Professional Training of Investigators in the Context of Modern Educational Policy

2018 ◽  
pp. 88-94
Keyword(s):  
Educational Policy ◽  
Professional Training

scholarly journals Historical and cultural standard and teacher’s professional training within the course of the civil identity formation (formulation of the problem)

2021 ◽  
Vol 10 (3) ◽  
pp. 265-268
Author(s):  
Stanislav Gennadyevich Malkin
Keyword(s):  
Identity Formation ◽  
Educational Policy ◽  
Russian Federation ◽  
Professional Training ◽  
Historical Memory ◽  
Legal Regulation ◽  
The State ◽  
Common Denominator ◽  
Historical Education ◽  
The Russian Federation

The paper is devoted to the role of the state educational policy within the course of the Russian civil identity formation. The focus of the study is on the evolution of the aims of the authorities in matters of the historical education and historical memory, their norm-legal regulation and institutional support, as well as real educational practices. The introduction of the historical and cultural standard for teaching the school course of the history is considered as a collective attempt by the authorities and society to lead historical and educational policies to a common denominator in terms of the content and value. A special accent in the paper concerns the problems of the teacher professional training for the implementation of the state historical and educational policy of the Russian Federation within given framework, considering the specifics of the contemporary informational space. It attracts attention to the close ties between information wars and historical policy, in the context of the attempts to reconsider the results of the Second World War especially, keeping in mind its effects for the transformation of the civil identity and the changes of position the Russian Federation held on the international arena. Both methodological and organizational restrictions were identified in secondary and higher schools, which have a significant impact on the formation of civil identity through historical education, both at the stage of training pedagogical personnel and in the process of studying the school course of the history.

scholarly journals Education as a factor in maintaining mental health: the experience of Ukrainian interwar emigration

2020 ◽  
pp. 166-178
Author(s):  
Oksana DZHUS
Keyword(s):  
Mental Health ◽  
Educational Policy ◽  
Interwar Period ◽  
Vocational Training ◽  
Professional Training ◽  
Religious Life ◽  
The State ◽  
Western Countries ◽  
Cultural Process

The reasons and bases of actualization of professional training of youth in the conditions of emigration in the interwar period are found out. The formation and development of Ukrainian schooling as a basis for professional training of Ukrainians of the 1920s - 1930s in the Czechoslovak Republic and the preservation of their mental health are analyzed. It was emphasized that professional training was an integral part of the general cultural process among emigrants. It is revealed that the actualization of Ukrainian vocational training in the Western countries of the interwar period is a complex and multifaceted process that is closely related to the socio-economic and educational policy of the states that became a new homeland for Ukrainians, geography and compactness of their settlement, employment in various sectors. , the presence of professional intelligentsia in the diaspora, its national awareness, the state of religious life, etc.

scholarly journals Notes on postgraduate research: the place of student policies in higher education

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Maria Janete De Lima ◽  
Renato Izidoro da Silva
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Educational Policy ◽  
Professional Training ◽  
School Management ◽  
Qualitative Approach ◽  
Training School ◽  
Institutional Evaluation ◽  
Postgraduate Research ◽  
Theses And Dissertations

The article consists of a literature review by surveying publications of theses and dissertations filed in the database of the Digital Library of Theses and Dissertations (BDTD) of (MCTI). In the first part, we present a theoretical framework on university, educational policy and social emancipation. In the second part, we catalog and analyze the productions by reading the summary and keywords. In this section, we make a brief analysis of the surveys grouping them by emerging categories and subcategories, that is, which emerged during the analysis. For the construction of the text, we opted for a documentary research, in an exploratory perspective and with a qualitative approach of getting to know the field of production through theses and dissertations. Among the themes found, we identified: institutional evaluation, University, Educational policy, School management, Professional training, School as rights, Itinerant School. Finally, we believe that the research contributions are timely and reinforce that we have achieved our objective.

scholarly journals Analysis of directions of modernization of professional training of specialists of the educational sector

2021 ◽  
pp. 27-31
Author(s):  
Svitlana Zaskaleta ◽  
Oksana Oleksyuk
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Professional Training ◽  
Legal Aspects ◽  
Educational Institutions ◽  
Space Representation ◽  
Education Systems ◽  
Higher Education Systems ◽  
Learning Development ◽  
Innovation Support

Conceptual and legal bases of formation and realization of educational policy of Ukraine are considered. The vector of educational policy is aimed at its modernization and promotion of broad cooperation with educational institutions, research institutions, public organizations, private foundations of the European educational space, representation of Ukraine's interests in education and science in international relations in the prescribed manner. Four key objectives of European cooperation in the field of higher education have been identified: addressing future skills mismatches and promoting skills development; building inclusive and integrated higher education systems; providing higher education institutions that promote innovation; support for efficient and effective higher education systems. The political and legal aspects of cooperation between Ukraine and the EU in the field of education and the involvement of our country in the formation of the European educational space have been clarified. The main tendencies of professional training of specialists in the field of education are determined. These are: lifelong learning, development of professional skills and qualifications, entrepreneurship formation, quality assurance in higher education, optimization of management and funding. The modernization of the national system of professional training of specialists in the field of education, namely: establishing direct relations of universities with foreign partners on cooperation in the field of professional training of specialists in the field of education, concluding and ensuring implementation of international agreements on training, retraining and advanced training of foreign citizens at educational institutions of Ukraine

scholarly journals Features of professional training of future teacher-psychologists

