scholarly journals CONSORTIUM IN EDUCATION: DIVERSIFICATION PROCESSES AND ADVANCED TRAINING MODELS IN EDUCATIONAL MANAGEMENT AND FOR PEDAGOGICAL AND SCIENTIFIC-PEDAGOGICAL WORKERS

2020 ◽  
Vol 8 (15) ◽  
Author(s):  
Larysa Olifira ◽  
Svitlana Synenko
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Technological Development ◽  
New Technology ◽  
Postgraduate Education ◽  
Advanced Training ◽  
National Education ◽  
Training Models ◽  
Education Levels ◽  
Scientific Pedagogical

Resume. Global social shifts are requiring qualitative growth of staffing education at all levels. In the period of changes, the system of certification training and postgraduate education of managerial, pedagogical and scientific-pedagogical workers of the branch identified as a priority in implementing innovative approaches to the formation of a new generation of educators, development of new strategies, forms, the content of their professional growth. The study proposes to consider diversification of advanced training for education workers at all levels using the consortium resource as a new institutional form of an educational organization. The effectiveness of the proposed model in ensuring the systematic coordination of inter-institutional cooperation in the fields of academic mobility, research, technological development, and innovation, enhancing the competitiveness of national education at the international level had been proved. Following the example of the activities of the Consortium of Postgraduate Education Institutions and the Ukrainian Open University of Postgraduate Education new opportunities for the qualitative development of postgraduate education have been opened. These opportunities are sharing open educational technologies, resources, and repositories, creating new models of collaboration to develop and disseminate educational resources, the purpose of which is to ensure the quality of education and to implement educational activities based on new technology, didactics and the organization of training. The basic directions and models of innovative approach are analysed for education workers training at all education levels in the context of sustainable development goals, the need for diversification of professional development of pedagogical, scientifically pedagogical and managerial education workers in the context of multi-vector interaction of educational institutions through a consortium is investigated and substantiated. It is proved that the introduction of diversified models of institutional organization of education in the digital society is a crucial component of the continuity of professional development of management, pedagogical and scientific-pedagogical workers and education as a whole.

scholarly journals ANDRAGOGICAL CONCEPT OF THE DEVELOPMENT OF INFORMATION AND COMMUNICATION COMPETENCE OF TEACHERS IN INSTITUTIONS OF POSTGRADUATE TEACHER EDUCATION

2020 ◽  
pp. 42-45
Author(s):  
Vira Humeniuk ◽  
Oleksandra Solohub
Keyword(s):  
Teacher Education ◽  
Continuing Education ◽  
Empirical Research ◽  
Communication Competence ◽  
Postgraduate Education ◽  
Advanced Training ◽  
Educational Situation ◽  
Teachers And Students ◽  
Information And Communication ◽  
Scientific Pedagogical

The article discusses the issues of andragogical support for the development of information and communication competence of teachers in institutions of postgraduate Pedagogical education. The authors analyze the current socio-educational situation; emphasize the importance of continuing education and the development of andragogical competence of employees of postgraduate education institutes. The attention is focused on the diversification of the types of advanced training of pedagogical and scientific-pedagogical workers, which necessitates the modernization of content, forms, technologies in the system of postgraduate education, in particular the development of information and communication competence of pedagogical workers. The basic andragogical principles, the functions of the teacher-andragog, the methods of the andragogical approach to creating special conditions for the interaction of teachers and students are substantiated. Based on theoretical and empirical research, the state of this problem is analyzed on the example of the development of information and communication competence of methodologists of regional methodological services.

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.

On the issue of forms of professional development of scientific and pedagogical workers

2020 ◽  
pp. 20-25
Author(s):  
Julia Chupryna
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Vocational Education ◽  
Informal Learning ◽  
Professional Growth ◽  
Higher Education Institutions ◽  
Teaching Staff ◽  
Advanced Training ◽  
Technological Support ◽  
Research And Teaching

