scholarly journals ИНИЦИЈАЛНО ДИДАKТИЧKО-МЕТОДИЧKО ОБРАЗОВАЊЕ БУДУЋИХ ПЕДАГОГА – ПРОЦЕНЕ СТУДЕНАТА ПЕДАГОГИЈЕ

2021 ◽  
Vol 1 (1) ◽  
pp. 35-48
Author(s):  
Драгана Јовановић ◽  
Марија Јовановић
Keyword(s):  
Professional Identity ◽  
Professional Practice ◽  
Professional Training ◽  
Study Program ◽  
Undergraduate Studies ◽  
Wide Range ◽  
Self Learning

Of the great importance for the building professional identity of a modern pedagogue is initial education. With the necessary quality, it provides a basis that is later upgraded with the professional training and numerous forms of permanent self-education and self-learning. Having in mind that professional identity of pedagogue implies a wide range of didactic and methodic competencies that are acquired during the study, this paper is precisely focused at examining these areas of initial education of pedagogues. The aim of this paper is to determine the estimations of pedagogy students about didactic-methodical education that they acquire during their undergraduate studies, and to point out possible demerits and also make recommendations for improving the established situation. The research was conducted on a sample of 105 final year students of BA, MA, and PhD academic studies of the Department of Pedagogy at the Faculty of Philosophy in Nis. Obtained results show an enviable level of didactic-methodical education and indicate to the need to innovate and improve the quality of study program in the field of representation and the scope of professional practice.

scholarly journals On the Question of Pedagogical Digital Competence

2020 ◽  
Vol 29 (11) ◽  
pp. 88-97
Author(s):  
D. A. Mezentceva ◽  
E. S. Dzhavlakh ◽  
O. V. Eliseeva ◽  
A. Sh. Bagautdinova
Keyword(s):  
Professional Practice ◽  
Professional Training ◽  
Educational Institutions ◽  
Clear Understanding ◽  
Digital Competence ◽  
Universal Models ◽  
Wide Range ◽  
Digital Skills ◽  
Micro Level

Educational institutions develop professional training programs for teachers so they could bring technology into the classroom and take the quality of education to a new level. However, despite the measures being adopted, a number of researchers report unsatisfying results. One of the root causes of this situation seems to be the absence of clear understanding of what the notions of digital competence and pedagogical digital competence are supposed to include. This problem is tightly connected with the problem of creating a framework for the development of digital skills of an instructor. On one hand, there is a demand for universal models that would include a wide range of pedagogical digital skills. There is a demand for universal models, which would include the widest possible range of digital competences of a teacher. Among them there are such existing frameworks as DigiCompEdu, ICT CFT, TETCs, which cover numerous aspects of instructors’ work. Meanwhile, there is the lack of models that would structurize the professional practice of a teacher at the micro level of using a digital instrument. There is a necessity for the framework comprising a limited set of primary basic skills which would be universal enough to be applicable to operating any kind of technology. In the article, we propose a version of this type of a framework.

scholarly journals PEDAGOGICAL ASPECTS OF USING EDUCATIONAL ANALYTICS AS A TOOL FOR SUCCESS AND QUALITY IMPROVEMENT MONITORING OF FUTURE PHYSICAL CULTURE TEACHERS’ PROFESSIONAL TRAINING IN CONDITIONS OF BLENDED LEARNING

2021 ◽  
pp. 61-67
Author(s):  
O. DANYSKO
Keyword(s):  
Academic Success ◽  
Blended Learning ◽  
Professional Training ◽  
Educational Environment ◽  
Educational Process ◽  
Physical Culture ◽  
Full Time ◽  
Academic Activity ◽  
Wide Range

The article is devoted to defining the essence of the concept ‘educational analytics’ as an automated process of collecting, measuring, analyzing and visualizing data about the subjects of educational process in order to improve the educational environment. The algorithms of using educational analytics to control and evaluate the level of professional training of future physical culture teachers in conditions of blended learning as a tool of improvement the education quality are characterised. It has been found that blended learning, based on the use of information and communication technologies, contains a significant amount of digital data of online learning systems and a wide range of intellectual analysis to improve the academic success of both the individual student and the educational process as a whole. The study characterizes the types of combining full-time and e-learning education according to the level of process technologies.  Basic effective strategies of using educational analytics in blended courses for students’ profiling and their academic achievements tracking (timely detection of difficulties in mastering certain content; regulation and control of academic activity; development of an empirical framework for educational programme planning and individual academic and professional development strategies) are identified.  The key objects of educational analytics in blended learning are characterized (student activity in the form of number of course (Web site)visits; time, spent on tasks’ fulfilment; student productivity in forums and chats (number of reactions, argumentation); electronic testing data (number of attempts,  the number of points scored, typical mistakes); the quality of practical tasks’ fulfilment). The author’s algorithm of using tools and strategies for organizing of blended learning and monitoring the level of educational achievements of future physical culture teachers while the course ‘Adaptive Physical Education’ is presented.  The results of empirical research show that blended educational environment provides new approaches and ways to aggregate a wide range of information about students, their academic activity and success, the effectiveness of educational activities in a particular course, the level of mastering the material.  It is emphasized that the use of educational analytics provides an opportunity to predict students’ success and determine the effectiveness of educational courses, and thus allows timely to choose strategies of students’ support and to correct the quality of educational content.

