Doctor's Legal Protection in Health Services for Covid-19 Patients

Doctors as medical workers are at the forefront of health services for Covid-19 patients. During the pandemic, doctor is the profession that has the highest risk in handling Covid-19 patients. In this case, it is appropriate if doctors get legal protection in carrying out their profession. So, what is the actual form of legal protection that doctors have received so far in handling Covid-19 patients? Have the existing regulations accommodated this protection?. The method of research which used in this research was normatif by examining the law which is conceptualized as a norm or rule that applied in society, and becomes a reference for everyone's behavior. The results of the study indicated that there were preventive and repressive measures which were as means of legal protection for doctors during Pandemic. Preventive efforts can be interpreted as steps or ways that can be taken to prevent an event that has legal consequences in the form of fulfilling obligations as a doctor, namely by carrying out the profession in accordance with professional standard, professional service standard, and standard operating procedures, completing administration in medical practice such as informed consent. and medical records, getting vaccines, providing incentives. While repressive efforts are defined as steps or method which taken if an event that results in law has occurred in the form of providing compensation to doctors who died, giving awards for services, bearing medical expenses for exposed doctors, and prosecution for criminal acts towards people who do not orderly implement health protocols. The legal protection of medical workers in handling Covid-19 is evident in the fact that these medical workers have received legal protection in the form of supervision and guidance carried out by the Central Government, Regional Government or their Work Agencies. It shows that existing regulations have accommodated legal protection for doctors during the Covid-19 pandemic.

FORMATION OF SOFT SKILLS OF FUTURE TEACHERS AS A CONDITION FOR IMPLEMENTATION OF THE TEACHER’S PROFESSIONAL STANDARD

The authors of the article consider the options for organizing the educational activities of future teachers to form soft skills as a condition for implementing the professional standard of a teacher. The professional standard of a teacher is considered and a number of competencies are singled out, the formation of which depends on the development of soft skills. In this regard, the problem of professional training of future teachers is considered in the context of the relationship of goals and objectives with the types of work activities and competencies presented in the professional standard of teachers. As an important result, along with professional competencies, the development of students’ abilities in communication, leadership, cooperation, diplomacy, building relationships is considered; formation of team, public, thinking skills; ability to present their ideas, make decisions, creatively solve professional problems, including social plan and others. The results of the survey of teachers, educators and stakeholders on the problem of soft skills formation are analysed, and difficulties in their formation are revealed. In particular, the analysis of such experience and the results of questionnaires of teachers and students showed, on the one hand, the demand for such skills, but on the other – the lack of readiness of many teachers to form soft skills in the educational process. A map of soft skills development in pedagogy classes is proposed, in particular, the potential of using the “flipped classroom” model as one of the advanced technologies for building the educational process is revealed. Characteristics of the content, forms and technologies of soft skills development at Pavlo Tychyna Uman State Pedagogical University, as well as their own experience in organizing educational activities, allowed us to draw conclusions about the importance of developing soft skills for future teachers to ensure the success of their professional activities. Keywords: formation; soft skills; hard skills; future teachers; professional standard of a teacher; educational process; institution of higher education; modern forms and technologies of education; “flipped classroom”.

DEONTOLOGICAL COMPONENT OF EVALUATION-ANALYTICAL COMPETENCE OF A TEACHER

With the approval of teachers’ professional standard there is a need for a qualitatively different teacher training, which allows to combine the fundamentals of professional basic knowledge with innovative thinking and practice-oriented research approach to the implementation of a new evaluation format. Modernization of the system of education in Ukraine has radically changed the «portrait» of the modern teacher and the requirements for his work. There is a demand for professionals who not only know their subject well, but also have a flexible professional self-awareness, emotional intelligence and communication skills focused on creativity, innovation, entrepreneurship. There is a need to create a route map for the development of teachers` professionalism in Ukraine. The analysis of the teacher’s professional standard encourages to more detailed definition and comprehension of the value sphere of teacher`s professional activity. It is here, in our opinion, that the achievements of a relatively new field of scientific knowledge − pedagogical deontology − should be used. The purpose of the article is to identify and determine the place of the deontological component within the teacher`s evaluative-analytical competence in the formulation of teacher`s professional standard. Based on the comparative analysis of literature sources, the author's conclusions are formulated. Motivational-value (personal) component of the structure of evaluative-analytical competence clearly reveals the personal traits of the teacher, which gives the opportunity to reveal students` motives and aspirations. This gives grounds to define the motivational-value (personal) component as a deontological component of the teacher’s evaluative-analytical competence. It should be a trigger for fair and motivating assessment that enables the student to feel valued and find meaning in learning. The teacher forms certain models of professional behavior, which are a manifestation of the formation of his evaluative-analytical competence.