Problem setting. Current trends in education, related to the social importance of the development of human resources in science and education, ready for continuous professional growth and mobility require modernization of the professional development of research and teaching staff, which entails the addition of existing mechanisms with new formats and technologies of formal , non-formal, informal learning, implementation of flexible modular training programs. Analysis of recent research. Research on the professional development of employees can be found in the works of such scholars in the field of labor law: M.G. Alexandrov, A.S. Barsky, Y.M. Burnyagina, N.M. Vapnyarchuk, K.M. Gusov, V.V. Zhernakov, V.L. Kostyuk, O.M. Krymska, O.S. Pashkov, K.M. Plesnyov, O.I. Protsevsky, A.M. Slyusar, V.I. Shcherbyna, O.M. Yaroshenko, and etc. The purpose of this article is to consider the issues of professional development of research and teaching staff of higher education institutions. Article’s main body. Orientation of Ukraine to the innovative economy, state-initiated changes in the system of vocational education (level model of higher education, employer participation in the development and implementation of programs, etc.). Require a new quality of scientific and pedagogical activities, and, accordingly, ways of training and professional development of personnel for higher education. Effective professional development will help improve the employment potential of staff in higher education. One of the traditional mechanisms for the development of research and teaching staff of higher education institutions is the system of advanced training, represented by both internal in the institution of higher education and field additional professional educational programs. The article considers the problem of formation of actual directions of professional development of scientific and pedagogical workers of institutions of higher education. The main directions of professional development of scientific and pedagogical workers on the basis of the analysis of a situation in system of professional development of scientific and pedagogical workers, normative-legal base are allocated. The conclusion about necessity of updating of the maintenance and forms of realization of programs of advanced training of scientific and pedagogical workers, development of new courses, educational modules in the context of the allocated directions is made; increasing the role of research and teaching staff, management staff of higher education institutions in the formation of orders for professional development programs of research and teaching staff of higher education. Conclusions and prospects for the development. We must emphasize that in addition to instrumental, technological support of innovative system of professional development, taking into account all forms and types of education, it is necessary to develop validation of independent non-formal, informal learning and certification of modern programs of additional vocational education. We see that this should be regulated in the context of the development and adoption of the Law of Ukraine «On Adult Education».

scholarly journals USING THE EXPERIENCE OF TRAINING THE BRITISH TEACHERS OF HIGH SCHOOL IN UKRAINE

2020 ◽  
Vol 1 (190) ◽  
pp. 141-146
Author(s):  
Oksana Starostina ◽  
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Professional Activity ◽  
Advanced Training ◽  
Corporate Education ◽  
Economic Changes ◽  
Active Involvement ◽  
Special Programs ◽  
Training Courses ◽  
The University

The article considers the recommendations for the domestic system of advanced training of scientific and pedagogical staff of higher educational institutions on the basis of the British experience. It is noted that it is appropriate for the domestic system of professional development of scientific and pedagogical staff to use the ideas of corporate education and network approach, which will allow teachers to better adapt to new requirements due to socio-economic changes, timely update and improve their professional knowledge. There is also a need for systematic monitoring of the problems and needs of teachers in order to respond quickly and develop current and modern programs and training courses. It is stated that to improve the efficiency of coordination of work on professional development of scientific and pedagogical staff it is necessary to organize such activities in different departments of the university, which will build an effective individual route of professional growth of teacher from assistant to professor at different levels and in different areas. It is concluded that in order to ensure that the content of the programs meets the needs of students of advanced training courses, it is necessary to significantly improve the feedback between teachers who improve their skills and course developers, including through the Internet and other modern technologies. It is also noted that in order to organize the process of professional development, relevant to each teacher, it is necessary to develop special programs that would take into account the interests and needs of each such teacher. In turn, to optimize the methods and forms of professional development of university teachers it is necessary to use an orderly system of interaction between the moderator and students of the course, the use of e-interactive learning in combination with traditional methods in accordance with the program of advanced training. The active involvement of teachers of domestic universities in the process of professional development will also be facilitated by constructive changes in determining their workload and in the material stimulation of professional activity.

scholarly journals COMPARATIVE ANALYSIS OF THE SYSTEMS OF IMPROVEMENT OF QUALIFICATION OF TEACHERS OF NATURAL AND MATHEMATICAL SUBJECTS IN POSTGRADUATE EDUCATION OF UKRAINE AND THE REPUBLIC OF POLAND

Osvitolohiya ◽  
2019 ◽  
pp. 50-56
Author(s):  
Natalia Evtushenko
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Postgraduate Education ◽  
Educational Process ◽  
Theory And Practice ◽  
International Standards ◽  
Educational Activity ◽  
Advanced Training ◽  
Training Systems ◽  
The Republic

The proposed article analyzes the peculiarities of the basic structural elements of the training systems of teachers of natural and mathematical subjects in postgraduate education of Ukraine and the Republic of Poland. The notion of professional development of specialists in the educational space of the countries is defined — intentional, planned and continuous process, which results in the expansion of teachers’ professional competences, improvement of their professional level, re-qualification of specialists, and development of universal personality. The principles on which the systems of professional development of specialists of Ukraine and Poland are built and developed are considered: humanization, differentiation, interactivity, unity of socialization and professionalization of personality, modularity and continuity of training. Also it is recognized among the principles of educational activities that are taken into account in the process of training of the Polish colleagues there are such as: the interrelation of theory and practice, variability, diversity of forms, continuity, multidimensionality, multilevelness, and openness. Important functions (socio-cultural, developmental, educational, compensatory and adaptive) that the systems of teacher training fulfill as for continuous professional development and improvement of specialists are analyzed. The author pays special attention to the analysis of functioning of the training systems of teachers of natural and mathematical subjects as multidimensional entities in postgraduate pedagogical education of the countries which are characterized by socio-state character, variability, flexibility, and construction considering different needs of teachers in their professional development. The article analyzes the level structures of advanced training systems of postgraduate education of teachers of natural and mathematical subjects of Ukraine and the Republic of Poland, which have their own subjects at each level of regulation (national, regional, local, and institutional), and use certain principles, tools and institutions for achievement of the overall goal. It is noted that the systems of advanced training of teachers of natural and mathematical subjects in the postgraduate education of Ukraine and the Republic of Poland have a lot in common at the stage of formation of goals and tasks, defining principles and functions, choosing the directions of development of educational activity. Differences are observed in the structure of education systems and teacher training financing. A detailed study of the quality criteria for the improvement of specialists in accordance with the international standards is proposed for further research, which will improve the evaluation of the results of the educational process and enhance the motivation of teachers for their personal and professional development and self-improvement.

