CREATIVITY AS THE BASIS FOR THE PROFESSIONAL COMPETENCE OF POSTGRADUATE EDUCATION SPECIALISTS

2020 ◽  
pp. 50-59
Author(s):  
A.S. AMIROVA ◽  
E.B. ORAZBAYEVA ◽  
D.A. KOZHABAУEVA
Keyword(s):  
Professional Competence ◽  
Postgraduate Education

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.

scholarly journals Economising learning: How nurses maintain competence with limited resources. A grounded theory study exploring Registered Nurses’ use of mobile devices in postgraduate education

2020 ◽  
Author(s):  
Sharon Rees ◽  
Helen Farley ◽  
Clint Moloney
Keyword(s):  
Professional Development ◽  
Grounded Theory ◽  
Nursing Students ◽  
Registered Nurses ◽  
Professional Competence ◽  
Postgraduate Education ◽  
Mobile Technologies ◽  
Limited Resources ◽  
Personal Resources ◽  
Knowledge Deficits

Abstract BackgroundNurses have limited time outside of work for continuing professional development. Consequently, strategies need to be explored to enable them to better maintain their competence. This article describes recent research to ascertain how nurses used mobile technologies to determine if these behaviours could be leveraged for mobile learning. It addresses a gap in the existing literature around how nurses resource their own professional development in the absence of appropriate resourcing in the workplace.MethodsThe Theory of Economising Learning emerged from research employing a classic grounded theory methodology which was conducted with registered nurses from Queensland, Victoria, South Australia and the Northern Territory and postgraduate nursing students at the University of Southern Queensland.ResultsThe Theory of Economising Learning describes how nurses maintain competence with limited resources. Unfavourable staffing levels and a fast-paced workplace mean that nurses rarely prioritise their professional learning while at work. Instead, it requires the nurse to contribute personal resources including time and money.Though the research revealed that nurses were unconcerned about using mobile technologies, they were concerned about maintaining competence with limited resources. To counter this, nurses economised their learning by balancing personal resources against their motivation to maintain competence. The process of economising learning begins and ends with the development of the nurse’s personal curriculum in response to what they identify as being the most significant knowledge deficits at work that jeopardise their competence. A learning opportunity that addresses the knowledge deficit is sought. Nurses balance the opportunity to address the deficit against the cost of personal resources, to decide if they will engage with the opportunity and update their personal curriculum accordingly.ConclusionsIt is suggested that workplaces need to create reasonable expectations within nurses to address knowledge deficits and provide the resources, including time, to allow them to do so without personal cost. It is also necessary for workplaces to moderate the flow of learning opportunities so as not to overwhelm and demotivate the nurses. Currently, nurses use several strategies to optimise their learning using mobile technologies. These could be leveraged in the workplace to help nurses maintain professional competence.

THE DIAGNOSIS OF TEACHERS’ POSTGRADUATE EDUCATION QUALITY

2021 ◽  
pp. 139-147
Author(s):  
Iryna Kholod
Keyword(s):  
Professional Competence ◽  
Postgraduate Education ◽  
Foreign Languages ◽  
Professional Activity ◽  
Advanced Training ◽  
Teaching English ◽  
Digital Competence ◽  
State Pedagogical ◽  
Training Courses

The article dwells on the problem of the quality of postgraduate pedagogical education through training courses. It presents the results of diagnostics of the quality of professional competence development, revealed by questioning the participants of advanced training courses of the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. To identify the level of organization and teaching of online training courses, as well as to determine the difficulties that arose in their learning process, we conducted a survey of participants. Based on the analysis of the results of the survey, we made some proposals that participants consider a priority for their professional development.The article demonstrates the experience of the Faculty of Foreign Languages in organizing postgraduate training courses. The program of the advanced training course for English teachers at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University concerns current Standards in the subject “The methods of teaching English”. The new program recommends implementing interactive teaching approaches and technologies, creative tasks, case studies, projects into the training courses. The main components of a teacher’s professional activity are aware of the needs of learners, planning and organizing lessons, assessing the level of communicative competencies, as well as the mastering of English, methods of teaching, managing their professional development. We discussed the conditions and forms of training, content materials, some specific difficulties in organizing training courses. Keywords: postgraduate pedagogical education, training courses, quality assessment, questionnaires, methodological competence, digital competence, location of training courses, modern methods of teaching English, online courses.

