scholarly journals Development of the methodological heritage of Academician of the Russian Academy of Education Alexander Mikhailovich Novikov in the practice of professional teacher education

2021 ◽  
Author(s):  
А.К. Орешкина
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Systematic Approach ◽  
Scientific Activity ◽  
Theory And Practice ◽  
Scientific School ◽  
Modern Theory ◽  
Pedagogical Practice ◽  
Scientific Schools ◽  
Professional Teacher

С позиции обобщенного методологического контекста феномена научных школ раскрыты системообразующие основания методологического наследия ученых Российской академии образования в современной теории и практике профессионального образования. Автор акцентирует внимание на актуальности методологического наследия научной школы академиков РАО С.Я. Батышева и А.М. Новикова «Профессиональная педагогика. Теория непрерывного образования». На основе системного подхода, анализа результатов научной деятельности А.М. Новикова -лидера научной школы в части прогнозирования инновационных процессов в отечественном образовании обосновывается значимость внедрения в педагогическую практику инноваций. Автор представляет методологическое наследие академика А.М. Новикова с позиции его актуальности для развития последующих поколений ученых в сфере наук об образовании. From the position of generalized methodological context of the phenomenon of scientific schools, the system-forming bases of methodological heritage of scientists of the Russian Academy of Education in modern theory and practice of professional education are revealed. The author focuses on the relevance of the methodological heritage of the scientific school of academicians RAO S.Y. Batyshev and A.M. Novikov "Professional pedagogy. Theory of Continuing Education". Based on the systematic approach, analysis of the results of scientific activity of A.M. Novikov - the leader of the scientific school in terms of forecasting of innovative processes in domestic education the significance of implementation in pedagogical practice of innovation is substantiated. The author presents methodological heritage of Academician A.M. Novikov from the position of its relevance for the development of subsequent generations of scientists in the field of education sciences.

scholarly journals Theory and practice of teaching school and university students the basics of information security

2020 ◽  
pp. 139-153
Author(s):  
E. I. Deza ◽  
L. V. Kotova ◽  
E. S. Lebedeva
Keyword(s):  
High School Students ◽  
Information Security ◽  
Vocational Education ◽  
Professional Education ◽  
Theory And Practice ◽  
Practical Implementation ◽  
Pedagogical Practice ◽  
Education Students ◽  
School Students ◽  
Secondary Vocational Education

The article considers the theoretical foundations, methodological capabilities and practical problems of teaching schoolchildren and students of secondary vocational education the basics of information security. The role of information security in a modern digital society is analyzed. The necessity of introducing the basic issues of protecting information of schoolchildren and students is proved. The place of the discipline „Cryptography” in the system of modern domestic general and professional education is disclosed. The methodological feasibility of developing and introducing into the pedagogical practice the course “Cryptography for All”, designed to introduce the basics of protecting information of high school students and students of secondary vocational education, students in “non-core” specialties, is substantiated. Based on highlighting the features of cryptography as an area of scientific knowledge, the questions of the practical implementation of such a course and the methodological characteristics of its educational and methodological support are formulated. The principles of creating the textbook „Cryptography for All” are highlighted. The selection criteria for its mathematical content have been clarified. The didactic functions of this manual are listed. Requirements for its structure are developed. A detailed description of the structure of the manual is provided. Issues of practical implementation of the developed materials are considered.

scholarly journals ІННОВАЦІЙНИЙ ПОТЕНЦІАЛ НАУКОВИХ ДОСЛІДЖЕНЬ НА БАЗІ ПЕДАГОГІЧНИХ УНІВЕРСИТЕТІВ В ОСВІТНЬОМУ ПРОЦЕСІ З ФІЗИКИ

2021 ◽  
Vol 1 (2) ◽  
pp. 350-357
Author(s):  
M. SHUT ◽  
◽  
L. BLAGODARENKO ◽  
T. SICHKAR ◽  
◽  
...  
Keyword(s):  
Full Range ◽  
Scientific Activity ◽  
Educational Process ◽  
Scientific School ◽  
Main Role ◽  
Research Activity ◽  
Scientific Heritage ◽  
Research And Innovation ◽  
Research Activities ◽  
Scientific Schools

