scholarly journals Technology of Forming Future Teachers’ Readiness for Pedagogical Improvisation

2021 ◽  
Vol 26 (1) ◽  
pp. 15-27
Author(s):  
Olha Bashkir ◽  
Violetta Panchenko ◽  
Olha Osova ◽  
Anastasiia Zhytnytska
Keyword(s):  
Learning Outcomes ◽  
Educational Programs ◽  
Structural Components ◽  
Empirical Methods ◽  
Future Teachers ◽  
Self Assessment ◽  
Knowledge And Skills ◽  
Learning Technique ◽  
Pedagogical Literature ◽  
Positive Motivation

The article grounds the relevance of the special preparation of students of pedagogical universities for pedagogical improvisation based on the analysis of psychological and pedagogical literature and the ways in which future teachers acquire professional knowledge and skills. Having analyzed the content of the educational programs of psychology and pedagogy we proved that no purposeful training of future teachers for pedagogical improvisation has been organized. It caused the need for developing an appropriate technique. The purpose of the article is to develop a technique to form future teachers’ readiness for pedagogical improvisation in the process of studying psychological and pedagogical disciplines. Methodology. The research was conducted with the application of theoretical (analysis of psychological and pedagogical literature to define a conceptual-categorical apparatus; grounding the technique of forming future teachers’ readiness for pedagogical improvisation) and empirical methods (surveys, questionnaires, testing, observation, conversation, dialogue, methods of expert evaluation, self-assessment analysis of learning outcomes, content of educational programs of psychological and pedagogical disciplines). In the course of the research the following results were achieved: the essence of the concepts «readiness for pedagogical improvisation», «learning technique» was defined; structural components of readiness for pedagogical improvisation were singled out; surveys, interviews and questionnaires were conducted among the future teachers to identify their level of readiness for pedagogical improvisation. Moreover, the research contributed to the development of a technique to form future teachers’ readiness for pedagogical improvisation, which led to the gradual formation of students’ skills to improvise. The conducted research allowed us to draw the conclusion that the readiness for pedagogical improvisation is a stable individual quality that integrates the values, knowledge, skills, which should be formed in several stages. Motivational-targeted stage was aimed at stimulating the development of positive motivation for improvisation; content and procedural stage that provided for acquiring the necessary knowledge and skills of pedagogical improvisation; evaluation-reflexive stage involving evaluation and correction of personal and professional development, content, forms and methods of training.

Self-assessment of Сompetencies as a Tool for Assessing the Effectiveness of Corporate Educational Programs

2021 ◽  
Vol 13 (4) ◽  
pp. 189-202
Author(s):  
M.M. Dmitrieva ◽  
S.V. Umnov ◽  
D.A. Podolsky
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Corporate Training ◽  
Educational Programs ◽  
Assessment Method ◽  
The Self ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Before And After

The existing tools for assessing the effectiveness of educational programs differ in the degree of effectiveness, applicability, and costs. The self-assessment method, which involves the determination of the level of expression of various qualities by students of educational programs before and after graduation. The method of assessing students' own competencies has significant limitations associated with social desirability. Nevertheless, the article analyzes the possibilities of using this method to assess the effectiveness of corporate educational programs. The results of using the self-assessment method to assess the effectiveness of corporate educational programs conducted in large organizations are presented. The possibilities and limitations of using various kinds of criteria for evaluating themselves by listeners are substantiated. The conclusion is made about the possibility of using the self-assessment method in the case of the focus of educational programs on the development of meta-competencies of managers. The article provides data on the assessment of learning outcomes, discusses the potential reasons for the differences obtained in the framework of projects, as well as the possibilities and limitations of using the self-assessment method to assess the educational effect of corporate training programs.

