scholarly journals PROFESSIONAL TRAINING OF TEACHERS AND INSTRUCTORS SUBJECT «FIRST AID» – AN IMPORTANT LINK IN THE SECURITY SYSTEM

ASJ. ◽  
2020 ◽  
Vol 1 (42) ◽  
pp. 15-24
Author(s):  
V. Avdeeva ◽  
E. Titova
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
First Aid ◽  
Security System ◽  
Professional Programs ◽  
Important Link ◽  
The Subject

The article is devoted to topical issues of training teachers and instructors of the subject «First aid» in the framework of additional professional education in additional professional programs.

scholarly journals PEDAGOGICAL CULTURE OF FUTURE MASTERS

2020 ◽  
Vol 1 (190) ◽  
pp. 10-15
Author(s):  
Olena Bida ◽  
◽  
Anatoliy Kuzminsky ◽  
Antonina Chichuk ◽  
◽  
...  
Keyword(s):  
Learning Process ◽  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Economic Education ◽  
Further Education ◽  
Necessary Condition ◽  
The Subject ◽  
Pedagogical Culture

The article considers the pedagogical culture of future masters as a component of professional competence, considers the fundamentalization of education by various scholars as a necessary condition for the pedagogical culture of future masters. The integrative core of a professional teacher is a highly formed pedagogical culture that allows individuals to self-actualize and self-realize in life, to find personal meanings in education. And the more the teacher has a pedagogical culture, the more complete will be his self-realization. Professional culture involves the ability to be a mediator, a «mediator» between students and educational material. Assimilation of this material occurs directly in the learning process, so the teacher must be ready to perform the role of advisor, assistant, consultant, communicator, partner. Successful performance of these tasks is facilitated by the presence of the qualities revealed in the article. Different points of view and approaches to the definition of the concept of fundamentalization of education are revealed. The concepts of fundamentalization of professional training of the future specialist are based on the purposes and functions of fundamentalization and on ways and means of its achievement, etc. Most authors agree only that: the fundamentalization of education is aimed at improving the quality of education and education of the individual and is necessary for the formation of pedagogical culture of future masters as part of their professional competence. Others imply the formation of culture and worldview, increasing creative and intellectual potential, the formation of professional competence of the specialist and the potential for further education, and so on. It was found that professional training includes not only the activities of teachers and students who form the learning process, but also the independent activities of the subject, self-development, assimilation of experience by the subject through analysis, understanding and transformation of the field of activity in which he included. It is revealed through the implementation of which approaches to the fundamentalization of higher professional education it becomes possible to form the pedagogical culture of future masters as a component of their professional competence, which contributes to improving the quality of training of future professionals in free economic education.

scholarly journals Professional Training of Social Work Specialists in the Secondary Professional Education System

2020 ◽  
Vol 6 (2) ◽  
pp. 20-26
Author(s):  
B.Sh. Tleukina ◽  
Keyword(s):  
Social Work ◽  
Research Methods ◽  
Education System ◽  
Professional Education ◽  
Research Methodology ◽  
Professional Training ◽  
Social Sphere ◽  
The Social ◽  
Pedagogical Analysis ◽  
The Subject

the article considers the system of professional training of specialists in social work of secondary professional education (SPE). The subject of the study is the features of the system of professional training of social work specialists in SPE. The aim of the study is to analyze and generalize foreign and domestic experience of professional training of specialists in social work. The research methodology is based on the scientific concepts of well- known Russian scientists on designated problem. The article is analytical in nature. The research methods are socio-pedagogical analysis of existing approaches in the system of professional training of specialists in the social sphere. The result of the study is formulated provisions concerning the construction of more effective educational activities in the field of training specialists in social work in the system of secondary special education.

scholarly journals Competence approach to professional education of stage directors in creating visual image in theatrical and concert in the conditions of innovative decisions

2020 ◽  
pp. 33-44
Author(s):  
Evgeniy Anatolyevich Glazov
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Visual Image ◽  
Learning Technologies ◽  
Main Research ◽  
Stage Directors ◽  
Innovative Learning ◽  
The Subject ◽  
Professional Fulfillment

