning is currently a priority for higher education institutions in the Republic of Ireland, as lecturers experience increasing demands to incorporate e-learning into their teaching practice. This chapter reports on the design and implementation of a blended module in e-learning for the continuous professional development of such lecturers. In it the co-authors (who designed and developed the module) discuss the effectiveness of exposing lecturers as online students in order to experience first-hand the advantages and disadvantages of e-learning. It argues that a constructivist, collaborative interaction can provide the scaffolding for lecturers’ future journeys into e-learning and into constructivist practices within their own teaching. Although this approach is still in its infancy, important outcomes were achieved in terms of influencing lecturers’ thinking and approaches to both their own and to their students’ learning.

scholarly journals Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

2021 ◽  
Author(s):  
Nga Ngo
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Foreign Language ◽  
Lived Experiences ◽  
Professional Growth ◽  
National Language ◽  
Education Reforms ◽  
Wide Range ◽  
Vietnamese Higher Education

<p><b>As a consequence of globalisation, English language teaching (ELT) has been identified as one of the key emphases of the national education reforms in Vietnam. Professional development (PD) of teachers attempts to enhance the quality of ELT. However, there is a paucity of research investigating English as a foreign language (EFL) lecturers’ perceptions towards their experiences of PD in order to understand how PD currently functions and could potentially function within the context of Vietnamese higher education. My project has sought to address this gap by contributing insights into tertiary EFL lecturers’ PD experiences. More specifically, this study has drawn on Bronfenbrenner’s (1979) ecological systems theory and Knowles’ (1980) andragogy theory as theoretical frameworks for understanding how tertiary EFL lecturers experience PD as adult learners and the contextual factors which influence their PD experiences. A phenomenological research design as proposed by Moustakas (1994) enabled lecturers’ lived experiences of PD to be explored through phenomenological interviews with 12 EFL lecturers across the three groups of beginning, midcareer, and late-career and four academic managers at one Vietnamese university. The recruitment of the participants from the three groups aimed to examine lecturers’ experiences of PD at their different career stages. The inclusion of both lecturers and academic managers was considered essential in collecting multiple perspectives on the PD experiences. In addition, document analysis was used to collect information from national and institutional documents in order to better understand the contexts within which lecturers experienced PD. </b></p> <p>Evidence from this study highlights that lecturers’ PD is a multidimensional and dynamic activity. Influenced by the national language reforms and important projects such as Project 2020 and Project 911, EFL lecturers had been exposed to a wide range of formal PD activities (e.g., seminars, workshops, and conferences) and job-embedded PD activities (e.g., research projects, textbook and teaching material development, and professional meetings) in the three years prior to data collection. Lecturers expressed their need for further PD activities that were content-focused, on-going, collaborative, and specific to their career-stage. EFL lecturers’ involvement in PD activities was positively influenced by enablers (e.g., the status of English as a global language, national policies and projects, student outcomes, occupational prestige, and personal responsibility), but there were also barriers hampering lecturers’ career development (e.g., top-down national requirements, inappropriate institutional policies, insufficient collegial and managerial support, and time constraints). This study demonstrates that PD initiatives for Vietnamese tertiary EFL lecturers need to be reformed. At the national level, it is important for the Vietnamese government and MOET to understand lecturers’ real needs for PD when implementing any PD activities. At the institutional level, a comprehensive framework with specific requirements and guidelines regarding lecturers’ engagement in PD activities would bring greater coherence and consistency. At the individual level, a proactive role by EFL lecturers would further foster their professional growth along with fulfilling the national and institutional requirements. </p> <p>The findings of this study are represented through an integrated framework of effective PD for tertiary EFL lecturers which combines three main aspects of content, context, and process. This representation helps to shed light on what PD planners and academic managers need to focus on when planning, organising, and implementing PD activities in the setting of Vietnamese education reforms. Implications are drawn for PD planners, academic managers, and EFL lecturers as these groups need to closely collaborate in order to promote lecturers’ PD and improve the quality of ELT in Vietnam. Implications for future research are also discussed. The study makes significant contributions to current literature related to tertiary EFL lecturers’ lived experiences of PD within the Vietnamese higher education context and may be applied to other international contexts.</p>

scholarly journals Epistemological foundations for competency-based assessment of pre-professional practice

2021 ◽  
Vol 5 (38) ◽  
pp. 59-74
Author(s):  
Karina Patricia Arévalo Briones ◽  
Edgar Vicente Pastrano Quintana ◽  
Yamilka Sosa Oliva
Keyword(s):  
Higher Education ◽  
Human Capital ◽  
Social Development ◽  
Professional Practice ◽  
Technological Development ◽  
Highly Qualified ◽  
State Technical ◽  
Pedagogical Model ◽  
Competency Based ◽  
The Republic