scholarly journals Entailing Professional Training and Thesis Development. An Innovation Experience at Universidad SEK Chile

2020 ◽  
Author(s):  
Tulio Barrios Bulling
Keyword(s):  
Professional Practice ◽  
Professional Training ◽  
Innovation Process ◽  
English Department ◽  
Qualitative Information ◽  
Strong Bond ◽  
English Students ◽  
And Training ◽  
Teaching Professional

Teaching professional practice and thesis development are usually two independent and unrelated processes. However, some concerns arose at Universidad SEK (USEK) Chile Department of English. Students declared to be overloaded and that working on their theses did not contribute to solving real in-class problems. Professors considered that training was not achieving all the expected results and that theses quality of some students were below expectations. To address these concerns, the English department decided to create a direct and strong bond between these two vital processes through Action Research (AR). Studying this innovation process appears to be relevant as it may lead to a better understanding of its impact and the complexities involved. Consequently, the author aims to value the results of this innovation after five years of its implementation. How do involved agents such as students, professors, supervisors, and mentors ponder this experience? Qualitative information gathered through interviews evidenced some contentment regarding thesis and training improvement, a decrease in the students’ overload perception, renewed motivation, and a positive thesis-training connection. Despite this promising perception, there are still some pending challenges, such as enhancing the spreading of the innovation and the quality of the feedback provided to school mentors.

The Outrageous Idea of Christian Teaching

2019 ◽  
Author(s):  
Perry Glanzer ◽  
Nathan Alleman ◽  
George Marsden
Keyword(s):  
Mixed Methods ◽  
Professional Identity ◽  
Original Position ◽  
Christian Identity ◽  
Christian Teaching ◽  
Primary Responsibility ◽  
Wide Range ◽  
Faith And Learning

There are thousands of Christian professors, many of whom claim “Christian” as their primary identity and teaching as their primary responsibility. Much of the current literature about the integration of faith and learning focuses on the differences between Christian scholarship and Christian teaching. As a result, few books explore how Christian identity, or a particular Christian identity (e.g., Baptist, Anglican), shapes teaching. In addition, few works examine what identity-influenced teaching outside of one’s professional identity looks like in the contemporary university. One distinguishing feature of this book is that it addresses both those subjects by exploring responses of Christian professors to questions about how them. By drawing upon a mixed-methods survey of over 2,300 Christian professors, this book reveals the wide range of wisdom that contemporary professors offer about how they practice faith-informed teaching. The second unique quality of this book is that it situates the findings of this study within the wider scholarly conversation about the role of identity-informed teaching. It describes the tensions within this conversation between those who advocate for restraining the influence of one’s extraprofessional identities and those who, in the name of authenticity, promote the full integration of one’s primary identities into the classroom. It then sets forth an original position that draws from empirical research to provide a nuanced approach to this issue. Overall, the book charts new ground regarding how professors think about Christian teaching in particular, as well as how professors should approach identity-informed teaching in general.

scholarly journals Libraries Fight Disinformation: An Analysis of Online Practices to Help Users’ Generations in Spotting Fake News

Societies ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 133
Author(s):  
Paula Herrero-Diz ◽  
Clara López-Rufino
Keyword(s):  
Ad Hoc ◽  
Literacy Practices ◽  
Active Role ◽  
Health Issues ◽  
Fake News ◽  
Wide Range ◽  
Video Tutorials ◽  
The Face ◽  
Self Learning

