INTEGRATION OF MODULAR EDUCATION IN LEARNING ENVIRONMENT OF THE DEPARTMENTAL INSTITUTE

2021 ◽  
pp. 79-84
Author(s):  
Василий Борисович Дворцов ◽  
Михаил Валентинович Киселев
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Professional Education ◽  
Training Programs ◽  
Practical Experience ◽  
Professional Activity ◽  
Special Role ◽  
Development Programs ◽  
Personal Qualities ◽  
Modular Education

Подготовка специалистов для уголовно-исполнительной системы представляет собой сложный и многогранный процесс. Особая роль при этом отводится повышению квалификации и профессиональной переподготовке сотрудников учреждений и территориальных органов ФСИН России. Формирование необходимых компетенций у сотрудников и руководителей любого уровня реализуется в течение нескольких периодов, связанных с обучением в вузе, самообразованием, приобретением опыта практической деятельности, осуществлением наставничества со стороны более опытных сотрудников, посещением занятий в рамках служебной подготовки и получением дополнительного профессионального образования. Обучение специалистов в системе дополнительного профессионального образования, с учетом наличия требований к профессиональным и личностным качествам сотрудников уголовно-исполнительной системы, предполагает разработку поэтапного модульного содержания программ повышения квалификации, что, несомненно, позволяет повысить эффективность формирования профессиональных компетенций у будущих специалистов, в том числе и руководителей. Вместе с тем вышеназванные программы обучения должны предусматривать поэтапную подготовку как руководителей учреждений, так и отраслевых руководителей, то есть руководителей структурных подразделений учреждений и органов уголовно-исполнительной системы. Это позволит в дальнейшем осуществлять выработку взвешенных и эффективных решений на основе всестороннего знания профессии и соответственно скрупулезного анализа профессиональной деятельности, а также грамотного взаимодействия с руководителями других структурных подразделений учреждений и органов уголовно-исполнительной системы. Raining of specialists for the penal enforcement system is a complex and multifaceted process. A special role is given to professional development and professional retraining of employees of institutions and territorial bodies of the Federal Penitentiary Service of Russia. The formation of the necessary competencies of employees and managers of any level is realized during several periods associated with studying at a university, self-education, gaining practical experience, mentoring by more experienced employees, attending classes as part of official training and obtaining additional professional education. Training of specialists in the system of additional professional education, taking into account the requirements for the professional and personal qualities of employees of the penal enforcement system, involves the development of a phased modular content of professional development programs, which undoubtedly allows to increase the effectiveness of the formation of professional competencies of future specialists, including managers. At the same time, the above-mentioned training programs should provide for both step-by-step training of future heads of institutions and branch managers, that is, heads of structural divisions of institutions and bodies of the penal enforcement system. This will allow us to further develop balanced and effective decisions based on a thorough knowledge of the profession and, accordingly, a thorough analysis of professional activity, as well as competent interaction with the heads of other structural divisions of institutions and bodies of the penal enforcement system.

scholarly journals Features of a prospective teacher’s professional formation in the educational environment of a pedagogical university

2021 ◽  
Vol 10 (3) ◽  
pp. 230-234
Author(s):  
Ekaterina Sergeevna Dorozhkina
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Education ◽  
Prospective Teacher ◽  
Professional Training ◽  
Educational Environment ◽  
Russian Language ◽  
Professional Activity ◽  
Federal State ◽  
Professional Formation

The paper considers the concept of professional formation and its projection on the professional training and professional activity of the prospective teacher through the concepts of formation and development. As a result of the analysis of existing views on the phases, stages and periods of professional formation, the main ones were identified, which are due to the time frame - the period before choosing the institution where professional training will be carried out, the actual professional education and the period of it. Having analyzed the set of competencies (subject, general pedagogical, professional-communicative, managerial, innovative, reflective) provided by the Federal State Educational Standard in relation to the teachers profession, as well as referring to the models of Hard-skills and Soft-skills, we identified indicators (skills) of the professional development of the prospective teacher and invited the 3rd-year students of the Institute of Russian Language and Literature of the Volgograd State Socio-Pedagogical University to evaluate these skills in the order of their significance. The assessment was carried out on a 5-point scale, where 1 point is an absolutely insignificant indicator, 2 - rather insignificant, 3 - rather significant, 4 - significant, 5 - very significant. As a result, we were able to build their gradation and divide them by areas, as well as allocate 3 levels in the process of professional development. Taking into account these levels, we considered how the educational environment can influence the professional development of future teachers through educational, extracurricular activities and through the environment.