2020 ◽  
pp. 31-34
Author(s):  
A. Shyntemirova
Keyword(s):  
Educational Policy ◽  
Professional Training ◽  
Point Of View ◽  
Future Teacher ◽  
Practical Point ◽  
Knowledge Formation ◽  
Competence Motivation ◽  
Educational Paradigm ◽  
The Republic

The article deals with the problem of training future teacher-psychologists focused on the new content of education, the new educational policy of the Republic of Kazakhstan. Due to the change in the educational paradigm, new tasks and requirements are set for the future specialist. The role of teacher-psychologists in these conditions of development of society is very relevant. It is the teacher-psychologist who helps the student and teacher to master the innovations of the educational system from a scientific and practical point of view. The author traces the effective forms of training specialists. Keywords: teacher-psychologist, competence, motivation, knowledge, formation.

“I Never Would Have Noticed It Before”: The Possibilities of Critical Discussion Groups for Teacher Candidate Policy Engagement

2019 ◽  
Vol 52 (3) ◽  
pp. 343-364
Author(s):  
May Hara
Keyword(s):  
Teacher Education ◽  
Educational Policy ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Professional Training ◽  
Teacher Candidate ◽  
Critical Discussion ◽  
Discussion Groups ◽  
Practicum Experiences ◽  
Policy Engagement

Teacher candidates are central to the implementation of educational policy in schools, but receive little professional training around policy in their teacher education coursework or in their practicum experiences in the field. In examining this disconnect, this article explores the following questions: What do teacher candidates know about educational policy at the beginning of their student teaching practica? How do they envision their role with respect to policy? How does their participation in a critical discussion group around educational policy influence their perspectives? This article draws on qualitative data from a group of teacher education candidates enrolled in a student teaching practicum in Massachusetts. Analysis illustrates how teacher candidates make sense of educational policy via their university experiences and their field placements. Data suggest that critical discussion groups have potential to support increased capacity around teacher candidate policy engagement.

scholarly journals SHOCK-BRIGADE OF SOVIET RUSSIA’S PEDAGOGIC INSTITUTES: PREREQUISITES FOR THE CREATION AND CONTENT OF UNPUBLISHED DECREES

2020 ◽  
pp. 210-215
Author(s):  
Dmitry S. Molokov
Keyword(s):  
Educational Policy ◽  
Professional Training ◽  
Soviet Period ◽  
Educational Institutions ◽  
Soviet Government ◽  
National Educational Policy ◽  
History Of ◽  
Training Courses ◽  
The Government ◽  
Soviet Russia

The article reveals and analyses the content of unpublished decrees on the shock-brigade of higher educational institutes adopted in Soviet Russia at the late 1920s. Despite the fact that the documents were signed by the government of the country, they have been practically not mentioned in the sourcebooks of legal acts, decrees of the Soviet government and historical and pedagogic literature. At the same time, they contributed to the transformation of the Russian system of pedagogic education, defi ning a course for the centralisation of management and outlining the contours of the model of continuous professional training of pedagogues. Evaluation of the text of the resolutions, their correlation with socio-cultural and historical conditions allowed us to determine the prerequisites for the formation of a shock-brigade of higher pedagogic educational institutions. Based on the analysis of archival sources in the Upper Volga region, the article provides examples of implementing the decision on the shock-brigade of pedagogic institutes at the regional level. The research materials supplement scientifi c information about the features of the national educational policy in the fi eld of teacher training and can be used to supplement the sourcebooks of legal acts of the beginning of the Soviet period of Russian history, implement modern educational policy in the fi eld of pedagogic education, analyse the activities of supporting universities, supplement the educational literature and content of training courses on the history of pedagogy and education.

Defining the Competence of Psychologists with a View to Public Accountability *

1997 ◽  
Vol 2 (4) ◽  
pp. 293-300 ◽  
Author(s):  
Ype H. Poortinga ◽  
Ingrid Lunt
Keyword(s):  
Scientific Knowledge ◽  
Professional Training ◽  
Professional Competence ◽  
Codes Of Ethics ◽  
The Body ◽  
The European Union ◽  
Rigorous Evaluation ◽  
Judicial Proceedings ◽  
Psychological Knowledge

In national codes of ethics the practice of psychology is presented as rooted in scientific knowledge, professional skills, and experience. However, it is not self-evident that the body of scientific knowledge in psychology provides an adequate basis for current professional practice. Professional training and experience are seen as necessary for the application of psychological knowledge, but they appear insufficient to defend the soundness of one's practices when challenged in judicial proceedings of a kind that may be faced by psychologists in the European Union in the not too distant future. In seeking to define the basis for the professional competence of psychologists, this article recommends taking a position of modesty concerning the scope and effectiveness of psychological interventions. In many circumstances, psychologists can only provide partial advice, narrowing down the range of possible courses of action more by eliminating unpromising ones than by pointing out the most correct or most favorable one. By emphasizing rigorous evaluation, the profession should gain in accountability and, in the long term, in respectability.

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