This article raises a question on the essence, types and role of competence approach to professional training of stage directors. The subject of this research is the competence approach to professional education of stage directors in creating a visual image in theatrical and concert in the conditions of innovative decisions. The goal consists in substantiation of the importance of competence approach to preparation of students in this field and their professional fulfillment, determination of acting and music competencies that could and should become the key results of professional education. The main research method is the analytical examination of sources, which allows clarifying the logic and content of the concept “competence approach to professional education of stage directors”. The methods of comparative analysis were used of identification of the quality of artistic education and its functions. The scientific novelty consists in the fact that this article is first within the framework of professional training of stage directors to consider comprehensive approach to realization of the modern ideas of stage direction. The key parameter is the ability to utilize modern innovative lightening of the audience halls. An example of advanced use of the modern technological capabilities is the events held in the State Kremlin Palace. The results of this work are reflected in the following statements: examination of any pedagogical phenomenon requires clarification of its components; many researchers pay attention to determination of the essence of competences, their elements and the need for their structurization; the questions of competence approach in the area of artistic education, and its functions in preparation of future stage directors have repeatedly become the subject of research. The analysis of scientific literature give grounds to state that professional competences of the students in this field are not sufficiently defined. Artistic education currently experiences a difficult period of modern transformations, when on the background of traditional classical methodology, advances the practice of implementation of innovative learning technologies.

scholarly journals Actualization of Anthropological Potential in the Process of Professional Training of a Modern Specialist

2020 ◽  
pp. 56-66
Author(s):  
V.V. Gorshkova
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Process ◽  
Humanistic Psychology ◽  
Fundamental Theory ◽  
Extreme Situation ◽  
Self Development ◽  
Qualitative State ◽  
The Subject ◽  
Education And Development

The article deals with the actualization of the anthropological potential of future specialists in the process of their training. The article also reflects the anthropological potential of the educational process from the standpoint of the fundamental theory of the subject of pedagogy and ideas of humanistic psychology. The article identifies the leading conceptual direction of the subject of pedagogy in the training of modern specialists as well as in professional pedagogical activity of a modern teacher. Contradictions in terms of training, the solution of which lies in the paradigmatic space of the subject pedagogy are considered. An attempt to express the model of a specialist of the XXI century, with a system of required competencies, a sense of general social responsibility, ability to make correct non-trivial solutions, including in an extreme situation. The need of awareness of their own imperfections as a factor of transition to a new qualitative state of a free intentional subject is identified. The article presents the basic conditions for overcoming the dehumanization and objectification of a person, highlights the conditions necessary for the actualization of the creative beginning in the person and the subjective position of the future specialist, for his free and responsible self-development, as well as conditions that limit human freedom and development The necessity of the transition from the ideology of the formation of a modern specialist to the ideology of continuing professional education and development through internal intellectual and creative resources is substantiated. Based on the diagnostic analysis, the article presents factors that impede the formation and implementation of the subject-oriented activities of a modern teacher of higher education in the process of professional training.

scholarly journals Comparative Pedagogical Analysis of Philologists’ Professional Training at American and Ukrainian Universities

2017 ◽  
Vol 7 (3) ◽  
pp. 7-13
Author(s):  
Natalya Bidyuk ◽  
Maryna Ikonnikova
Keyword(s):  
Professional Education ◽  
Personal Development ◽  
Professional Training ◽  
The United States ◽  
Teaching Goals ◽  
The Usa ◽  
Entry Requirements ◽  
Pedagogical Analysis ◽  
Competency Based ◽  
The Subject

Abstract The article deals with comparative and pedagogical analysis of philologists’ professional training at American and Ukrainian universities on the conceptual (philosophical and pedagogical paradigms, concepts, theories, approaches, teaching goals and strategies), organizational and pedagogical (tuition fee, training duration and modes, entry requirements) and content and technological levels. The structures of philologists’ professional training in the USA and Ukraine have been compared at the conceptual level. It has been revealed that at present, in both countries, professional training is carried out under the conditions of degree-based education taking into account competency-based, practice- and personality-oriented approaches, is based on the principles of humanization and humanitarization, learning democratization, the combination of national traditions and trends in the international educational space, is aimed at developing a modern, highly competitive specialist in philology. It has been indicated that in the system of philologists’ professional training in the United States, there is an orientation towards the subject of learning; personal and practical approaches to organizing professional training of future philologists create the most favourable conditions for developing students’ skills; however, in Ukraine these approaches are only becoming popular. It has been concluded that profound analysis of the advantages in using rational ideas of US experience will upgrade and improve the system of philologists’ professional training in Ukraine, which is a component of continuing professional education caused by the concrete socioeconomic factors of society development and is to reveal the specificity of philologists’ professional training (the content, forms, methods and pedagogical technologies), to create effective stimuli for professional and personal development of philologists.