scholarly journals Features of professional and creative development of personality at the stage of professional education

HUMANITARIUM ◽  
2019 ◽  
Vol 43 (1) ◽  
pp. 93-103
Author(s):  
Olha Lomak ◽  
Yaroslava Vasylkevych
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Professional Training ◽  
Personality Types ◽  
Professional Activity ◽  
Creative Development ◽  
High Productivity ◽  
Main Indicator ◽  
Professional Aspirations ◽  
Conventional Type

The article analyzes the problem of professional development of personality at the stage of professional education. Models of formation of professional activity (adaptive and transformative) are considered. The stages of professional development of personality (conception and formation of professional intentions; professional training and education; active entry into the professional environment; realization of professional aspirations and opportunities of the personality in independent work) are analyzed. The problem of interaction of personal and professional development is considered in the context of the professional development of students. The empirical study of the peculiarities of professional development of the personality of students of technical college allowed us to determine the features of the correspondence of personality types and the sphere of professional activity. It was found that in the sample of students-programmers the dominant personality type is the entrepreneurial type, which is characterized by solving uncertain tasks and responsibility for the performed work; the least represented type is the conventional type, which prefers structured activities, working according to instructions, certain algorithms, and has a stereotypical approach to problems. It is empirically determined that the need for security is the most pronounced in the sample and the need for self-affirmation is the least pronounced; the need for security is dominant in all personality types (except conventional). The study of creative abilities of students-programmers showed: 1) the indicator of originality as the main indicator of creativity is within the norm in all subgroups of students, but the lowest originality is found in the subgroup of the conventional type; 2) the indicator of elaboration is the highest in the artistic type of personality, the lowest level of elaboration (at the level below the norm) is found in the intellectual type; 3) high productivity and the lowest flexibility were demonstrated by representatives of the social type. Conclusions about the correspondence of personality types and professional and creative features of students-programmers are made.

scholarly journals IMPROVEMENT OF PROFESSIONAL TEACHER DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION

2016 ◽  
pp. 143-152
Author(s):  
Olena Volyarska
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teacher Development ◽  
Professional Education ◽  
Professional Competence ◽  
Educational Innovation ◽  
Postgraduate Education ◽  
Practical Experience ◽  
Full Time ◽  
Teachers Professional Development

Comprehensive analysis of scientific studies of national and foreign scientists showed that the problem of the teachers’ professional development improvement has been represented in theoretical and practical philosophical, psychological and pedagogical science. The analysis of development of the postgraduate education tendencies, life-long professional education of adult learners, long-term scientific and pedagogical experience have revealed the relevance of research in the improving of the teachers professional development. This research has been appropriated by the increased requirements for postgraduate education and traditional approaches to the development of the teachers’ professional competences and by the necessity to cope with the existing stereotypes, changing attitudes and approaches to the teachers’ professional growth.The aim of the research is to identify the spheres of improvement for the professional development of teachers in the system of postgraduate education.The interpretation of the teachers’ professional development has been defined as an increase of their professional competence in the result of practical experience and prolonged purposeful and coordinated self-education in the conditions of formal, non-formal and informal adult education.The main directions of improvement of Ukrainian teachers’ professional development in our in-service teacher training include: 1) systematic implementation of educational innovation in postgraduate education content; 2) development of the blended forms of teacher training for providing educational possibilities for various special optional courses, trainings and seminars on full-time training conferences, consultations, participation in online conferences, electronic forums, chats on the distance remote basis; 3) creation of a system of the various modular courses and teacher trainings, which provides a clear definition, diagnosis and monitoring of professional competence components, based on a modular educational technology and which is one of the modern innovations in adult education; 4) development of partnership subject-subject interaction in in-service training, where the participants of training activities are oriented to the professional development, personal and professional growth.The results of studies have stated that a comprehensive personal training for teachers should be oriented to the development of their willingness to increase the effectiveness of the professional activities. In the further researches we consider the necessity of studying and generalization of international and national databases on the teachers’ continuous professional development.

