scholarly journals Individual educational trajectories in additional education of teachers

2020 ◽  
pp. 59-68 ◽  
Author(s):  
Renata R. Gasanova ◽  
Gulzhaina K. Kassymova ◽  
Mariam R. Arpentieva ◽  
Fathimah D. Pertiwi ◽  
Shakizat S. Duisenbayeva
Keyword(s):  
Professional Education ◽  
System Analysis ◽  
Social Institutions ◽  
Theory And Practice ◽  
Future Teachers ◽  
Theoretical Understanding ◽  
Educational Trajectories ◽  
Educational Paths ◽  
Education Training ◽  
Additional Education

The theory and practice of modern professional higher and secondary education is actively looking for directions and technologies for improvement. Many scientists and teachers, other subjects and stakeholders of education believe that all social institutions, especially educational ones or those related to education, science and art (culture) should develop in accordance with the risks and requirements, limitations and possibilities of a changing present and unknown, unpredictable future and super-unstable, complicated present. These areas and technologies, as well as education itself, are very diverse. Their reflection and research can be carried out and partially carried out at various levels, in very different and sometimes unexpected angles, transforming not only professional education in itself, but also professional-labor, domestic and other social relationships. The purpose of the study is to understand the problem of studying individual educational paths of teachers' supplementary education in the context of solving problems: 1) to increase the productivity and effectiveness of training and future teachers, 2) to improve education, training and professional work of future specialists and specialists involved in their retraining, as well as 3) the organization and optimization of psychological and pedagogical support of modern educational and other professionally-work teachers in general and further education. Methodology and research methodology. The work includes a multi-level and multi-aspect, system-theoretical understanding of the problems of individual educational trajectories in the additional education of teachers in the context of solving the problems of increasing the productivity and effectiveness of educational and vocational training / retraining and the activities of future and already existing teachers. The proposed study serves as a continuation of the idea of the need for system analysis and the importance of identifying holistic strategies for studying and resolving the problems of building and implementing individual educational paths in the additional education of teachers, including in the context of increasing the productivity and effectiveness of educational training and the activities of future teachers. The results of the study. The paper notes that the centuries-old history of research on ways to optimize education in philosophy, culturology, sociology, pedagogy, psychology and other sciences allows us to identify several leading semantic guidelines that are continuums that are essential for the development and implementation of programs, methods and techniques for the formation of aspects. The article highlights the main binaries of the development and revision of different models and technologies of education as a process and the result of the formation and development of a person as an individual, partner and professional. The studying of the individual educational paths in modern pedagogy and psychology is a problem that should be based on numerous studies of education, training and upbringing) of a person as a person, partner and professional, accumulated by the science of Russia, Kazakhstan, and other countries of the former USSR and the world as a whole, throughout the emergence and development of education. It is also darkly connected with the interpretation of probabilistic scenarios of future education transformations, the construction of education foresight projects.

Improving the Technology for Training Personnel in the Service Sector

2020 ◽  
Vol 11 (6) ◽  
pp. 1378
Author(s):  
Elena Petrovna ZVYAGINTSEVA ◽  
Irina Vladimirovna ZENKINA ◽  
Elena Borisovna MANAKHOVA ◽  
Elena Nikolaevna BORISOVA ◽  
Olga Valeryevna LYSIKOVA
Keyword(s):  
Professional Education ◽  
Service Sector ◽  
Holistic Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Tourism Education ◽  
State Educational ◽  
Additional Education ◽  
And Training

The article is devoted to improving the technology of personnel training in the service sector. It is established that the cooperation of public associations and enterprises of various ownership forms with state and non-state educational institutions, as a principle of the system’s formation, has allowed for the introduction of a multi-level approach to the training of the service sector specialists with the simultaneous inclusion of additional education systems. Thus, the system of service education, combined with additional education, creates a fundamental position of education for service professionals. The authors have found that the features of the educational process in the service activities are regulatory support for the content of tourism education, a holistic approach to the content of education and training, consideration of the organic unity of general and professional education, strong links between theory and practice, and the partnership between the spheres of education and labour.

scholarly journals Developing individual educational paths for future teachers based on the requirements of the updated Federal State Education Standards of Higher Education (FSES of HE)

2020 ◽  
Vol 15 (3) ◽  
pp. 177-188
Author(s):  
Elena Khodyreva ◽  
◽  
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Professional Education ◽  
Higher Education Institutions ◽  
Federal State ◽  
Educational Standards ◽  
Future Teachers ◽  
State Education ◽  
Educational Paths ◽  
State Educational

