Religious Studies as an Attribute of Professional Competence of a Modern Teacher

2020 ◽  
Author(s):  
Л.Б. Михайлова
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Professional Competence ◽  
Religious Studies ◽  
Institutions Of Higher Education ◽  
Professional Skills ◽  
Secular Schools

статья посвящена проблеме формирования религиоведческой компетентности в системе государственного высшего педагогического образования. Автор обосновывает приоритетность религиоведческого подхода к изучению религии в светских школах и вузах в условиях современного постсекулярного общества. В качестве оптимальной дисциплины, формирующей профессиональные навыки работы в поликонфессиональной аудитории, рассматривается философское религиоведение с элементами теологического знания. the article is devoted to the problem of formation of religious competence in public higher teacher education. This paper substantiates the priority of religious studies approach in teaching religions at secular schools and in institutions of higher education in today’s postsecular world. Philosophical religious studies with the elements of theological knowledge are considered as the discipline which forms professional skills in multiconfessional society.

scholarly journals FORMATION OF PROFESSIONAL MOTIVATION OF STUDENTS OF INSTITUTIONS OF HIGHER EDUCATION TO SELF-REALIZATION IN LIFE

2019 ◽  
pp. 38-41
Author(s):  
А. Marushkevych
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Professional Training ◽  
Professional Competence ◽  
Future Application ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Motivation Interaction ◽  
Professional Self ◽  
Development Of Competencies

The article reveals the issues of professional motivation of graduates of institutions of higher education to self-realization in life, the need for interaction between employers and institutions of higher education, which trains specialists for a particular sphere and not always cope with providing them with the knowledge that affects the development of competencies necessary for the performance of official responsibilities at a particular place of work. The emphasis has been placed on the importance of vocational guidance measures for professional motivation, interaction between employers and institutions of higher education. The importance of acquiring professional competence by students for professional self-realization in the future, application of innovative technologies in their teaching, involvement in situational modeling and project development have been highlighted. It has been emphasized that the component of the student's educational motivation can be orientation to international relations, the state's course on academic mobility. The publication outlines the positions of modern scholars on the difficulties of self-realization in the professional sphere, which are influenced by external and internal factors. It has been noted that in the structure of readiness for professional activity, there are motivational, emotional-volitional, orientational components. It has been emphasized that insufficient level of professional training of graduates is explained by the emphasis on their attention only on the material and social advantages of the chosen profession. The focus is on the need for youth to find appropriate bases of practice that will satisfy the institution of higher education, students and employers. It has been noted that an important role for the employer plays a potential employee's possession with new information technologies. It has been explained that today it is important to rethink the role of scientific designing, counseling, directing students to self-realization and scientific guidance from teachers as mentors, tutors. It has been emphasized that the modernization of the educational branch focuses on the recognition of the diploma of the graduate of the institutions of higher education as evidence of real professional qualifications.

Project EXCEL

2018 ◽  
pp. 78-96 ◽  
Author(s):  
Annette Deborah Miles ◽  
Ebony Terrell Shockley
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Metropolitan Areas ◽  
District Of Columbia ◽  
Institutions Of Higher Education ◽  
Collaborative Partnership

This chapter outlines the initial findings of Project EXCEL, a collaborative partnership that explores how institutions of higher education (IHEs) can better serve surrounding communities and schools seeking to enhance and diversify the teacher education population. The possibilities for teachers, teacher candidates, and partnerships in the District of Columbia, Maryland, and the surrounding metropolitan areas show the next steps for Project EXCEL. The findings serve as an opportunity for other IHEs to consider for partnerships and recruitment.

scholarly journals ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНЬОГО ВЧИТЕЛЯ БІОЛОГІЇ В КОНТЕКСТІ ЗАВДАНЬ КОМПЕТЕНТНІСНОГО ПІДХОДУ

2019 ◽  
pp. 17-25
Author(s):  
О. М. Воробйова
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Professional Competence ◽  
Quality Management System ◽  
Educational Process ◽  
Professional Activity ◽  
Teacher Competence ◽  
Institutions Of Higher Education ◽  
Biology Teacher ◽  
The Future

The article justifies the current trends of the future Biology teacher training in the context of tasks of outcome-based approach. It is proved that the functioning of the modern system of specialists training, raising social requirements for institutions of higher education determinates the necessity for highly qualified teachers who are able to organize the educational process creatively and achieve high quality results. It is established that the quality improvement of the future Biology teacher training is due to the possibility of mobile response of the educational process to the public needs, school needs, human needs. It is possible to implement the set of tasks by building a quality management system of the future teacher training, which is aimed at formation of key and special competences. Since Ukraine has been involved in Bologna Process (2005) and as provided for by the Berlin Communique (2003) and Lisbon Treaty (2007) the modernization of the higher education is started in our country. The main purpose of it is to realize a big number of innovations and the honored position among them is taken by competence-based approach. An important factor in developing of the future Biology teacher competence is the providing of whole new level of methodological disciplines studying, as the Biology teacher methodological training is a part of the general culture, which is also the main link of the general qualities structure, which is the basis of the modern teacher’s model. The professional competence of the Biology teacher is interpreted in the research as an integral, intellectual, personal, professional association, which starts formation in the process of professional teacher’s training in higher educational institutions, develops and improves in the process of professional activity. The article analyses the peculiarities of the regulatory support of outcome-based approach for Biology teacher training in the educational process of a pedagogical institution of higher education. There was studied the genesis of the introduction of outcome-based approach into the system of specialists training in institutions of higher education of Ukraine. The definition of such concepts as “teacher training”, “outcome-based approach”, "professional competence," general competence”, “special (subject) competences” was clarified. It was proved that the competence of a Biology teacher is an integrated structure, which is determined by a dynamic combination of general and special competences, which determine the effectiveness of professional activity of a specialist.