Evaluating and Funding the Professional Development Program

2012 ◽  
pp. 206-226 ◽  
Author(s):  
Christine L. Mark
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Economic Crisis ◽  
Development Program ◽  
Student Learning Outcomes ◽  
Professional Development Program ◽  
Development Programs ◽  
Budget Cuts ◽  
Effective Professional Development ◽  
Professional Development Programs

Professional development programs must have an organized process of evaluation, either formally or informally. The evaluation needs to be delivered in both micro and macro settings. In the micro setting, the evaluator monitors the overall atmosphere of the learning environment and the performance of the participants while training is taking place. In the macro setting, which consists of the teacher’s classroom, the evaluation needs to determine whether the teacher is actually using the knowledge gained during professional development to improve /impact student learning outcomes. In order for professional development to be effective, professional development programs should never be delivered and then forgotten. Further, locating funding and support are important due to the state of economic crisis and budget cuts. School districts have to look for creative ways to fund and support successful professional development programs. Some of these include developing technology resource centers, looking for federal and state funds, and looking toward individuals and corporations to help support and fund programs.

Evaluating and Funding the Professional Development Program

2014 ◽  
pp. 1685-1705
Author(s):  
Christine L. Mark
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Economic Crisis ◽  
Development Program ◽  
Student Learning Outcomes ◽  
Professional Development Program ◽  
Development Programs ◽  
Budget Cuts ◽  
Effective Professional Development ◽  
Professional Development Programs

Professional development programs must have an organized process of evaluation, either formally or informally. The evaluation needs to be delivered in both micro and macro settings. In the micro setting, the evaluator monitors the overall atmosphere of the learning environment and the performance of the participants while training is taking place. In the macro setting, which consists of the teacher's classroom, the evaluation needs to determine whether the teacher is actually using the knowledge gained during professional development to improve /impact student learning outcomes. In order for professional development to be effective, professional development programs should never be delivered and then forgotten. Further, locating funding and support are important due to the state of economic crisis and budget cuts. School districts have to look for creative ways to fund and support successful professional development programs. Some of these include developing technology resource centers, looking for federal and state funds, and looking toward individuals and corporations to help support and fund programs.

scholarly journals Analysis of Professional Development Practices for School Teachers in Pakistan: A Comparative Case Study of Public and Private Schools of Pakistan (Punjab)

2014 ◽  
Vol 3 (4) ◽  
pp. 311 ◽  
Author(s):  
Hassan Danial Aslam
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Private Schools ◽  
Training Programs ◽  
Development Programs ◽  
School Teachers ◽  
Public And Private ◽  
Professional Development Of Teachers ◽  
Professional Development Programs ◽  
Class Room

The present paper is an attempt to explore professional development practices for teachers in secondary schools of Pakistan. Research has attempted to discover the better ways for professional development of teachers in secondary schools in addition to many other factors like continue training, in service education, workshops etc. counseling and incentives are also very important factors to discuss here because in Pakistan teachers face many problems while getting professional development so counseling, incentives are necessary for continuous professional development of teachers. Otherwise many lose heart due to a lot of problems faced by them during professional development trainings. The purpose of the study is to explore the term professional development, to make teachers able to manage the class more efficiently and also increase the level of learning throughout their career and also find the hindrances in professional development programs of teachers in secondary schools of Pakistan and to provide the better solution to overcome the hurdles by providing different training programs batter than that provided in the past. So for these purpose schools of Pakistan we took a sample for the collection of relevant data. Our study is also helpful to explore how we can make the professional development programs more effective and professional development is helpful for teachers and what are their purpose to design these programs moreover explore the challenges they are facing recently and what issues arises related to it and how could we minimize these. Researchers have applied qualitative technique in order to collect and interpret data. Semi structured interview were conducted from ten teachers of public and private schools. Moreover hundred questionnaires are also filled up from both of the schools, in which we use the liker scale. This study also explores practical implications and what adoptions can be utilized in order to improve the professional development program of public and private school teachers in Punjab. From research it has concluded that professional development programs are not so effective because programs are characterized with inflexible curriculum which ignored teacher’s needs. In other sense there is no connection between their professional development and every day class room needs. Secondly due to the time constraints mostly teachers are not interested in these programs, they just take in to get certificates. Thirdly teachers have no input while planned training topics there is lack of teacher’s involvement in planning and training process. At the end there is no proper plan for follow up and transferred activities to class room practices. Professional development of teachers must be planned, funded and supported. Teachers must be encouraged to participate in training programs. There should be proper co-ordination in professional development programs, so that logical sequence of experience should be followed. Key words:Professional Development, Enhancement, Issues, Secondary education, Appraisal, Learning

scholarly journals Environment for Meaningful Development of Reading Literacy in Pre-School

