scholarly journals DESIGNING OF PERSONALIZED TRAINING FOR YOUNG TEACHERS

2021 ◽  
pp. 7-11
Author(s):  
L.A. Veretennikova ◽  
Keyword(s):  
Education System ◽  
Development Process ◽  
Postgraduate Education ◽  
Advanced Training ◽  
Diagnostic Potential ◽  
Additional Education ◽  
Qualitative Characteristics ◽  
Regional Education ◽  
Young Teachers

The article analyzes the main qualitative characteristics that determine the development process of additional education at the pedagogical university. The potential of the postgraduate education system as a resource for the development of the regional education system is revealed. The diagnostic potential of projects of postgraduate support of young teachers has been determined. The mechanism of designing personalized educational routes for advanced training of young teachers is disclosed.

Possibilities of using the electronic constructor "ZNATOK" at informatics lessons in primary school

2021 ◽  
Vol 1 (1) ◽  
pp. 52-55
Author(s):  
T. V. Barakina
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Education System ◽  
Educational Material ◽  
Advanced Training ◽  
School Teachers ◽  
Higher Education System ◽  
Information Processes ◽  
Concept Of Information ◽  
Additional Education

The article discusses the possibilities of using the electronic constructor "ZNATOK" when studying the initial course of informatics. There are described four main directions of using the constructor: 1) when studying the concepts of "model" and "modeling"; 2) when studying the concept of "algorithm"; 3) when studying the device of a computer; 4) in the process of getting acquainted with the concept of "information processes". Possible stages of working with the constructor when considering these topics are presented: examples of exercises; methodological techniques that contribute to better memorization of educational material; planned learning outcomes for schoolchildren; possible areas of work in middle and high school. The material can be used not only by school teachers, but also by specialists of additional education system, as well as in higher education system in the preparation of bachelors in the areas of training 03.04.01 "Pedagogical education", 44.03.05 "Pedagogical education (with two training profiles) ", masters of the direction of training 44.04.01 "Pedagogical education", in the courses of advanced training of teachers.

КОНФЛИКТОГЕННЫЕ ЗОНЫ В СИСТЕМЕ СРЕДНЕГО ОБРАЗОВАНИЯ НА ЭТАПЕ РЕАЛИЗАЦИИ НАЦИОНАЛЬНОГО ПРОЕКТА: РЕГИОНАЛЬНЫЙ АСПЕКТ

2020 ◽  
Vol 15 (2) ◽  
pp. 81
Author(s):  
Л. М. Низова ◽  
К. С. Виногорова
Keyword(s):  
General Education ◽  
Education System ◽  
School Library ◽  
Social Infrastructure ◽  
Financing System ◽  
Conflict Zones ◽  
National Project ◽  
Education Management ◽  
The Creation ◽  
Additional Education

The priorities and problems of the implementation of the national project “Education” at the level of a comprehensive school in the region are investigated. The factors of the origin of conflict zones and types of conflicts based on the analysis of contradictions of the opinions of scientists are revealed. The role of unity and struggle of opposites as a phenomenon of overcoming conflicts is determined. Based on the author’s monitoring of the education management system in the Mari El Republic, the positive and negative dynamics of the number of educational organizations studying in them and in the system of additional education over the past five years, the enrollment of students in specialized education, as well as the dynamics of participants in the regional and final stage of the All-Russian Olympiad of schoolchildren were revealed. Particular attention is paid to the study of the state of modernization of the regional system of general education in the framework of the national project, highlighting such priorities as computerization, replenishment of the school library stock, improving the quality of education and developing the personnel potential of the industry. According to the authors, the resolution of such problems as the creation of effective mechanisms for financing educational services in organizations with a weak social infrastructure, the availability of high-quality education, the low attractiveness of working conditions and the level of salaries of teachers, and others remain incomplete. To eliminate them, it is necessary to apply such measures as the further development of innovative forms of the education system, the strengthening of interdepartmental bodies and organizations to increase the educational needs of the population, the creation of a specialized financing system for the modernization of educational institutions, as well as the increase in the level of professionalism of teachers. Their actualization at the present stage contributes to the reduction of conflict zones in the education system.