scholarly journals THE CONCEPT OF RESOURCE-BASED LEARNING IN HIGHER SCHOOL

2018 ◽  
pp. 104-108
Author(s):  
N. KONONETS
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Cognitive Activity ◽  
Practical Experience ◽  
Living Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
High Level

In the article, based on the analysis of theoretical literature and own practical experience, the concept of resource- oriented learning in the high school is described. The author concept reflects the concept, purpose, essence, task, principles, perspective tasks and the main directions of development of resource-oriented teaching of students in institutions of higher education. The concept includes three interconnected concepts that contribute to the implementation of the leading idea of research: methodological, theoretical and technological.It is grounded that the implementation of the concept of RHE in higher education will ensure: a qualitatively new level of organization of the educational process in the ZOO; high level of formation of independent cognitive activity among students; a high level of professional competence of graduates for the successful realization of professional activity in a living environment in the information society; a clear orientation of students for independent acquisition of knowledge and ability to build knowledge; a clear orientation of students for education throughout their lives; increasing the effectiveness of RHO provided the use of facilities, methods, forms and pedagogical technologies RON; formation of a joint open educational environment of the ZOO; cooperation with various ZOO, educational institutions, libraries and dissemination of pedagogical experience of RON; development of network cooperation ZOO.

scholarly journals O Professor e a docência no ensino superior: aspectos da formação e da profissão

2021 ◽  
Vol 14 (2) ◽  
pp. 452
Author(s):  
Neide Pena ◽  
Flaviana Néias Bueno
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Professional Competence ◽  
Educational Practice ◽  
Teaching Profession ◽  
University Teaching ◽  
Educación Superior ◽  
Educacion Superior ◽  
Desarrollo Profesional

O artigo se vincula ao Grupo de Estudo e Pesquisas em Educação e Gestão (GEPEG), cadastrado no CNPq, e se insere no campo da educação superior com foco específico na profissão docente e na formação para o exercício da docência, considerando o professor um profissional da educação. Discute a docência como profissão e a formação como desenvolvimento profissional contínuo, respaldando-se no conceito de profissional de Eliot Freidson (1998), com o objetivo de evidenciar a complexidade que envolve a profissão docente e apontar elementos que contribuam para a compreensão desse cenário da educação superior que exige inovação da prática educativa. Evidencia-se que a formação tem sido tratada como desenvolvimento profissional, muitas vezes, com características de treinamentos, formação em serviço, reduzindo a competência profissional apenas ao “saber fazer” técnico ou à experiência. O professor tem sido responsabilizado por sua formação permanente, no quadro de um conhecimento pedagógico, científico, cultural e tecnológico, tendo em vista a necessária renovação das práticas educativas, da forma de planejar, avaliar e se relacionar; o que não é diferente de outras profissões do mercado, em que predomina a ideia de profissional como expertise. Palavras-chave: Docência Universitária. Profissão Docente. Profissional.The Teacher and teaching in higher education: aspects of education and professionABSTRACTThe article is linked to the Group of Studies and Research on Education and Management (GEPEG), registered with CNPq, and is inserted in the field of higher education, focused specifically on the teaching profession and the education for teaching, as the teacher is a professional of education. It discusses teaching as a profession and teacher education as a continuous professional development, based on Eliot Freidson’s (1998) notion of professional, aiming to highlight the complexity surrounding the teaching profession and points out elements that contribute to the understanding of this higher education scenario that requires innovation in educational practice. It is evident that teacher education has been treated as professional development, often with characteristics of training, in-service training, reducing professional competence only to a technical “knowing how to do it," or experience. Teachers have been held responsible for their continuing education, within the framework of pedagogical, scientific, cultural, and technological knowledge, in view of the necessary renewal of educational practices, the ways of planning, evaluating, and relating, no different from other professions in the market, in which the idea of professional as expertise predominates.Keywords: University Teaching. Teaching Profession. Professional.El profesor y la enseñanza en la educación superior: aspectos de formación y profesiónRESUMENEl artículo está vinculado al grupo de estudios e investigación en educación y gestión (GEPEG), registrado en CNPq, y se inserta en el campo de la educación superior con un enfoque específico en la profesión docente y la formación para la enseñanza, siendo el profesor un profesional de la educación. Discute la enseñanza como profesión y la capacitación como desarrollo profesional continuo, basado en el concepto de profesional de Eliot Freidson (1998), con el objetivo de resaltar la complejidad de la profesión docente y señalar los elementos que contribuyen a la comprensión de este escenario educativo, que requiere innovación en la práctica educativa. Es evidente que la capacitación ha sido tratada como un desarrollo profesional, a menudo con características de entrenamiento, capacitación en el servicio, reduciendo la competencia profesional solo por "saber hacer" técnico o por experiencia. El profesor ha sido considerado el responsable de su formación permanente, en el marco del conocimiento pedagógico, científico, cultural y tecnológico, en vista de la necesaria renovación de las prácticas educativas, de la forma de planificar, evaluar y relacionarse, no diferente de otras profesiones en el mercado, en el que predomina la idea de profesional como expertise.Palabras Clave: Docencia Universitaria. Profesión Docente. Profesional.