The article investigates the possibilities of scientific activity on the basis of pedagogical universities in the educational process of physics. It is emphasized that the research activity of students will be the most effective in the case of its implementation within a comprehensive, purposeful and methodologically sound system. It is proved that only under such conditions it will fulfill its main functions and ensure that students master a range of different types of research activities, which will allow future professionals to enrich their work with elements of a scientific approach to solving practical problems. Emphasis is placed on the fact that solving the problem of organizing the research activities of students, first of all, requires a significant strengthening of the research and innovation component of the educational process. It is believed that the main role in solving this important task can be performed by scientific schools, and therefore innovative transformations in the activities of institutions of higher pedagogical education should begin with the revival of scientific schools, reviewing their status and real contribution to science. It is stated that due to objective and subjective reasons, scientific schools have now degraded to some extent. It is shown that scientists of scientific schools, which operate on the basis of pedagogical universities, must have not only significant abilities in conducting directly applied research, but also a full range of scientific and methodological skills, which is related to the specifics of work in higher pedagogical school. The role of the well-known in Ukraine and abroad scientific school of academician MI is noted. Jester in the study of thermal and relaxation phenomena in polymer composites. It is emphasized that the scientists who are part of the scientific school not only successfully solve the problems of modern thermophysics of polymers, but also provide constant acquaintance of students with the latest achievements in this scientific field. It is stated that scientific schools should become a factor in preserving the scientific heritage and national values of Ukrainian education and science. Key words: educational and scientific potential of pedagogical universities, integration of educational and scientific components of the educational system, scientific schools.

In memory of Topolsky Nikolai Grigorievich

2021 ◽  
Vol 94 ◽  
pp. 8-19
Keyword(s):  
Russian Federation ◽  
Professional Education ◽  
Fire Service ◽  
Scientific Activity ◽  
Scientific School ◽  
Automated Systems ◽  
Scientific Biography ◽  
The Russian Federation ◽  
Higher Professional Education ◽  
Foreign Universities

Died on November 23, 2021 at the age of 76 the Honored Scientist of the Russian Federation, Academician of the National Academy of Fire Safety Sciences (NASPB) and the Russian Academy of Natural Sciences (RANS), Doctor of Technical Sciences, Professor, Honorary Professor of the Academy of State Fire Service of EMERCOM of Russia and a number of foreign universities, honorary worker of higher professional education of the Russian Federation, retired colonel of the Internal Service Nikolai Grigorievich Topolsky. A scientific biography of N.G. Topolsky is given, an analysis of the 30-year activity of the scientific school founded by him on automated systems and means of preventing and excluding fires is carried out, noted the contribution to the scientific activity of the Academy of State Fire Service of EMERCOM of Russia. Key words: Nikolai Grigorievich Topolsky, scientific biography, international scientific school, results of scientific activity, scientific works.

LA PARTICIPACIÓN CIUDADANA Y EL DESARROLLO DE LA CULTURA CIENTÍFICA, EN LA FORMACIÓN INICIAL DEL PROFESOR PARA LA EDUCACIÓN TÉCNICA Y PROFESIONAL. UN RETO HECHO REALIDAD.

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
María Isabel Orozco Rivero
Keyword(s):  
Citizen Participation ◽  
Professional Education ◽  
Theory And Practice ◽  
Scientific Development ◽  
Scientific Culture ◽  
Initial Formation ◽  
Theoretical Contribution ◽  
Palabras Clave ◽  
Stated Problem ◽  
Theoretical Foundations

La formación inicial del profesor de la Educación Técnica y Profesional (ETP), debe estar en correspondenciacon la integración del conocimiento científico, el acelerado desarrollo de la ciencia y la tecnologíay las exigencias en la formación de las nuevas generaciones. Esta investigación aborda la problemáticaplanteada en la formación de profesores para la Carrera de Informática y asume como problemacientífico: “¿Cómo contribuir al desarrollo de una cultura científica como base para una participaciónciudadana responsable, en la formación inicial del profesor para la ETP en la Carrera Informática?”. La metodología utilizada constituye una integración de métodos teóricos y empíricos, lo que permitióla elaboración de la propuesta. Se trabajan y sustentan los antecedentes teóricos y metodológicos delproceso de formación inicial del profesor para la Educación Técnica y Profesional. Finalmente, se brindan los resultados de la aplicación de la consulta a expertos como comprobación teórica del mismo ysu aplicación parcial en la práctica. El fundamento teórico y las relaciones sistemáticas que se establecenentre los componentes, constituyen el principal aporte teórico y novedad de la investigación.   Palabras Clave: participación ciudadana, cultura científica, formación inicial, educación técnica y profesional.   ABSTRACT   The basic formation of teachers in Technical and Professional Education (TPE) must be in correspondencewith the integration of scientific development, the accelerated development of science and technology, and the educational demands of the new generations.  This research addresses the stated problem in the formation of teachers for the Informatics Career and assumes the scientific problem: How to contribute to thedevelopment of a scientific culture as the basis of a responsible citizen participation, in the initial formation of the ETP teacher in the Informatics Career? The methodology used integrates both theoretical and empiricalmethods which helped to build up this proposal.  Historical and methodological background of the formation process are worked out and supported.  Finally, results of the application of expert consulting as averification in theory and practice. The theoretical foundations and the systematic relationships established among the components constitute the main theoretical contribution and novelty of this research.   Keywords: citizen participation, scientific culture, initial formation, technical and professional education   Recibido: julio de 2015Aprobado: septiembre de 2015

Development of a Pulmonary Workshop for Organ Recovery Coordinators’ Continuing Medical Education