The work of libraries during the COVID-19 pandemic, as facilitators of reliable information on health issues, has shown that these entities can play an active role as verification agents in the fight against disinformation (false information that is intended to mislead), focusing on media and informational literacy. To help citizens, these entities have developed a wide range of actions that range from online seminars, to learning how to evaluate the quality of a source, to video tutorials or the creation of repositories with resources of various natures. To identify the most common media literacy practices in the face of fake news (news that conveys or incorporates false, fabricated, or deliberately misleading information), this exploratory study designed an ad hoc analysis sheet, validated by the inter-judge method, which allowed one to classify the practices of N = 216 libraries from all over the world. The results reveal that the libraries most involved in this task are those belonging to public universities. Among the actions carried out to counteract misinformation, open-access materials that favor self-learning stand out. These resources, aimed primarily at university students and adults in general, are aimed at acquiring skills related to fact-checking and critical thinking. Therefore, libraries vindicate their role as components of the literacy triad, together with professors and communication professionals.

scholarly journals ONLINE MODIFICATION OF THE METHOD OF X-MEDIUM ON THE BASIS OF ANSAMBLY OF SELORGANIZED MAP T. KOHONEN

2017 ◽  
pp. 96-107
Author(s):  
Є.В. БОДЯНСЬКИЙ ◽  
А.О. ДЕЙНЕКО ◽  
П.Є. ЖЕРНОВА ◽  
В.О. РЄПІН
Keyword(s):  
Neural Networks ◽  
Learning Algorithm ◽  
Data Sets ◽  
Self Organizing Maps ◽  
Online Mode ◽  
Wide Range ◽  
Parallel Mode ◽  
Computational Simplicity ◽  
Self Learning

The modified X-means method for clustering in the case when observations are sequentially fed to processing the proposed. This approach’s based on the ensemble of the clustering neural networks, proposed ensemble contains the T. Kohonen’s self-organizing maps. Each of the clustering neural networks consist of different number of neurons, where number of clusters is connected with the quality of there neurons. All ensemble members process information that siquentionally is fed to the system in the parallel mode. The effectiveness of clustering process is determined using Caliński-Harabasz index. The self-learning algorithm uses similarity measure of special type that. The feature of proposed method is absent of the competition step, i.e. neuron-winner is not determined. A number of experiments has been held in order to investigate the proposed system’s properties. Experimental results have proven the fact that the system under consideration could be used to solve a wide range of Data Mining tasks when data sets are processed in an online mode. The proposed ensemble system provides computational simplicity, and data sets are pro-cessed faster due to the possibility of parallel tuning.

scholarly journals CLINICAL SIMULATION IN NURSING TEACHING: STUDENT EXPERIENCE IN CHILE

2020 ◽  
Vol 29 (spe) ◽  
Author(s):  
Thania Andrea Aballay Cabrera ◽  
Silvana Silveira Kempfer
Keyword(s):  
Nursing Students ◽  
Professional Identity ◽  
Professional Practice ◽  
Nursing Care ◽  
Professional Training ◽  
Structured Interview ◽  
Professional Role ◽  
Clinical Simulation ◽  
Fear And Anxiety ◽  
The University

ABSTRACT Objective: to describe the experiences lived in clinical simulation by nursing students at the University of Magallanes, Punta Arenas, Chile, in relation to the use of clinical simulation as a learning methodology for the achievement of skills for nursing care. Method: the simulation by the students was carried out in 2017, while they attended the seventh and eighth semester of professional training. The study carried out was qualitative, exploratory descriptive, in which eight students participated using the semi-structured interview instrument applied during the second semester of 2018. Results: it was observed that the simulation experience was good and very good. It stands out that the main points of discussion for the participants were that the clinical simulation gave them tools that allowed them to acquire professional identity, empowerment of the professional role, clinical reasoning, professional practice and organization. On the other hand, it also allowed them to apply theoretical knowledge. Conclusion: although this experience allowed the students to acquire comprehensive skills, it also has the limitation that feelings of fear and anxiety emerge that may make it impossible to develop it.

scholarly journals Innovative approaches to personnel development in Russian organizations

2020 ◽  
Vol 82 (3) ◽  
pp. 274-278
Author(s):  
E. S. Dashkova ◽  
N. S. Dorokhova ◽  
O. A. Zenkova ◽  
M. I. Isaenko
Keyword(s):  
Human Resources ◽  
Professional Growth ◽  
Professional Training ◽  
Personnel Development ◽  
Virtual Training ◽  
Innovative Methods ◽  
Labor Resources ◽  
Self Learning ◽  
Innovative Approaches