Development of Health-Saving Competence of �Fundamentals of Health� Teachers in Postgraduate Pedagogical Education

10.12737/6893 ◽  
2014 ◽  
Vol 2 (5) ◽  
pp. 47-52
Keyword(s):  
Professional Competence ◽  
School Teacher ◽  
Core Competencies ◽  
Complex Structure ◽  
Postgraduate Education ◽  
Monitoring Method ◽  
Health Competence ◽  
Concept Of Health ◽  
Graduate Teacher Education ◽  
Development Analysis

The article is focused onthe relevance of health-saving competence of a school teacher in accordance with modern requirements and the need to include the competence into the list of core competencies for each educationworker. Researchers formulated the concept of health-competence of a teacherbased on the analysis of psychological and educational literature on enhancing professional competence of teachers. The article presents structure and direction of development of health-competence of a �Fundamentals of Health� teacher in the system of postgraduate education using new methodological approaches including monitoring. Areas of using monitoring method in health-saving activities for teacher are offered.Some results of studies that reflect perspectives of monitoring method in the development of health-saving competencies of a �Fundamentals of Health� teacherin postgraduate pedagogical education are delivered. It is notedthat the structure of health saving competence of a �Fundamentals of Health� teacher and the process of its development in post-graduate teacher education are being modified and adjusted along withthedevelopmentofhealthylifestylesandsafety of lifepractice. Determination of content, structure, methods of health saving competence of a teacher requires further development, analysis, systematization and generalization. Monitoring the formation of health-saving competence of a teacher has complex structure and various functions and needsfurther comprehensive study, primarily as a method of teaching ateacher at the stage of postgraduateeducation.

scholarly journals Psycho-emotional profile and professional competence of trainees pre-cycle "neurology" in circumstances of the postgraduate education system restructuring

2016 ◽  
Vol 0 (12 (8)) ◽  
pp. 26-31
Author(s):  
Анжеліка Володимирівна Паєнок ◽  
Орест Євгенович Січкоріз
Keyword(s):  
Education System ◽  
Professional Competence ◽  
Postgraduate Education

scholarly journals Model for the formation of the leadership professional competence in healthcare field

2021 ◽  
Author(s):  
L. Kurnosenko ◽  
O. Nienova ◽  
V. Sukharenko
Keyword(s):  
Healthcare System ◽  
Professional Competence ◽  
Functional Model ◽  
Postgraduate Education ◽  
Radical Change ◽  
Healthcare Management ◽  
Information Support ◽  
Main Body ◽  
Specific Content ◽  
Economic Point