THE COMPARATIVE ANALYSIS OF WORKING EDUCATIONAL PROGRAMS FROM BOTANIC IN THE KREMENETS REGIONAL HUMANITARIAN-PEDAGOGICAL ACADEMY NAMED AFTER TARAS SHEVCHENKO FOR THE LAST TEN YEARS

2018 ◽  
pp. 122-131
Author(s):  
Oksana Halahan
Keyword(s):  
Comparative Analysis ◽  
Learning Outcomes ◽  
Plant Morphology ◽  
Educational Programs ◽  
Work Hours ◽  
Plant Systematics ◽  
Structural Elements ◽  
Biology Teachers ◽  
Knowledge And Skills ◽  
Pedagogical Academy

This article gives the analysis of five curriculums on Botany for the last ten years that have been carried out at Kremenets Regional Humanitarian Pedagogical Academy named after Taras Shevchenko (2008 – “Botany”, 2012 – “Anatomy and Plant Morphology”, “Plant Systematics” and “Mycology”, 2016 – “Botany”). The comparison of such structural elements of the curriculum as the content, the number of lecture and laboratory work hours, the number of independent and individual work hours and the kind of control is described. The distribution of hours by sections and topics is considered. The compulsory learning outcomes are formed into groups such as the requirements for students' knowledge and skills, as well as the purpose, tasks, methodological support and recommended literature for all curriculums. It is proposed to introduce separate educational disciplines such as "Mycology" and "Theology" in the curriculum of the students-future Biology teachers.

scholarly journals Easing the Transfer of Students from College to University Programs: How Can Learning Outcomes Help?

1969 ◽  
Vol 41 (2) ◽  
pp. 10-27
Author(s):  
Irene Carter ◽  
James P. Coyle ◽  
Donald R. Leslie
Keyword(s):  
Learning Outcomes ◽  
Educational Programs ◽  
Student Knowledge ◽  
Knowledge And Skills ◽  
Canadian Universities ◽  
Student Transfer ◽  
Continued Education ◽  
Transfer Strategies ◽  
Transfer Procedures ◽  
Block Transfer

Increasingly, students are seeking transfer from college to university educational programs. This challenges universities to assess the effectiveness of transfer policies and also challenges colleges to prepare students for continued education. This paper reviews the various transfer procedures used by Canadian universities, barriers experienced by students seeking transfer, and strategies for improving the transfer process. The authors propose the use of learning outcomes, which identify student knowledge and skills following an educational experience, to develop block transfer strategies that ease student transfer between educational programs.  

scholarly journals CARE OF THE ACUTELY ILL ADULT-An essential guide for nurses. Second Edition

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Afshan Hussain Khattak
Keyword(s):  
Learning Outcomes ◽  
Evidence Base ◽  
Early Warning Score ◽  
Skills Assessment ◽  
Scientific Quality ◽  
Multiple Choice Questions ◽  
Self Assessment ◽  
Knowledge And Skills ◽  
Deteriorating Patient ◽  
Difficult Subject

Second edition of Creed and Spiers book continues to address the difficult subject of caring for the rapidly deteriorating patient. Updated National early Warning Score-2 is used in this edition and enables the nurse to respond effectively to the quickly changing needs of such patients. Each chapter is divided into separate sections of Contents, Learning Outcomes, Multiple Choice Questions for self–assessment and an End of Chapter test with separate sections for knowledge and skills assessment. Each chapter ends with a complete list of references used that add to the scientific quality in addition to giving an evidence base to the information presented.

scholarly journals FEATURES OF DESIGNING THE CONTENT COMPONENT OF THE DISCIPLINE «COMPUTER GRAPHICS» WHEN EDUCATING FUTURE TEACHERS OF FINE ARTS

2021 ◽  
Vol 35 (1) ◽  
pp. 28-36
Author(s):  
Evgeniia Iu. Kuznetsova ◽  
◽  
Natalia V. Vinogradova ◽  
Keyword(s):  
Higher Education ◽  
Computer Graphics ◽  
Computer Technology ◽  
Computer Literacy ◽  
Fine Arts ◽  
Technical Skills ◽  
Educational Programs ◽  
Educational Institutions ◽  
Future Teachers ◽  
Knowledge And Skills