There is a need for individualization of professional education, which can ensure that the quality of training of graduates of pedagogical specialties meets the changing requirements of this activity. This requires the development of individual educational paths of future teachers, providing each student with his/her own ways to achieve common and individual educational goals, to develop those universal and professional competencies, demanded by modern society and the labor market. The research goal is to substantiate the concept and technology for developing individual educational paths of future teachers in higher education institutions based on the requirements of the updated Federal State Educational Standards. The study used pedagogical modelling, a study of regulatory legal acts in the field of education, benchmarking and expert methods. This article substantiates the methodological foundations of the research, presenting competency�based and systemic approaches for the development of individual educational paths. It proposes a technology for developing these paths of future teachers based on the requirements of the updated Federal State Educational Standards. The content and design procedures are described, together with the criteria for the effectiveness of developing the paths based on the study of the best practices in those higher education institutions participating in the project of modernization of pedagogical education. It provides recommendations for developing individual educational paths based on three aspects, substantial, activity and procedural. The recommendations will be useful for modernizing the content and procedures for the main professional educational programs of bachelor's and master's degrees, to ensure that these educational paths are correlated with the requirements of the regional labor market, and the updated Federal State Educational Standards in the training programs “Pedagogical Education”, as well as students’ individual needs and opportunities.

scholarly journals Methodological problems of studying personal educational trajectories in pedagogical psychology

2021 ◽  
Vol 10 (4) ◽  
pp. 4262-4270
Author(s):  
R. R. Gasanova
Keyword(s):  
Educational Psychology ◽  
Educational Organizations ◽  
Theoretical Understanding ◽  
Educational Trajectories ◽  
Fundamental Education ◽  
Methodological Problems ◽  
Systematic Understanding ◽  
Additional Education ◽  
Scientific Ideas ◽  
Individual Partner

Modern education is actively changing and looking for directions for its development, work optimization, as well as ways to minimize the processes of destruction and degradation of university and secondary, cultural and professional, general and additional education.The research objective is to comprehend the methodological problems of studying personal educational trajectories in educational psychology.Research methodology. The work represents a theoretical understanding of the methodological problems of studying personal educational trajectories in pedagogical psychology. Our study develops the idea of the systematic understanding significance of methodological problems of studying personal educational trajectories in pedagogical psychology.The study main results. Various aspects of the methodological problems of studying personal educational trajectories in pedagogical psychology are reflected in many works of domestic and foreign researchers. However, they are fragmented and do not meet the demands of modern practice with its constant changes. They do not meet many of the needs related to progressive innovations in the field of procedural and substantive dialogue, substantive and procedural individualization, orientation towards obtaining effective and necessary knowledge that help a person to become a cultural subject. They do not correspond to regressive returns to standardization formalism, the rejection of fundamental education and understanding a person of himself and the world in favor of functional fragmentation and commodification, which reduces education to the purchase of competencies and/or documents on the purchase of competencies. The educational space formation is the basis to create an individual educational trajectory for developing a person as an individual, partner and professional. Individual educational trajectories act as a condition for students' self-determination in the educational space. Making it possible to choose one's own educational trajectory is an essential component of the modern educational environment.Conclusions. Both the standards of general and additional education, and the original educational and their support should be organized on clearly verified and transparent grounds, within the framework of models methodically and methodologically formulated and formed based on scientific ideas. It is necessary to take into account and minimize various risks of developing and implementing individual educational trajectories of students in educational organizations: the interaction of participants in educational relations.

scholarly journals On the theoretical-methodological aspects of studying the influence of professional education on social stratification

2020 ◽  
Vol 11 (3) ◽  
pp. 14-27
Author(s):  
Ekaterina S. Popova
Keyword(s):  
Social Mobility ◽  
Social Stratification ◽  
Professional Education ◽  
Social Institutions ◽  
Social Reality ◽  
Sociology Of Education ◽  
Rate Of Change ◽  
Sociological Study ◽  
Educational Trajectories