2020 ◽  
Vol 30 (4) ◽  
pp. 372-375
Author(s):  
Nicholas R. Henry ◽  
Donna D. Gardner ◽  
Nathan Rodrigues
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Organ Procurement ◽  
Program Assessment ◽  
Management Skills ◽  
Mechanical Ventilators ◽  
Hands On ◽  
Before And After ◽  
Specialized Education ◽  
Organ Recovery

Organ recovery coordinators (ORCs) have varied professional education backgrounds; however, based on their specialized education, their training may not have included in-depth mechanical ventilation and pulmonary management. An 8-hour pulmonary workshop was developed in collaboration between an organ procurement organization and a university-based respiratory care department. The workshop focused on pulmonary management and hands-on laboratory exercises using mechanical ventilators. A program assessment questionnaire was completed by participants following the workshop, which requested their self-reported comfort/familiarity with pulmonary management skills before and after the workshop on a 5-point Likert scale. Following the pulmonary workshop, the mean ORC comfort/familiarity for all pulmonary management skills increased significantly ( P < .01). This program suggests ORCs can develop a greater awareness and comfort with pulmonary management by participating in a continuing education pulmonary workshop. Continuing education initiatives focused on pulmonary management of donor patients using hands-on competencies should be part of the ORCs practice improvement efforts.

Le prologue du livre de Ben Sirach le Sage et la traduction des écrits sacrés

Babel ◽  
1998 ◽  
Vol 44 (2) ◽  
pp. 139-149
Author(s):  
Bruno Rochette
Keyword(s):  
Word Order ◽  
Theory And Practice ◽  
Modern Theory ◽  
Original Text ◽  
Religious Texts ◽  
The Bible ◽  
Religious Writings ◽  
Corpus Hermeticum

Abstract Examining the prologue to the Greek Ben Sirach, this article tries to describe how the Greek translators of religious texts perceive the difficulties and the limits of their task. Conscious of the changes resulting from the passage of one language to another, they conceive their work as inspired by God. Therefore the work translated does not appear as a simple translation mechanically done, but as a new text reflecting the conception of the inspired translator whose faith is the warrant for the quality and accuracy of the translation. Two other comments on translation are taken into account : Corpus Hermeticum XVI and the Letter of Pseudo-Aristeas on the translation of the Septuagint. The examination of these texts leads to the conclusion that ancient translators of religious writings strove to show the vision of truth as they saw it in the original text to the new audience using another language. This conception of translating will be followed by Latin translators adopting, like Hieronymus, the principle of literality for the translation of the Bible, since in the Holy Scripture even the word order is mystery, as the Father says. A comparison with the modern theory and practice of translation of religious texts is also instructive for the modern translator. It can incite him to be careful of the likelihood of changing the sense of the original he is translating. Résumé En examinant le prologue de la version grecque du livre de Ben Sirach le Sage, cet article décrit comment les traducteurs grecs de textes religieux perçoivent les difficultés et les limites de leur tâche. Conscients des changements consécutifs au passage d'une langue à l'autre, ils conçoivent leur travail comme inspiré par Dieu. Par conséquent, l'oeuvre traduite n'apparaît pas comme une simple traduction, réalisée mécaniquement, mais comme un nouveau texte reflétant la conception du traducteur inspiré. Sa foi est le garant de la qualité et de l'exactitude de la traduction. Deux autres commentaires sur la traduction sont pris en compte : Corpus Hermeticum XVI et la Lettre du Pseudo-Aristée sur la Septante. L'examen de ces textes conduit à la conclusion que les traducteurs anciencs de textes religieux se sont efforcés de montrer à un public nouveau parlant une autre langue la vision de la vérité telle qu'ils la perçoivent dans le texte original. Cette manière de concevoir la traduction sera suivie par les traducteurs latins qui adoptent, comme Jérôme, le principe de littéralité pour la traduction de la Bible, car, dans l'Écriture Sainte, meme l'ordre des mots est mystère, comme le dit le Père. Une comparaison avec la théorie et la pratique moderne de la traduction de textes sacrés peut aussi etre instructive pour le traducteur d'aujourd'hui. Elle devrait l'inciter à etre attentif à la probabilité de changer le sens de l'original qu'il traduit.

Education at the Crossroads

2000 ◽  
Vol 5 (3) ◽  
pp. 269-281 ◽  
Author(s):  
Allan Janik
Keyword(s):  
Continuing Education ◽  
Tacit Knowledge ◽  
Professional Education ◽  
Professional Knowledge ◽  
Michael Polanyi ◽  
Life Long Learning

Drastic changes in professional education have led to a need to emphasize that education must be a matter of life-long learning. About this there can be no doubt: the question is how should we conceive life-long learning. I argue on the basis of recent research in Sweden that professional knowledge is in its most crucial dimension what Michael Polanyi called ‘tacit knowledge’ and as a result that the humanities are indispensable to any concept of continuing education worth taking seriously.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

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