The article presents arguments in favour of implementing the discipline «Computer Graphics» when educating the future teachers of Fine Arts. The study analysed the principles of designing the content of the discipline through various creative programs of higher education; the content of educational programs in the leading educational institutions of the country. The article describes the rationale and features of implementing the discipline “Computer Graphics” in the Volga State Orthodox Institute. The authors developed and presented the content of this discipline, based on the principles of combining technical skills in the field of computer graphics, knowledge and skills in the field of fine arts, the basics of design and the prospective use of computer graphics in the framework of pedagogical and artistic activities. The article describes the results of the discipline implementation: the introduction of an innovative component in classical art education, increasing the level of computer literacy, mastering the basic skills of working in related professions by students, and the possibility of subsequent independent implementation of educational programs in the field of computer technology.

scholarly journals IMPLEMENTATION OF NATIONAL HIGHER EDUCATION STANDARD IN ELECTRONICS: STUDENTS’ PERCEPTIONS OF LEARNING OUTCOMES

2020 ◽  
pp. 43-49
Author(s):  
Olha Pavlenko
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Development Program ◽  
Assessment Criteria ◽  
Self Assessment ◽  
Education Standards ◽  
Knowledge And Skills ◽  
Undergraduate Engineering ◽  
New Policies

Recently, Ukrainian higher education institutions (UHEI) have undergone major changes in revising and implementing new policies, concerning the outcome-oriented reform in the national higher education standards (NHES). This paper describes research, conducted in Ukraine to collect the data on how new NHES in Electronics and program-based outcomes are perceived by undergraduate engineering students’ in terms of achieving their learning outcomes. The results of the study suggest that while the importance of implementing outcome-oriented initiative is highly supported and documented by the UHEI, students do not see the clear relation of program-based outcomes to the acquired knowledge and skills. Regardless of their apparent unawareness of program-based outcomes, students claim to be able to demonstrate their acquired knowledge and skills in practice, which is supported by self-assessment of their progress as well as the data on students’ average grades. Additionally, the study shows that program-based outcomes are rarely used to assess students’ performance as the outcomes do not align with the assessment criteria. The study indicates that students’ awareness of higher education learning outcomes, based on NHES in Electronics Engineering (EE) programmes, is generally underestimated both by students and course developers. The results unveil the need to introduce a professional development program in order to train EE course developers to adequately implement NHES outcomes in designing EE courses as well as make existing assessment criteria outcome-oriented.

SOCIAL PROJECT AS A PLATFORM FOR THE IMPLEMENTATION OF PROFESSIONAL SKILLS OF FUTURE INFORMATICS TEACHERS

2019 ◽  
pp. 16-22
Author(s):  
E. V. Klimenko ◽  
N. S. Buslova
Keyword(s):  
Large Scale ◽  
Modern Society ◽  
Professional Competencies ◽  
Future Teachers ◽  
Professional Skills ◽  
Knowledge And Skills ◽  
Theoretical Reasoning ◽  
Social Project ◽  
The University

The article is devoted to the consideration of ways to solve one of the actual problems in theory and methodology of training and upbringing — the problem of developing professional skills of future informatics teacher. As a way to adapt students to the profession, the possibility of their involvement in social designing was chosen. Participation in social projects contributes to the approbation and introduction of new forms and methods in teaching informatics. Expanding the experience of future teachers in carrying out large-scale events contributes to the formation of a socially adapted personality competitive in modern society. The potential of a social project in consolidating the knowledge and skills obtained during the theoretical training at the university is indicated. In the article, theoretical reasoning is accompanied by examples of real social projects and activities aimed at the formation of professional competencies of future informatics teachers.

Status quo of Nursing Informatics Competencies for Nurses Under Standardized Training -A Cross-Sectional Study (Preprint)

2019 ◽  
Author(s):  
Kejimu Sunzi ◽  
Cheng Lei ◽  
Zhuoyuanyuan Chen ◽  
Baolu Zhang
Keyword(s):  
Influencing Factors ◽  
Online Survey ◽  
Rapid Development ◽  
Professional Knowledge ◽  
Clinical Information ◽  
The Internet ◽  
Nursing Informatics ◽  
Self Assessment ◽  
Cross Sectional ◽  
Knowledge And Skills

