scholarly journals CONTINUOUS PROFESSIONAL DEVELOPMENT AS A LABOR FUNCTION OF A TEACHER

2021 ◽  
pp. 12-20
Author(s):  
S. Ivashnova
Keyword(s):  
Professional Development ◽  
Focus Groups ◽  
Corporate Training ◽  
Training System ◽  
Continuous Professional Development ◽  
Advanced Training ◽  
Professional Standard ◽  
Research Survey ◽  
Professional Environment ◽  
Individual Professional

The article presents the results of theoretical (content and essence of the concept of “labour function”) and empirical research (survey of teachers in the format of focus groups). Analysis of the content of the concept of “continuous professional development” and the dynamics of its changes during the teacher’s professional life made it possible to identify the leading competencies that are included in the content of the labour function. Discussion of the content and essence of the labour function “continuous professional development” in focus groups demonstrated some difficulties that the respondents experience in determining the content of the main competencies. The survey also revealed the respondents’ assessments of the existence of certain risks that the norms of the professional standard will be interpreted exclusively as new requirements for the teacher and will not take into account the changes in the requirements for the employer, who is obliged to provide conditions for the implementation of this labour function. The conducted research has confirmed the relevance of the development of the professional standard for teachers and revealed the need for additional explanatory work in the professional environment. The respondents also pointed out that the introduction of this document into practice can become the basis for designing an individual professional educational trajectory for a teacher and creating plans for corporate training for teaching teams. Further research is required by the introduction of a draft professional standard, including a possible revision of the activities of the advanced training system.

scholarly journals PEDAGOGICAL CONCEPT OF THE CIVIL SECURITY SPECIALISTS’ ADVANCED TRAINING

2021 ◽  
Author(s):  
Viktor Mykhailov ◽  
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Professional Competence ◽  
Training System ◽  
Advanced Training ◽  
Ministry Of Education ◽  
Highly Qualified ◽  
Professional Activities ◽  
Job Functions ◽  
Main Components

In legal documents of the Ministry of Education and Science of Ukraine, there is emphasized the need to find ways to improve the level of professional knowledge, skills, abilities and new forms of training in educational establishments, which, in its turn, necessitates the transformation of training strategy. The need to respond to dangerous natural, human-made, anthropogenic, epidemiological and social factors requires highly qualified professionals ready to work in extreme conditions. Therefore, the importance of filling existing gaps in the theory and practice of vocational education determines the need for conceptual justification, development and testing of an improved pedagogical system of civil security professionals’ advanced training. The paper considers the theoretical foundations of the organization of advanced training of specialists in civil security, summarizes the main problems of professional development within the institutions and educational establishments. The content and features of their professional training in order to ensure the safety of people in emergencies is analyzed as well. It is found out that the readiness of civil security specialists to carry out their professional activities is an individual feature that includes professional motives, a set of special knowledge, skills and abilities of civil security professionals, which in integration ensure their ability to perform professional tasks and provide their further professional development. The author outlines the conceptual provisions for improving the advanced training of civil security professionals in institutions and educational establishments for the formation of positive motives for educational activities, the appropriate level of professional competence and approaching the ultimate goals of education. The content of the concept of specialists in civil security advanced training is determined (relevant methodological approaches, didactic principles, goals, objectives, pedagogical conditions are outlined as well). The purpose of forming the concept of advanced training of civil security specialists in postgraduate education should be directed towards the individual needs for personal and professional growth, as well as to meet the needs of the state in highly qualified and professional specialists capable of responsible performing of the job functions related to solving problems in order to ensure the safety of life and activities of people. The proposed conceptual framework helps identify the main components of the advanced training system for civil security professionals, resolving a number of contradictions, the main of which is the contradiction between the public demand for highly qualified professionals prepared for the challenges of modern society and the current training system which at present does not fully meet these requirements.

Humanizing the Intellectual Capital to Optimize Knowledge Management Systems in Organizations

2020 ◽  
pp. 266-285
Author(s):  
Shafiz Affendi Mohd Yusof ◽  
Sendeyah Salem Rahmah AlHantoobi ◽  
Kiren Jackie
Keyword(s):  
Professional Development ◽  
Knowledge Management ◽  
Focus Groups ◽  
Intellectual Capital ◽  
Human Mind ◽  
Continuous Professional Development ◽  
Ministry Of Education ◽  
Direct Observations ◽  
Federal Organization ◽  
Different Dimensions

This chapter identifies the best way to measure, develop, and manage intellectual capital as part of knowledge management. The Ministry of Education is a federal organization whose environment has been studied in all aspects of intellectual capital to identify its model, methods, and tools for measuring, developing, and managing intellectual capital. The qualitative method was used to collect results, encompassing interviews, document reviews, direct observations, and focus groups. It was concluded that there is genuine interest within the ministry to develop its intellectual capital and invest in its different dimensions. The chapter offered several contributions, the most important being the process for measuring, developing, and managing of intellectual capital. It also recommends a sustainable and continuous professional development process for employees. Institutions must also pay attention to the knowledge, skills, and innovations derived from the human mind and harness all the supporting potential, which in turn helps develop institutional administrative work.

