scholarly journals Customer Information System for performance evaluation of three Public Utilities. Case study PBL

2020 ◽  
pp. 14-24
Author(s):  
Isabel Lagunes-Gómez ◽  
María Graciela Hernández-y Orduña
Keyword(s):  
Professional Development ◽  
Positive Impact ◽  
Computer Systems ◽  
Meaningful Learning ◽  
University Education ◽  
Participatory Action ◽  
Customer Information ◽  
Professional Development Of Teachers ◽  
Innovation Project

In the present work we show an extra academic activity (EAA) developed through a university innovation project: "Design and construction of a system to evaluate the quality of municipal public services" developed at the Instituto Tecnológico Superior de Alvarado by a group of teachers of Computer Systems and Basic Sciences, with student participation of Engineering in Computer Systems. Our objective is to analyze the contribution of the ProjectBased Learning (PBL) methodology to university education and professional development of teachers. We use the qualitative research method Participatory Action Research (IAP), field experience log and portfolio of evidence for data collection and coding and scales for processing. As a result, we found that the educational experience created meaningful learning, as well as verifiable academic products, and verifiable competencies and professional experience for the mutual benefit of students and teachers. Therefore, we conclude that the ABP is an effective Strategy for Creating Meaningful Learning Experiences in technological higher education, because its results have a positive impact on university education and Professional Development of Teachers. To conclude from this experience we offer recommendations to obtain better results

Pedagogical Subjectivity of Monitoring the Formation of Professional Readiness of Future Workers in the Oil and Gas Industry

2020 ◽  
Vol 8 (5) ◽  
pp. 3-8
Author(s):  
T. Danilova
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Oil And Gas ◽  
Oil And Gas Industry ◽  
Structural Components ◽  
Gas Industry ◽  
Professional Development Of Teachers ◽  
Relationship Of ◽  
The Relationship

The article considers a teacher as a subject of monitoring the professional readiness of future workers in the oil and gas industry, who has pedagogical subjectivity in its implementation. This quality of personality is characterized in the context of the teacher's monitoring competence. The structure of pedagogical subjectivity is determined by the features of professional readiness of workers in the oil and gas industry and its monitoring. It involves the relationship of theoretical, technological, and personal components. The article presents the results of a ascertaining experiment that established insufficient formation of structural components of pedagogical subjectivity in monitoring. The expediency of correcting the identified problem aspects and related professional development of teachers to monitor the professional readiness of future workers in the oil and gas industry is justified. It is assumed that the problem of their formation is characterized by industry specifics and is implemented by means of additional professional education.

scholarly journals TRENDS IN CONTINUING EDUCATION OF TEACHERS IN EUROPEAN EDUCATION SYSTEMS

2018 ◽  
Author(s):  
Malgozhata Kaminska
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Educational Systems ◽  
The European Union ◽  
Continuous Education ◽  
Practical Education ◽  
Professional Development Of Teachers ◽  
Strategic Factors ◽  
Educational Indicators

Continuing education of teachers is one of the most important challenges in the educational policy of the European Union. Primary education and professional development of teachers are considered as strategic factors in the achievement of educational indicators in the 2020 perspective. The article presents the main concepts that characterize continuous education on the background of the concept of continuous education. The provisions on education and professional development of teachers in European educational systems have been analyzed on the basis of research reports, strategies and communications from the Council and the European Commission. There is a growing awareness and sense that improving the quality of general and vocational education cannot take place without taking into account changes in teacher education and training. The level of professional qualifications of teachers is quite high, but initiatives are needed to improve teachers’ professional competences, especially in the area of pedagogical and practical education. The challenge remains to work towards the professional integration of young teachers and – as a result – to limit the outflow of teachers from the profession. This is closely related to the promotion of solutions that will help teachers develop their competence potential and gain new experiences through various forms of professional development. This also applies to non-formal learning and recognition of its effects.

scholarly journals DIALOGUE AND MEETING AND COMMUNION AND COMMUNITY

2017 ◽  
pp. 9-25
Author(s):  
M. Franc
Keyword(s):  
Professional Development ◽  
Interpersonal Communication ◽  
Open System ◽  
Present Stage ◽  
Education Development ◽  
Professional Development Of Teachers ◽  
Educational Partnership ◽  
Pedagogical Environment

Upbringing leads to the necessity of establishment a dialogue in a pedagogical environment. At the present stage of the education development this aspect is considered as a modern tendency of humane pedagogy, which is connected with the philosophical principles of dialogue or intersubjectivity among educators. The pedagogical dialogue is defined as an open system of knowledge about the possibilities and consequences of communication between teachers, a teacher and a student, and students. The author points out the role and possibilities of modern dialogue in the process of interpersonal communication and educational partnership, which significantly affect the quality of the process of socialization and create new ways of professional development of teachers.

scholarly journals The Higher The Quality Of Teaching The Higher The Quality Of Education