BACKGROUND The rapid development of health information technology has an increasingly significant impact on nursing work. The development of informatization also puts forward higher requirements for nurses under standardized training (NUST). Informatics knowledge and skills are essential if clinicians are to master the large volume of information generated in healthcare today. Nurses with competent nursing informatics competencies (NIC) will be able to better adapt to the needs of work and the development of the times. OBJECTIVE This study aimed to explore, analyze, and discuss the current situation of NIC of NUST in China, and analyze the influencing factors, to provide references for improving the NIC of NUST. METHODS We conducted a cross-sectional survey of standard training nurses' NIC in a tertiary hospital in Sichuan Province, China, with convenience sampling. The study consists of two parts included socio-demographic characteristics and NIC, a self-designed general information questionnaire, and a Self-Assessment Nursing Informatics Competency Scale-SF28 were used as survey tools. An online survey collected the data, and the scores of nurses' NIC were analyzed, and the factors were determined by linear regression statistical analysis. RESULTS Overall 191 target population responded to the questionnaire, including 22 males (11.52%) and 169 females (88.48%), the age range was 21 to 28 years, the average age was 24.64 (SD 1.43). 53 persons without computer level certificate (27.75%), 138 persons with computer level certificate (72.25%), the total score of Self-Assessment Nursing Informatics Competency Scale was 68.65 (SD 10.47), the scores of each dimension were role of clinical information 10.12 (SD 2.17), basic computer knowledge and skills 26.64 (SD 4.96), application ability of computer skills 7.16 (SD 1.82), wireless equipment skills 8.02 (SD 2.04), nursing information attitude 16.73 (SD 3.25). In the analysis of influencing factors of NIC, “whether learned professional knowledge through the internet” is the influencing factor of NIC (P< .05). CONCLUSIONS The clinical nursing informatics (NC) of nurses was at a medium level, mainly influenced by “whether learned professional knowledge through the internet.” In the future regulation process, it is necessary to strengthen further the capacity training of information to improve their clinical information decision-making ability and better serve patients.

scholarly journals Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

2019 ◽  
Vol 9 (3) ◽  
pp. 213
Author(s):  
Rezaul Chowdhury
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Professional Practice ◽  
Assessment Tools ◽  
Discussion Forums ◽  
Self Assessment ◽  
Industry Practice ◽  
The University ◽  
Engineering Hydrology

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

Hacia la acreditación internacional de programas educativos con base en competencias

2021 ◽  
Vol 4 (3) ◽  
pp. 17-28
Author(s):  
A. Garcés Báez ◽  
Ma. del R. Moreno Fernández ◽  
E. Mora Colorado
Keyword(s):  
Learning Outcomes ◽  
Information Technologies ◽  
Educational Programs ◽  
Academic Programs ◽  
Social Significance ◽  
The World

Las competencias para la Acreditación Internacional de los Programas Educativos en Computación y Tecnologías de la Información. A partir de los fundamentos se transita por los programas académicos y algunos organismos acreditadores tomando como eje, en ambos casos, las competencias hasta llegar a su identificación en el escenario internacional en el Marco del Acuerdo de Seúl. Como es sabido el desarrollo de competencias se enfoca sobre situaciones y problemas específicos, es por ello que una enseñanza por competencias brinda la oportunidad de garantizar que los aprendizajes sean adquiridos de manera oportuna y precisa, en términos de su trascendencia personal, académica y social. En todos los casos el concepto de competencia señala tanto el proceso como los resultados del aprendizaje, las cuales podría aplicar las competencias en el mundo. The competences for the International Accreditation of the Educational Programs in Computing and Information Technologies is addressed. Based on the fundamentals, we move through the academic programs and some accrediting bodies taking as their axis, in both cases, the competences until their identification in the international scenario within the framework of the Seoul Accord. As it is known, the development of competences focuses on specific situations and problems, which is why a teaching by competences provides the opportunity to ensure that learning is acquired in a timely and accurate manner, in terms of personal, academic and social significance. In all cases, the concept of competence indicates both the process and the learning outcomes, which will be the spearhead to apply the skills in the world.

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