2011 ◽  
Vol 2 (1) ◽  
pp. 68-83
Author(s):  
Sandra Zariņa ◽  
Inga Belousa
Keyword(s):  
Learning Environment ◽  
Everyday Life ◽  
Theoretical Basis ◽  
Information Technologies ◽  
Practical Experience ◽  
Reading Literacy ◽  
Special Role ◽  
School Teachers ◽  
Written Text

Environment for Meaningful Development of Reading Literacy in Pre-SchoolAt a time when the scope and influence of information technologies are rapidly increasing, the development of reading literacy becomes a challenge for teachers. Pre-school teachers have a special role in the development of reading literacy, because children display interest in the written text and the information it holds already in pre-school. It is thus important that the child's first encounter with text be pleasant and exciting, personally significant and applicable for reaching one's goals and satisfying one's needs in everyday life. Hence, the development of reading literacy in pre-school ought to be meaningful, which cannot be ensured in a traditional, teacher-focused learning environment. That is why the paper summarises the best practical experience in a meaningful development of reading literacy. The conclusion is reached that a meaningful development of reading literacy occurs in an environment specially designed by teachers with constructivism as its theoretical basis.

scholarly journals Social and welfare training in Denmark (from the experience of NVGU and UC SYD academic mobility)

2019 ◽  
pp. 10-17 ◽  
Author(s):  
E. A. Bauer ◽  
M. Neigaard
Keyword(s):  
Social Work ◽  
Professional Education ◽  
Professional Training ◽  
Training Programme ◽  
Practical Experience ◽  
Professional Activity ◽  
Practical Training ◽  
State University ◽  
Academic Mobility ◽  
Academic Exchange

Social work as a sphere of professional activity had formed in Europe by the middle of the XX century, but the experience accumulated in different countries did not result in uniform standard for the social welfare work and professional training. In Russia, social and welfare training is a relatively new training programme (since 1991), which needs to be substantially detailed by theoretical experience and practical recommendations from colleagues from around the world. In these conditions, academic mobility provides an opportunity to enrich the modern system of qualified social and welfare personnel training and expand our understanding of the structure of foreign professional education, as well as technologies, approaches and forms of student training. The authors show that various aspects of student social and welfare professional training are in the focus of domestic and foreign academic interest; two main sources of this problem are identified. The article dwells on the practical experience the students and teachers of Nizhnevartovsk State University and Aabenraa University College South Denmark accumulated through academic exchange. Regulations and statistical data analysis, observations, interviews, discussions and seminars helped to provide the necessary insight into the system of social and welfare training in Denmark. Research material may be of interest to students of Social Work programmes when studying such subjects as ‘Foreign Experience of Social Work’, ‘Social Education Fundamentals’; to teachers when developing bachelor training curriculum; to specialists of institutions when organizing student practical training.

scholarly journals Development of professional adaptation of employees of internal affairs bodies at the stage of vocational training

2021 ◽  
pp. 104-115
Author(s):  
Ol'ga Garmanova ◽  
Larisa Deryagina
Keyword(s):  
Professional Development ◽  
Human Resources ◽  
Vocational Training ◽  
Professional Training ◽  
Systematic Approach ◽  
Training Programs ◽  
Professional Activity ◽  
Educational Organization ◽  
Early Stages ◽  
Internal Affairs

The article examines the content of professional adaptation of employees of internal affairs bodies, as well as the reasons that complicate their adaptation. Using a systematic approach to the study of professional activity, a number of features of adaptation of employees at the stage of training in the main vocational training programs are revealed. In particular, it emphasizes the importance of studying the formation of a student's own ideas in the educational organization of the Ministry of Internal Affairs of Russia about the profession of an employee of internal affairs bodies at the early stages of professional development. By them, the article proposes to un-derstand: 1) the very first stage of recruitment (including during the period of the beginning of training in the system of professional training in the main vocational training programs); 2) the process of vocational training (including prior to its completion); 3) completion of vocational training and independent performance of official duties by employees of the internal affairs bodies who have undergone professional training. The article proposes specific ways of creating conditions for professional adaptation of students of vocational training. It is concluded that the study of the indicated issue will strengthen the human resources of the internal affairs bodies, form professionally significant qualities of the employees of the internal affairs bodies, and also increase the efficiency of their activities.

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