Regional Geography Education in Poland

2020 ◽  
Author(s):  
Agnieszka Świętek ◽  
Wiktor Osuch
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Primary School ◽  
Education System ◽  
Geography Education ◽  
School Level ◽  
Lower Secondary School ◽  
Regional Geography ◽  
The Core ◽  
Regional Education

Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

Towards a Theoretical “Cybernetic” Framework

2013 ◽  
pp. 128-181
Author(s):  
Pellas Nikolaos
Keyword(s):  
Distance Learning ◽  
Education System ◽  
Second Life ◽  
Value Added ◽  
Learning Theories ◽  
Common Basis ◽  
Learning Practices ◽  
Planning Framework ◽  
E Learning ◽  
Qualitative Characteristics

In the last decade, there is a common conviction and connectedness for modern e-learning practices to use online virtual environments (or worlds) for arousing students’ interesting in various experiential activities. In this perspective, this chapter creates and proposes a “Cybernetic Planning Framework” (CPF), which combines the diversity of educational theories and practices, yielding in a common basis for their inclusion. The present chapter focuses on Second Life’s qualitative characteristics that can be utilized to construct a “teaching-organizational” framework, which is essential for planning effective and meaningful distance learning courses. This gain averred a “cybernetic model,” in which users enhanced pedagogical authorities and principles of Contemporary Learning Theories that previous studies carried out in Second Life. This premise recapitulates the value-added of this chapter, which can successfully be adapted to any 3D “open” and “sustainable” education system, emphasizing on integration and innovation of teaching methods.

Postgraduate Education and Career Mobility: A Case from Hospital Administration

1969 ◽  
Vol 28 (1) ◽  
pp. 11-21 ◽  
Author(s):  
Peter New ◽  
Mary New ◽  
J. May
Keyword(s):  
Career Choice ◽  
Education System ◽  
Occupational Mobility ◽  
Career Aspirations ◽  
Postgraduate Education ◽  
Career Mobility ◽  
Hospital Administration ◽  
American Education ◽  
Career Patterns ◽  
Determining Factor

Investigators analyzing the contingencies in career choice, occupational mobility, and other career aspirations have often recognized the relevance of college and postgraduate education. In most instances, however, education is by-passed in favor of other variables. We suspect that part of the reason for this is the generally accepted but unexamined assumption that education is a known quantity and can be taken for granted as a determining factor in career patterns. At the same time, education is a very nebulous concept. The great variety of opportunities available within the American education system makes it extremely difficult for the student of occupational mobility to determine exactly what is important about education.

scholarly journals Methods of Teaching University Students and Students of the Continuing Education System using Intelligent Information Systems

2019 ◽  
Vol 9 (2) ◽  
pp. 851-855
Keyword(s):  
Information System ◽  
Information Systems ◽  
University Students ◽  
Continuing Education ◽  
Education System ◽  
Training System ◽  
Advanced Training ◽  
Intelligent Information Systems ◽  
Training Methodology ◽  
Intelligent Information

This article was written with the aim of theoretically substantiating, developing, and testing experimental methods for teaching university students and students of the advanced training system for computer specializations using intelligent information systems. The following tasks are solved in the article as: 1. To analyze the theoretical and methodological foundations of the use of ICT in teaching 2. To design and implement an intelligent information system in students' training that demonstrates the didactic potential of these systems. 3. To substantiate the criteria for the levels of understanding of university students and students of the advanced training system of educational material and formalize them, laying in the capabilities of an intelligent information system. 4. To develop methods and means of teaching university students and students of the continuing education system using intelligent information systems. 5. Experimental search to verify the effectiveness of the application of the developed methodology. Based on the problem, a training methodology was developed, didactic foundations were determined and conclusions were drawn.

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