A Proposed Performance-Based System for Teacher Interactive Electronic Continuous Professional Development (TIE-CPD)

2016 ◽  
Vol 11 (4) ◽  
pp. 35-45
Author(s):  
Rafiza Abdul Razak ◽  
Farrah Dina Yusop ◽  
Aizal Yusrina Idris ◽  
Siti Hajar Halili
Keyword(s):  
Professional Development ◽  
Development Program ◽  
Training System ◽  
Continuous Professional Development ◽  
Main Function ◽  
Training Systems ◽  
Interactive Training ◽  
Development Literature ◽  
The Cost ◽  
System Designs

The paper introduces Teacher Interactive Electronic Continuous Professional Development (TIE-CPD), an online interactive training system. The framework and methodology of TIE-CPD are designed with functionalities comparable with existing e-training systems. The system design and development literature offers several methodology and framework examples. In the process of designing an e-training system, other system designs may be referenced to provide an overview of the framework and methodology for TIE-CPD. The proposed system are primarily intended to facilitate acceptance and use of electronic training environments for teachers across a broad range of nations. The main function of such a system is to provide a training system for teacher use in enhancing competency, professionalism, skill, and knowledge. A continuing development program based on this system can be interactively conducted online and accessed from anywhere. Thus, online training programs can be improved consistently and the cost in terms of both money and labor for such programs can be reduced.

PROBLEMS OF MODERN TRAINING AND PERSONNEL PROVISION OF CIVIL SERVICE IN UKRAINE

2017 ◽  
Author(s):  
Tetiana Tsalko ◽  
◽  
Svitlana Nevmerzhytska ◽  
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Basic Education ◽  
Civil Service ◽  
Training System ◽  
The State ◽  
Civil Servants ◽  
Advanced Training ◽  
Foreign Experience ◽  
Level Of Training

The article analyzes the development and functioning of the system of education, training, retraining and advanced training of civil servants. The relevance of the research topic has been proved - qualified civil servants successfully implement the functions of the state; the efficiency of public services depends on the level of training and qualifications of civil servants. The quality of training for a civil servant directly depends on the level of education in the country. The system of training, retraining and advanced training of civil servants should be considered as a single, integral subsystem in the public administration system. The research of scientists should be used in the development of projects for reforming the vocational training system of civil servants. At the same time, when analyzing modern literary sources, it was revealed that the problems of a practical nature that exist in the civil service, that is, the needs of civil servants in the modern conditions of their work, have been insufficiently studied, and foreign experience of professional training of personnel for the civil service remains little studied. An analysis of regulations and a survey of civil servants allows us to draw conclusions about the shortcomings of the existing system of training civil servants. In particular, the system of training, retraining and advanced training of civil servants should be aimed at achieving the main goal - providing government bodies with the necessary number of highly professional and highly knowledgeable, trained civil servants who have modern scientific knowledge, practical skills and abilities and are capable of effective implementation of the goals and functions of a legal modern state in its practical activities. The authors noted that it is extremely necessary to study the foreign experience of training civil service specialists and implement it in Ukraine. It is necessary to establish a relationship between the needs of civil servants and the curricula and plans of educational institutions, retraining and professional development courses; to increase the level of dissemination of new forms and methods of professional development of civil servants, including remote ones; improve the qualifications of teachers and educators by increasing funding from the state, international cooperation and internships; to start constant sociological monitoring of the needs of civil servants; establish the correspondence of basic education to the position held.

ORGANIZATIONAL AND LEGAL PRINCIPLES OF QUALIFICATION IMPROVEMENT OF CIVIL SERVANTS

2017 ◽  
Author(s):  
Iryna Bryyovska ◽  
◽  
Nina Kozachok-Trush ◽  
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Professional Training ◽  
Legal Framework ◽  
Training System ◽  
Civil Servants ◽  
Advanced Training ◽  
Legal Principles ◽  
Legal Documents ◽  
Organizational Mechanism

The article considers the organizational and legal principles of advanced training of civil servants (PKDS). The classification of normative-legal documents regulating the issues of PKDS is covered. It is determined that advanced training is one of the forms of additional professional training. The essence of the concept of advanced training of civil servants is revealed (the process of updating knowledge and improving the skills of civil servants in order to master new ways of solving professional problems). It was found that the main organizational mechanism for managing the system of additional professional training of public services is the mechanism of state procurement for PKDS. Peculiarities of PKDS organization in educational institutions of higher professional or additional education are highlighted. Types of programs and terms of advanced training are considered. It is noted that professional development according to professional programs helps civil servants to improve and update professional knowledge, acquire skills. A list of competencies inherent in civil servants of Ukraine as a result of appropriate professional training has been formed. Developed on the basis of a systematic approach, the organizational and legal mechanism for ensuring PKDS, which includes the following components: legal documents governing the training of civil servants; elements of the advanced training system; purpose, tasks, principles and functions of professional development; external and internal factors affecting the PKDS system. Measures are proposed to improve the organizational and legal framework of the PKDS system (establishing legal consequences for civil servants who have improved their skills; creating an effective system of incentives for additional professional education that combines personal, collective and public interests; adoption of regulations that provide direct connection of advanced training of the civil servant after training with his official promotion, official status, establishment of allowances to salaries after confirmation (in particular, by the attestation commission) of his new, higher qualification).

scholarly journals Professional Standard as a Basis for Competency Development in Teachers: The Experience

2016 ◽  
Vol 8 (2) ◽  
pp. 40-55
Author(s):  
L.V. Mozgaryov ◽  
T.V. Dubovitskaya
Keyword(s):  
Professional Development ◽  
Advanced Training ◽  
Professional Standard ◽  
Competency Development ◽  
School Teachers ◽  
Knowledge And Skills ◽  
Teaching Function ◽  
Teachers Professional Development ◽  
The Relationship

Thepaperanalysesthe ‘Teaching’ function defined in the professional standard for preschool and school teachers. This analysis aims to identify basic directions in teachers’ professional development in the process of advanced training or self-education. The authors review the relationship between the teacher’s work actions, knowledge and skills necessary for efficient teaching. As they are only defined in general in the professional standard, the authors suggest how they can be decomposed into elements underlying the directions of the teacher’s professional development, helping to meet the requirements of the professional standard.

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