This article presents an attempt to define the framework and the possible guidelines for analyzing the influence of professional education on social stratification given the current conditions of social reality. The author points out that the structural changes in all social institutions (including professional education and the labor market), the fluidity and dynamism of modern social reality, and conserving a dichotomy of fluidity when speaking of the Russian context – rigidity, the expansion and inflation of professional education combined with the preservation of inequality when it comes to implementing educational trajectories – all of this makes studying the connection between social stratification, professional education and social mobility ever the more relevant. Researchers face the following acute questions: what sort of role is played by professional education in promoting or restricting an individual’s social mobility? How has the expansion and inflation of education redefined the selection and allocation of human capital? In which way does the connection change between social stratification, professional education and social mobility, what are the foundations, the sociological study tradition and the theoretical-methodological prospects for the future? In order to find answers, the author examines both traditional theoretical-methodological approaches, and ones that are new to sociology of education. The article substantiates the notion that structural-functional theory does not possess a comprehensive explanatory potential in the study of the socio-structural role of professional education in regards to social mobility. The author substantiates the following thesis from a conflict analysis standpoint: democratizing access to professional education does not mean the reduction of class inequality or the emergence of a society of equal opportunity. Within the paradigm of an activity-related approach in sociology of education, where education is viewed not just as a separate social institution, but as part of a larger system of social action and social inequality, the definitive role of motivation and proactiveness is emphasized, with them producing a positive effect when it comes to attaining higher professional status. The accelerating rate of change in society, the multidimensionality and polyvariance in implementing educational and professional trajectories in modern society indicate the need for a multidimensional evaluation of social mobility. In regards to the topic of education, and when it comes to analyzing the implementation of educational trajectories, professional education represents a vital condition and a necessary prerequisite for an individual to exercise social mobility both in terms of objective and subjective coordinates of mobility, and in regards to research methods and methodology, this demands synthesizing quantitative and qualitative research strategies, and, consequently, opens up new opportunities for interpreting results and perceiving social reality.

Human Rights and Community-led Development

2018 ◽  
Author(s):  
Ben Cislaghi
Keyword(s):  
Human Development ◽  
West African ◽  
Ethnographic Study ◽  
Theory And Practice ◽  
Community Based ◽  
Theoretical Understanding ◽  
Qualitative Evidence ◽  
Actual Change ◽  
Grassroots Level ◽  
Education And Development

How can we best empower people living in the most economically disadvantaged areas of the world to improve their lives in ways that matter to them? This book investigates work of the NGO Tostan as a working model of human development. The study is grounded in the ethnographic study of the actual change that happened in one West African village. The result is a powerful mix of theory and practice that questions existing approaches to development and that speaks to both development scholars and practitioners. Divided into three parts, the book firstly assesses why top-down approaches to education and development are unhelpful and offers a theoretical understanding of what constitutes helpful development. Part two examines Tostan's community-based participatory approach as an example of a helpful development intervention, and offers qualitative evidence of its effectiveness. Part three builds a model of how community-led development works, why it is helpful, and what practitioners can do to help people at the grassroots level lead their own human development.

LA PARTICIPACIÓN CIUDADANA Y EL DESARROLLO DE LA CULTURA CIENTÍFICA, EN LA FORMACIÓN INICIAL DEL PROFESOR PARA LA EDUCACIÓN TÉCNICA Y PROFESIONAL. UN RETO HECHO REALIDAD.

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
María Isabel Orozco Rivero
Keyword(s):  
Citizen Participation ◽  
Professional Education ◽  
Theory And Practice ◽  
Scientific Development ◽  
Scientific Culture ◽  
Initial Formation ◽  
Theoretical Contribution ◽  
Palabras Clave ◽  
Stated Problem ◽  
Theoretical Foundations

La formación inicial del profesor de la Educación Técnica y Profesional (ETP), debe estar en correspondenciacon la integración del conocimiento científico, el acelerado desarrollo de la ciencia y la tecnologíay las exigencias en la formación de las nuevas generaciones. Esta investigación aborda la problemáticaplanteada en la formación de profesores para la Carrera de Informática y asume como problemacientífico: “¿Cómo contribuir al desarrollo de una cultura científica como base para una participaciónciudadana responsable, en la formación inicial del profesor para la ETP en la Carrera Informática?”. La metodología utilizada constituye una integración de métodos teóricos y empíricos, lo que permitióla elaboración de la propuesta. Se trabajan y sustentan los antecedentes teóricos y metodológicos delproceso de formación inicial del profesor para la Educación Técnica y Profesional. Finalmente, se brindan los resultados de la aplicación de la consulta a expertos como comprobación teórica del mismo ysu aplicación parcial en la práctica. El fundamento teórico y las relaciones sistemáticas que se establecenentre los componentes, constituyen el principal aporte teórico y novedad de la investigación.   Palabras Clave: participación ciudadana, cultura científica, formación inicial, educación técnica y profesional.   ABSTRACT   The basic formation of teachers in Technical and Professional Education (TPE) must be in correspondencewith the integration of scientific development, the accelerated development of science and technology, and the educational demands of the new generations.  This research addresses the stated problem in the formation of teachers for the Informatics Career and assumes the scientific problem: How to contribute to thedevelopment of a scientific culture as the basis of a responsible citizen participation, in the initial formation of the ETP teacher in the Informatics Career? The methodology used integrates both theoretical and empiricalmethods which helped to build up this proposal.  Historical and methodological background of the formation process are worked out and supported.  Finally, results of the application of expert consulting as averification in theory and practice. The theoretical foundations and the systematic relationships established among the components constitute the main theoretical contribution and novelty of this research.   Keywords: citizen participation, scientific culture, initial formation, technical and professional education   Recibido: julio de 2015Aprobado: septiembre de 2015