Problem setting. Structural reforms in the healthcare system, medical institutions autonomization and radical change in their financing model, necessitate continuous improvement of methodological and organizational approaches to the training of modern specialists in the field of healthcare organization and management. Recent research and publications analysis. Conceptual, terminological and practical aspects for the formation of the leadership professional competence are considered in the numerous works by foreign and domestic scientists. T. Kravtsova, K. Khomenko, M. Mruha and others considered the peculiarities of educational approaches to the formation of professional competence for medical staff. Management capital in the healthcare system was studied by V. Borsch. The information support model for the formation of the leadership professional competence in the healthcare field was proposed by L. Lishtaba. Highlighting previously unsettled parts of the general problem. Despite the significant scientific achievements of the scholars, there is still no comprehensive research, concerning the development of a universal model for the formation of the leadership professional competence in the healthcare system integrated by levels and forms of education. Paper main body. The model for the formation of the leadership professional competence in the healthcare field could be considered from the philosophical and socio-economic point of view. The philosophical aspect of the model reflects a dialectical set of forms and methods for influencing the formation of knowledge, skills and abilities, as well as the leaders’ capability to act effectively and to achieve results in the healthcare management. The socio-economic aspect of the model means that it is always specified by certain socio-economic conditions of society development, the requirements of the market environment for the leadership professional qualities, and the healthcare system features. The model is implemented through a mechanism, the core of which being the state personnel policy in the healthcare field. Legal, economic and administrative methods of state influence are the means for its implementation, while educational and professional programs of postgraduate education and continuing professional development programs in the healthcare are the implementation forms. The objects of the model are organizational, legal, economic, educational, value-personal subsystems (elements) of the system of formation and development of the leadership professional competence in the healthcare field. Conclusions and perspectives for further research. Having considered the conceptual apparatus of the system of formation and development of the leadership professional competence in the healthcare field, we can form an idea of its scientific (abstract) structural and functional model. Filling each abstract element of the mechanism for the model implementation with specific content could be the next important step of scientific research.

scholarly journals Benefits and Challenges of ODeL in Postgraduate Education: The Case of Unisa–Ethiopia

2021 ◽  
Author(s):  
Tsige GebreMeskel Aberra
Keyword(s):  
Professional Competence ◽  
Postgraduate Education ◽  
Learning System ◽  
Independent Learning ◽  
Doctoral Graduates ◽  
Main Challenge ◽  
Library Resources ◽  
E Learning ◽  
Internet Connections ◽  
Learning Institutions

The focus of this paper is on identifying the benefits and the challenges of the open distance e-learning mode of education and their relationship with learners’ satisfaction. A total of 78 master’s and doctoral graduates responded to a 35-item 7-dimensional Likert-scale questionnaire that consisted of 2 open-ended items that allowed respondents to write their reflections. Means, standard deviations, Pearson’s correlation and stepwise regression were used to analyse the quantitative data, whereas the data from the open-ended items were analysed thematically. The results showed that studying in the open distance e-learning system assists learners to develop professional competence, personality skills and computer skills. It has given them access to postgraduate education, accomplishment of problem-solving research, studying from the comfort of home while earning a living, access to rich library resources, and increased life skills such as research language and independent learning. Although the benefits outweighed the challenges, the main challenge that stood out in this paper was the lack of supervision support. Other challenges were loss of motivation, procrastination, poor internet connections, lack of human touch, and lack of support from employers. The paper recommends that open distance e-learning institutions improve their supervision systems and ensure that their student support systems contribute to curbing students’ challenges including feelings of isolation.

scholarly journals RESEARCH ON THE FEATURES OF INTERNS' COMMUNICATIVE COMPETENCE DEVELOPMENT

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Liudmyla Piankivska ◽  
Keyword(s):  
Professional Competence ◽  
Communicative Competence ◽  
Postgraduate Medical Education ◽  
Postgraduate Education ◽  
Practical Significance ◽  
Interpersonal Interaction ◽  
Professional Activity ◽  
Main Components ◽  
Close Relatives ◽  
High Level

The article is devoted to the issue of communicative competence among intern doctors. A theoretical analysis of the scientists’ views concerning the essence of the concept "communicative competence" was conducted. The structure and its main components were defined. It was proved that communicative competences is a basic characteristic of professional competence of healthcare professionals. The article focuses on the features formation exploration of communicative competences among intern doctors at the postgraduate education stage. It can be stated that communicative competences play an important role in ensuring a high level of medical services for the population, in establishing interpersonal interaction, building compliance, avoiding conflicts between a doctor and a patient or his close relatives. The level of expression and significance of communicative competences in the professional activity of a doctor was determined. Certain differences in the assessment of communicative competences of intern doctors allowed to determine the main necessary approaches and ways concerning the appropriate level of their development. The need to improve the process of training doctors at the postgraduate medical education stages and continious professional development contribute to the practical significance of the conducted empirical research.

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