scholarly journals THE WORKING PROGRAMME OF THE ACADEMIC COURSE: THE COMPETENCE VECTOR

2021 ◽  
pp. 97-103
Author(s):  
Iryna Humeniuk
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Professional Competence ◽  
Evaluation Criteria ◽  
Research Process ◽  
Educational Programme ◽  
Clear Correlation ◽  
Free Access ◽  
Institutions Of Higher Education ◽  
Writing Course

The article considers the problem of effective construction of the working programme  as the main kind of the educational and methodical support for a course. The relevance of the topic of the research is caused by the existence of significant differences between the evaluation criteria and the expected results of teaching, the content of the course and the requirements of the educational programme. The quality of the architectonics and contentual logic of a working programme  illustrates the professional competence of the scientific and pedagogical worker. The aim of the article is to raise the awareness of the methodical problem of construction of the working programme  of the Ukrainian Language for Professional Purposes course on the basis of the competence approach. The research process was based on the systemic structural and comparative methods of analysis of methodical materials, as well as generalisation and systematisation of the detected disadvantages. The selection of the working programme s for the analysis has been conducted considering the geographical criterion of the location of the pedagogical institution of higher education and the criterion of the free access to the educational programmes of the specialities 012 Pre-School Education, 013 Primary Education and the corresponding working programme s in the Ukrainian Language for Professional Purposes course. The results of the research have been formulated according to the determined parameters. A gradual decrease in the interest in teaching the course at pedagogical institutions of higher education has been indicated, as well as its replacement with the Bases of Academic Writing course at non-pedagogical institutions of higher education. The author emphasizes the non-systemic use of the competence approach, the absence of a clear correlation between the programmatic competences and their concretisation within the course. Clearly determined teaching results concerning each topic in accordance with the educational programme have not been detected in any of the analysed programmes.

scholarly journals PROFESSIONAL COMPETENCE OF FUTURE CHEMICAL ENGINEERS IN HIGHER EDUCATION INSTITUTIONS: THE ANALYSIS OF THE THEMATIC DIRECTION OF THE SCIENTIFIC LITERATURE

2021 ◽  
pp. 62-75
Author(s):  
Larissa Gren ◽  
Khalida Kurbanova
Keyword(s):  
Higher Education ◽  
Scientific Literature ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
International Experience ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Dissertation Research ◽  
And Training

The article is devoted to the analysis of the thematic direction of the scientific literature on the formation of professional competence of future chemical engineers in higher education institutions of both domestic researchers and researchers from other countries (monographs, dissertation research); the classification of dissertation researches directions on the formation of professional competence of future chemical engineers in institutions of higher education is given; the necessity of further thorough researches of scientists on the issues of formation of professional competence of future chemical engineers in higher education institutions is proved. Promising areas of professional competence of future chemical engineers in higher education are use of international experience in the formation of professional competence and training of future chemical engineers in higher education in the educational process.

scholarly journals SUBSTANTIATION OF INNOVATIVE TEACHING METHODS IN TRAINING FUTURE DOCTORS

10.23856/4303 ◽  
2021 ◽  
Vol 43 (6) ◽  
pp. 23-29
Author(s):  
Natalia Gumeniuk ◽  
Svitlana Khliestova ◽  
Andrzej Kryński
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Professional Competence ◽  
Role Playing ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Innovative Teaching ◽  
Medical Institutions ◽  
Level Of Training

The article presents material on solving the problem of improving modern methods and technologies in teaching in medical institutions of higher education, as higher medical education requires rapid changes and non-standard creative solutions, especially in today’s conditions. Innovative teaching methods are aimed primarily at the processes of information perception and successful acquisition of practical skills, memory, development of creative and clinical thinking, proficient behavior in extreme situations, and gaining communication experience. The methods are calling innovative because they significantly change both the role of the teacher and the role of students. At the same time, the level of training of future doctors must meet clear criteria of goals and competence approach by the requirements of the quality of education. The importance of innovative teaching methods in the training of future doctors is highlighting. The theoretical and methodological analysis of the educational process of medical institutions of higher education. The content of the application of innovative teaching methods in the training of future doctors is generalized and systematized. Aspects of professional competence of the future doctor are covered. The effectiveness of case studies and situational role-playing methods is substantiated and identified as integral elements of teaching in medical institutions of higher education.

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