scholarly journals Simulation of deposit parameters in underground development mining

2018 ◽  
Vol 60 ◽  
pp. 00029 ◽  
Author(s):  
Vladimir Golik ◽  
Yuriy Razorenov ◽  
Volodymyr Morkun ◽  
Nataliia Morkun
Keyword(s):  
System Analysis ◽  
Physical Simulation ◽  
Underground Mining ◽  
Theory And Practice ◽  
Ore Body ◽  
Advanced Experience ◽  
Modern Development ◽  
Complex Criterion ◽  
Economic Indices ◽  
Equipment Application

The article is aimed at improving development mining to prepare an ore body for stoping by access ramps to provide comfortable conditions and high technical and economic indices in underground mining. Efficient parameters of underground mining are chosen in the course of simulating data on the mining theory and practice considering ore losses and dilution on the basis of critical analysis of uranium mining enterprises’ activities. The research provides data on geological and engineering zoning of an ore deposit and physical-mechanical properties of ore bearing rocks. The advanced experience is systemized and there is provided system analysis of modern development mining schemes with access ramps (ring, spiral, one-way inclined, central inclined and across the strike). The research recommends schemes of development mining and substantiates their advantages. There are quantitative indices of physical simulation of development variants as to drawn ore quality according to criteria of soil location in ore draw points. The scientific novelty implies developing the criterion of optimality and ranking variants of development mining according to technical-economic and geomechanical indices considering some technological factors as well as the number of stopes operating simultaneously on the level. The study consists in increasing authenticity of development projects through applying complex schemes of access ramps according to the complex criterion of increasing mining depths, equipment application, ventilation and underground mine capacity.

Professional Retraining in the Staffing System for the Mining Enterprises

2021 ◽  
pp. 79-84
Author(s):  
O.I. Kazanin ◽  
◽  
M.A. Marinin ◽  
A.M. Blinov ◽  
◽  
...  
Keyword(s):  
Professional Education ◽  
Work Experience ◽  
Basic Education ◽  
Integrated Approach ◽  
Legal Framework ◽  
Industrial Safety ◽  
Number Of Factors ◽  
The Right ◽  
Additional Education ◽  
Engineering Personnel

The issues are considered related to providing mining enterprises with the engineering personnel capable of managing mining and blasting operations. At present, not all the mining enterprises have a full staff of specialists and managers who are legally entitled to manage mining and blasting operations. Some employees who previously had such a right, after changes in the legal framework, ceased to meet the new requirements. The analysis is presented concerning the competencies required to perform these production functions, as well as educational programs that allow acquiring these competencies. The importance of professional retraining programs for solving these problems and the imperfection of the modern regulatory framework, which practically excludes the possibility of obtaining the right to manage mining and blasting operations, even after professional retraining for persons with a higher technical education in a non-mining profile, are shown in the article. An integrated approach is proposed for resolving the issues of the admissibility of obtaining the right to manage mining and blasting operations by these persons considering a number of factors: basic education, work experience and positions held at a mining enterprise, completed training in programs of additional education and professional retraining. Such programs should be developed and implemented by the organizations with experience in training mining engineers and having a license from Rosobrnadzor for the right to implement programs not only for additional professional education, but also for higher professional mining education. The need is substantiated in developing professional standards for managers of mining and blasting operations at the enterprises for the extraction of solid minerals. Recommendations were developed for amending the federal rules and regulations in the field of industrial safety in order to ensure the possibility of using professional retraining programs for training and final certification of the managers of mining and blasting operations.

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