The Republic of Ecuador, and in particular the State Technical University of Quevedo (UTEQ), demands the training of highly qualified professionals, according to the demands of society. In this context, pre-professional practice constitutes an essential means to achieve these expectations, based on taking into account the Pedagogical Model by Competences. Faced with these challenges, in Ecuador, the training of competent professionals committed to social development is today a necessity. Training graduates capable of facing the challenges of technological development in their jobs is a priority, both for Higher Education and for the entities that employ qualified human capital in the country. It concludes by stating that it constitutes a challenge for the UTEQ, the conception and application of results that arise in the area of ​​Pedagogical Sciences, to favor an adequate development of the evaluation by competencies of pre-professional practices

scholarly journals Professional development of academic teachers in modern Poland

2021 ◽  
Vol 2021 (3 (136)) ◽  
pp. 7-14
Author(s):  
Olena Yakovenko
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Scientific Research ◽  
Postgraduate Education ◽  
Professional Staff ◽  
Professional Competencies ◽  
Quality Level ◽  
Professional Activities ◽  
Polish Experience ◽  
Academic Teachers

The author notes that Ukraine's desire to integrate into the European educational space necessitates a detailed analysis and systematization of the experience of foreign countries in the professional development of research and pedagogical staff in the system of postgraduate education. The consideration of advanced training and the development of professional competencies of pedagogical and research-pedagogical workers on the experience of neighbouring Poland is actualized. Based on the scientific research of domestic and Polish scientists, the author, taking into account the distribution of professional competencies of academic teachers into four groups: scientific and professional, psychological and pedagogical, managerial and digital, analyses the Polish experience in the development of academic teachers. Theoretically, it states that Polish universities provide their professional staff with a variety of opportunities for professional growth, providing the most effective and favourable conditions for their further professional development. It also notes the importance of developing professional reflection, a creative approach to one's profession, studying and analysing not only one's own pedagogical professional activities, but also one's own educational ones. The author analyses the activities of a number of Higher Educational Establishments on the professional development of academic teachers, these are: the University of Warsaw, Andrzej Frycz Modrzewski Krakow University, Pomeranian University in Slupsk, Social Academy of Sciences. Vivid examples of their activities in the development of academic workers are provided. The author comes to the conclusion that the professional development of academic teachers in Poland today takes place with the help of a variety of tools. It should be noted that the measures taken by the neighbouring country almost coincide with the work to improve the qualifications of research and pedagogical staff in modern Ukraine, however, they are implemented at a higher quality level; teachers are presented with more opportunities to improve their professional activities, Poland attracts more international specialists for the education of its specialists. Programs and grants that contribute to the scientific, research-related and, in general, professional development of education specialists are implemented. In general, in the context of globalization and European integration of educational processes, the exchange of educational experience is necessary to provide high-quality educational services.

scholarly journals PROFESSIONAL DEVELOPMENT OF UNIVERSITY TEACHERS IN CONDITIONS OF UKRAINE'S INTEGRATION INTO THE EUROPEAN HIGHER EDUCATION AREA

2020 ◽  
Vol 1 ◽  
pp. 397
Author(s):  
Olena Kirdan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Service Learning ◽  
Centers Of Excellence ◽  
University Teachers ◽  
State Pedagogical ◽  
E Learning ◽  
Research Goal ◽  
Culture Of Teaching ◽  
Teaching Learning

The purpose of the article is to substantiate the main directions of professional development of university teachers and to ensure the excellence of teaching. The achievement of the research goal made it possible to use general theoretical methods: analysis, synthesis, specification, generalization and empirical methods: surveys and questionnaires. Results of the research. The main directions of the professional development of university teachers and ensuring the excellence of teaching are outlined: mentoring and tutoring of young teachers; creation of centers of excellence, support and development of teaching skills; development of e-learning in the centers of educational and innovative technologies etc. The experience of the Center professional development of teachers of the Pavlo Tychyna Uman State Pedagogical University is analyzed. On the basis of the conducted questionnaire of the heads of departments the peculiarities of creating a culture of support and stimulation of quality teaching, creation of an environment of professional development, promotion and recognition of best practices, etc. were established. The importance of introducing the concept of service learning pedagogy at educational programs of all levels in higher education institutions of Ukraine is emphasized; the formation of the values social responsibility of universities; policies to enhance the culture of teaching, learning and assessment.

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