2011 ◽  
Vol 2 (3) ◽  
pp. 59 ◽  
Author(s):  
Naveed Sultana ◽  
Muhammad Imran Yousuf ◽  
Muhammad Naseer Ud Din ◽  
Sajid Rehman
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Good Governance ◽  
Research Work ◽  
Leadership Role ◽  
Good Teaching ◽  
Quality Of Teaching ◽  
Professional Development Of Teachers ◽  
Learning Competencies

The higher education plays as leadership role in the system of education. Quality education can ensure security, welfare and prosperity of a nation. The key factors influencing the quality of higher education is the quality of faculty, curriculum standards, technological infrastructure available, research environment, accreditation regime, administrative policies, financing, evaluation and good governance. The main objectives of the study were (1) To evaluate the indicators of good teaching. (2) To examine the institutional policies for valuing the teaching. (3) To examine the contribution of teaching towards professional development of teachers. (4) To find out institutional efforts for enhancing the professional development of teachers. For study purposes five federal universities of Islamabad were taken and their faculties were included in the population. Twenty teachers of each university were taken as the sample of the study. This sample was selected with the help of the students from each department. As students are considered tougher evaluators of the teachers so the selection of the good teachers was completed on the basis of the five common competencies such as competencies related to subject and subject area teaching, competencies related to teaching and learning, competencies in research work and competencies related to professional behaviour .This survey type study was conducted through a questionnaire. The study concluded that good teaching does not pay any benefit to teachers except self-satisfaction and also finding that the requirements for quality teaching are not available in universities. The present study recommends the higher quality of teaching may be ranked and recognized at local, national and international level.

scholarly journals Teachers’ Professional Development Courses to Ensure Quality Education

2015 ◽  
Vol 2 ◽  
pp. 302
Author(s):  
Karīna Brikmane
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
General Education ◽  
Development Strategy ◽  
Quality Of Education ◽  
The Sustainable Development ◽  
Modern Education ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development

The focussed professional development of teachers ensures the quality of modern education. In the context of life-long education, each teacher has to develop their professional and personal competence, to ensure the development of general and professional skills and for teachers to be able to face new challenges and undertake their tasks in non-traditional, but well argued ways, because education strengthens intuition, confidence and the ability to knowingly transform acquired experience into innovation. The issue in the research establishes the contradictions seen within society between the goals set in education and their implementation in the teaching process. Attention has been focussed in this research on the current national situation in the professional development of teachers, gathering information on what is offered and researching the improvements needed for a modern adult learning process. The importance of the research was established by the need for changes in general education and the implementation of sustainable development principles. The main strategic principles, the observation of which could significantly increase the possibility of development are prescribed by the “Sustainable Development Strategy of Latvia until 2030”. They are – innovation, tolerance, co-operation and participation, which should also be included in the content of teachers’ professional development courses, in this way directly influencing the improvement of the quality of education as well.

scholarly journals A Checklist Development for Meaningful Learning in Classroom Observation

2020 ◽  
Vol 10 (10) ◽  
pp. 728-735
Author(s):  
Jon-Chao Hong ◽  
◽  
Jian-Hong Ye ◽  
Po-Hsi Chen ◽  
Yu-Ying Yu
Keyword(s):  
Professional Development ◽  
Classroom Observation ◽  
Meaningful Learning ◽  
Professional Development Of Teachers

Classroom observation is generally regarded as an important tool for improving the professional development of teachers. It needs a good checklist for teachers and observers to

scholarly journals Multimedia Annotations for Practical Collaborative Reasoning

2021 ◽  
Vol 10 (2) ◽  
pp. 264
Author(s):  
Manuel Cebrián-de-la-Serna ◽  
María Jesús Gallego-Arrufat ◽  
Violeta Cebrián-Robles
Keyword(s):  
Educational Innovation ◽  
University Education ◽  
Video Annotation ◽  
Collaborative Reasoning ◽  
Multimedia Annotation ◽  
Multimedia Resources ◽  
Award Winning ◽  
Reflective Reasoning ◽  
Innovation Project

University education requires students to be trained both at university and at external internship centres. Because of Covid-19, the availability of multimedia resources and examples of practical contexts has become vital. Multimedia annotation can help students reflect on the professional world, collaborating and interacting with colleagues online. This study aims to encourage collaborative practical thinking by using new video annotation technologies. 274 students participated in an experiment of task design focusing on the analysis of a technology-based, award-winning educational innovation project. With mixed research design, qualitative and quantitative data exported from the video annotation platform used was collected and analysed. The results show differences in the quality and quantity of the answers: in the tasks with broad Folksonomy they are more numerous but more dispersed in their analysis, and vice versa. The quality of the answers given with narrow Folksonomy is also higher in both texts and videos modes. Producing multimedia annotations is a practical way to encourage students to practise reflective reasoning about the professional reality.

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