Advanced professional education for library staff: Criteria for program selection and compromises

2020 ◽  
Author(s):  
Elena Lindeman ◽  
◽  
Darya Moseeva ◽  
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Educational Organizations ◽  
Double Standards ◽  
Evaluation Influence ◽  
Information Activity ◽  
Program Selection ◽  
Staff Appraisal ◽  
New Knowledge

The quality of programs in library and information activity offered by various advanced professional training centers are discussed along with the issues and vectors of advanced training of the RNPLS&T staff. The RNPLS&T has to choose between expensive courses when new knowledge and skills are guaranteed, and online express courses (fast, easy, cheaply) where no new competences are guaranteed though employees get standard certificates. This trend facilitates establishing more and more online training centers that are just making money due to the demand for standardized certification. The double standards of education programs evaluation influence the quality of knowledge, though documented and certified. The authors argue that the above mentioned educational organizations have to be controlled, the more so, as the libraries are to accomplish their staff appraisal.

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

How Far Scientific is Snakebite Prevention and First Aid Treatment in School Textbook?

2019 ◽  
Vol 31 (1) ◽  
pp. 39-40
Author(s):  
Faiha Fairouz ◽  
Rumana Rashid ◽  
Abdullah Abu Sayeed
Keyword(s):  
Health Problem ◽  
Rural Areas ◽  
Elementary Science ◽  
First Aid ◽  
Primary Treatment ◽  
National Guidelines ◽  
Long Time ◽  
Class Viii ◽  
The Subject ◽  
School Books

Background: Snakebite is an old health problem in rural areas. In Bangladesh, the snakebite issue is included in school syllabus, in curriculum since long time, so that people can take/get immediate first aid treatment and can prevent snakebite. The success of snakebite treatment depends more on providing first aid treatment immediately after snakebite by learning and by sending the patients quickly to hospital. Snakebite is a preventable health problem indeed. If it can be prevented the rate of snakebite will also decrease. In the recently published snake bite management Guideline by WHO it has been targeted to reduce 50% of mortality & disability due to snakebite by 2030.1 Methods: a. The snakebite topic or issue has been thoroughly reviewed in the secondary and higher secondary school books. b. National Guidelines on snakebite in providing/ giving first aid treatment has been reviewed.2 c. The correlation between the topic to learn the subject and the national guidelines have been reviewed and given taken into account. d. The similarity or correlation between the national guidelines and the topic in the prevention of snakebite in the book have been observed & reviewed. It was a descriptive/narrative research study. Results: In the book of class IV in Primary and Secondary level students, ‘Elementary Science, (‘Prathomiik Bigghan’) page no. 86 and in book of class VIII Home Science (‘Gharjhastha Biggan’) page no. 16 the Snakebite issue/topic is mentioned.2,3 There are 22 information on the first aid/primary treatment of Snakebite among which 5 (five) are nonscientific rather harmful. (Table & Picture) Bangladesh J Medicine Jan 2020; 31(1) : 39-40

Information Technology for the Intelligent Analysis of Labor Market and Educational Content Matching

2021 ◽  
Author(s):  
A. N. Poletaykin ◽  
S. G. Sinitsa ◽  
L. F. Danilova ◽  
Y. V. Shevtsova ◽  
N. A. Dvurechenskaya
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Labor Market ◽  
Professional Education ◽  
Professional Training ◽  
Educational Programs ◽  
Educational Content ◽  
Professional Activities ◽  
Intelligent Analysis ◽  
The Given

The article explores the task of making higher education more profession-oriented. In this context, we consider the technology of structuring and matching professional activities and content of professional education curricula with the help of ontology. This technology employs intelligent analysis of labor market and educational content matching with the aim to organize educational programs and verify professional competences based on their ontological properties. The article also considers development of a professional training cognitive map that can help design the student’s personalized educational trajectory factoring in the given parameters.

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