scholarly journals SCIENTIFIC SCHOOL OF ACADEMICIAN I. A. ZIAZIUN: AXIOLOGICAL ACTUALITIES OF DEVELOPMENT

2018 ◽  
pp. 44-55
Author(s):  
Myroslava Vovk ◽  
Julia Gryshchenko
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Postgraduate Education ◽  
Theory And Practice ◽  
Scientific Development ◽  
Scientific School ◽  
Educational Thought ◽  
National Education ◽  
Education Theory ◽  
Children And Young Adults

The article presents the analysis of axiological foundations in the development of the scientific school of academician I. A. Ziaziun. It covers the conceptual idea of the scientific school of the scholar, based on ethical and aesthetic orientations of the pedagogical activity of a teacher, philosophical principles of the "pedagogy of good", value priorities of reforming the modern education and science. There are outlined basic directions of pedagogical studies of the scientific school: theoretical and methodological foundations in the development of pedagogical education, functioning of the system of postgraduate education, theory and practice of art education, professional training for teachers of art disciplines, personological aspect in the development of educational thought, foreign experience in training teachers, art studies in the course of defining the pedagogical potential of art, psychological and pedagogical aspects of in the development of children and young adults, retrospective of forming the national education, etc.Axiological actualities in the heritage of academician I. A. Ziaziun determine leading directions in the development of his scientific school of theory and practice of pedagogical skills, known in Ukraine and abroad. Perspective ideas of the academician, which contribute to the effectiveness of reformational changes in the educational and scientific development of the Ukrainian society, are being developed by scholars of the Institute of Pedagogical  and Adult Education  of the National Academy  of  Educational  Sciences  of  Ukraine,  where  under  the  mentorship  of I. A. Ziaziun formed a brilliant group of contemporary scholars, individuals with high methodological culture, fundamental training, and the humanistic style of scientific thinking. The heritage of the academician and ideas of his scientific school will be complemented by the generation of students, professors, teachers, scholars, and will always find the creative potential of research works, as well as the powerful resource for personal and professional growth.

A comprehensive approach to the formation of anti-corruption behavior of the internal affairs bodies employees in the professional development system

2020 ◽  
Vol 2020 (3) ◽  
pp. 210-217
Author(s):  
Oksana Mironkina
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Comprehensive Approach ◽  
Professional Activity ◽  
Advanced Training ◽  
Basic Training ◽  
Professional Activities ◽  
Training Courses ◽  
Internal Affairs ◽  
Corruption Prevention

Methods of training in advanced training groups formed from the staff of personnel divisions of the MIA of Russia, which involve the use of anti-corruption education at different stages of professional activity are discussed in the article. A comprehensive approach to the formation of anti-corruption behavior, which allows using various forms of training of police officers in their relation is described. The effectiveness of this approach in the system of professional development was shown. A comprehensive approach allows the training process to pay attention to the needs and difficulties in the field of corruption prevention without spending time on basic training information. Several stages in the organization and content of training are considered. Each of them corresponds to different stages of professional development of specialists of personnel divisions of internal affairs bodies. Described in detail every stage is aimed at a separate audience and has its own value. The possibilities of anti-corruption education are presented, starting with the selection of personnel for service in the internal affairs bodies and ending with the preparation for dismissal. The anti-corruption educational activities carried out at the present time are analyzed. Methods of intensifying each of them and the possibilities of optimal inclusion in the developed complex of content and forms are determined. The proposed approach can be used for majority posts. It is not limited to human resources units. In addition, the developed methodological material can be used by students in the course of their professional activities in the field after studying at advanced training courses.

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

2021 ◽  
pp. 097215092110153
Author(s):  
Sudhir Rana ◽  
Amit Kumar Singh ◽  
Shubham Singhania ◽  
Shubhangi Verma ◽  
Moon Moon Haque
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Learning Experience ◽  
New Technology ◽  
Business Management ◽  
Teaching Efficacy ◽  
Influential Factors ◽  
Cross Sectional ◽  
Factors Influencing ◽  
Virtual Teaching

The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

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