The article reveals innovative approaches to professional training, retraining and advanced training of employees, building their business careers for domestic organizations. The increase in the importance of human resources in modern conditions of hyperdeterminacy of the external environment of the organization is justified. The key barriers that prevent the implementation of the concept of self-learning organizations in domestic practice are identified: lack of competent specialists who have experience in implementing this concept in practice; lack of financial resources; lack of understanding and unwillingness on the part of management to implement this concept. Innovative methods of personnel training are described: case method, "Secondment" training, distance learning, training, coaching, "budding" training, virtual training, gamification (gamification), Lego serious play method. The article reveals innovative approaches to building a business career, implemented in conditions of increasing staff mobility through the use of the "secondment" method and horizontal promotion, which can contribute to the formation of multicompetence and increase the employee's competitiveness. The economic and social efficiency of investment in the development of human resources of the organization is justified. Economic efficiency is reduced to improving the quality of labor resources, generating additional profit, optimizing the workflow, and increasing competitiveness in the market. Social effectiveness is expressed in increasing employee satisfaction with the process of training and professional growth, their motivation to work and increasing loyalty to their organization. It is concluded that the use of innovative approaches to personnel development for Russian organizations will increase the expected economic and social effects even in conditions of instability of the financial situation of organizations and the economic crisis.

scholarly journals PROFESSIONAL PRACTICE - INDICATIVE COMPONENT PROFESSIONAL TRAINING OF THE FUTURE TEACHER

2020 ◽  
Vol 1 (9(78)) ◽  
pp. 39-44
Author(s):  
N. Markova
Keyword(s):  
Professional Practice ◽  
Professional Education ◽  
Professional Training ◽  
Future Teacher ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Integral Process ◽  
Important Means ◽  
And Training

The relevance of the problem under study is due to the formation of knowledge, skills, and abilities of future teachers in the process of their professional training; the essence of pedagogical practice as an integral process is considered. The article is aimed at theoretical and practical justification, actualization of the importance of professional practice in the course of professional training and training of teachers, which should be considered as one of the priority goals and important prerequisites for the socio-economic and spiritual progress of a multicultural society. It is pedagogical practice that is an important means of preparing a future teacher for innovative activities and in the professional formation and development of a future specialist. The leading approach to the study of this problem is a systematic approach that allows you to identify, justify and group the scientific, theoretical and practical prerequisites for students ' readiness for professional activity in the multicultural educational space of the school. The study showed that pedagogical practice provides students with training not only for practical work with students, but also for an innovative style of their professional activity. The materials of the article can be useful for specialists in the field of improving the quality of professional education.

scholarly journals DEVELOPING PEDAGOGICAL COMPETENCE IN PROSPECTIVE TEACHERS OF CLASSICAL LANGUAGES THROUGH PROJECT METHODOLOGY

2018 ◽  
pp. 29-38 ◽  
Author(s):  
Vyacheslav Shovkovy
Keyword(s):  
Prospective Teachers ◽  
Professional Training ◽  
Professional Activity ◽  
Teaching Methodology ◽  
Educational Materials ◽  
Professional Activities ◽  
Wide Range ◽  
Pedagogical Competence ◽  
Competence Structure

Background. The professional activity of a teacher requires a wide range of skills and personal qualities including flexibility, creativity, getting adjusted to learning conditions, the ability to select an appropriate teaching methodology and assessment technique as well as compile syllabuses, educational materials, textbooks, etc. All these skills and qualities are components of pedagogical competence which is the key to professional training of prospective teachers of classical languages. Developing the above-mentioned competence requires specific training so that it fully reflects real conditions of teaching activity. Therefore, to develop pedagogical competence, the author suggests making use of project methodology with the focus on simulating real professional activities of a teacher. Purpose. The article aims at defining the concept of pedagogical competence of a classical languages teacher. It describes the competence structure, considers the project methodology in terms of its implementation in teacher training as well as develops criteria to assess the acquisition level of the competence under discussion. Results. Based on the analysis of a number of researches, pedagogical competence of a classical languages teacher is defined as a system of knowledge and skills, abilities and readiness of a prospective teacher to design and organize the process of teaching classical languages. Additionally, the competence involves assessment skills, the ability to design educational materials and motivate students to learn classical languages, be flexible and creative while addressing a variety of standard and non-standard situations in the classroom. With these concepts in mind, the author insists on project methodology underlying the process of building pedagogical competence. In particular, 7 short-term creative projects were developed to be carried out in pairs or groups. They include: Designing a syllabus (competence-based approach); Building lexical competence in classical languages; Developing grammatical competence in classical languages; Shaping linguistic and sociocultural competence in classical languages; Building competence in reading; Designing a final test; Planning a class in classical languages. The level of competence acquisition is assessed relying on the following criteria: the quality of the selected teaching materials, compliance of the materials with the curriculum requirements, arrangement of exercises and tasks, the quality of exercises, and the correlation of the language material with professional needs of the students. Discussion. In further research, we think it necessary to experimentally verify the effectiveness of the de­veloped projects for building pedagogical competence of prospective teachers as well as to model the teaching process based on experimental data.

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