Talent Management and Professional Standards: Research on the Level of Development of University Students' Competencies

The central place in the presented article is devoted to talent management: the theoretical foundations of talent management in the personnel management system are reflected – its concept and essence, its significance in modern conditions are considered. Talent is considered as a set of necessary competencies, on the basis of which the value of the competence approach in identifying talents is established. Within the framework of the study, based on the professional standard of a specialist in personnel management, a competence model was developed, according to which talents were determined among students of the training direction "Personnel Management" of the Ural Federal University named after the first President of Russia B. N. Yeltsin. The results of the study demonstrate that the student training program at the university corresponds to the model of key competencies of a specialist in personnel management, and, therefore, meets the requirements of the professional standard. However, it requires improvement in the development of a number of competencies.

Digital transformation of education and the analysis of possible risks: results of a survey of teachers of general education organizations

Introduction. Digital transformation of the educational space resulted in a new problem area associated with the search for solutions to eliminate the existing gap between the pace of digitalization of society and education and the preparation of teachers to work in the digital environment in the context of digitalization of the educational process. The article is aimed at monitoring and analyzing the possible risks of digital transformation in the general education system. Materials and methods. During the study of the possible risks of digital transformation in the general education system, a survey among teachers of general education organizations of Krasnodar region was conducted (122 people). The professional standard "Teacher (Pedagogical Activity in the Field of Preschool, Primary General, Basic General, Secondary General Education) (Educator, Teacher)" dated October 18, 2013 No. 544n and the Federal State Educational Standard of Higher Education (FSES HE 44.03.01 Pedagogical Education) were analyzed and compared. The results of the study. The study aimed at determining the possible risks of digital transformation in the general education system showed that a significant number of respondents noted the following factors as risk zones: technical working conditions of teachers (21.3% of teachers are not provided with the necessary equipment), their ambiguous attitude to distance education (against 72.1% of teachers) and digital transformation of education (against 29.5% of teachers), incomplete understanding of trends in the development of modern education, insufficient level of mastering information and communication technologies (more than 55% of teachers possess ICT at an average or low level). The identified risks are not fully reflected in the professional standard of the teacher, which gives grounds for its significant revision and updating. Discussion and conclusion. Based on the results of the survey of teachers the following recommendations are offered: a) to provide the subjects of the educational process with the necessary computer and telecommunications equipment with high-speed Internet access; b) to create optimal working conditions for teaching staff contributing to the improvement of professional competencies under digitalization; c) to involve more teachers in the development of academic materials posted on Russian educational online resources; d) to implement educational and enlightenment activities among teachers to form ideas about the directions, opportunities and prospects of digital transformation of general education, to generate a new way of thinking of a modern teacher under digitalization.

Distant professional training of additional education teachers at Pedagogical University

Examined are possibilities of an innovative approach to improving the qualifications of teachers of additional education on the example of the Altai State Pedagogical University. The advanced training program for teachers of additional education “Professional activity of a teacher of additional education in modern socio-cultural conditions” contributes to the development of the competencies necessary for the professional activity of a teacher of additional education in accordance with the requirements of the professional standard “Teacher of additional education for children and adults”. The innovative content of distance education for this category of teachers is dictated by changes in the regulatory framework of pedagogical activity, namely, the approval of the 2018 “Professional standard for teachers of additional education for children and adults”, new requirements of innovative projects of the Development Program of an educational institution. The remote form of organizing advanced training courses for teachers of additional education at the Altai State Pedagogical University serves as an experimental platform for further designing retraining programs for teachers of additional education and contributes to obtaining high-quality advanced training for specialists from the most remote parts of the region without interruption from work. The presented program of distance courses for advanced training will have positive results in terms of promoting IR technologies in the educational space of the Altai Territory.

Modern Requirements for the System of Training Specialists in the Field of Environmental Safety

The article is devoted to the issues of training specialists in the field of environmental safety in universities in the context of the implementation of the transition to the Federal State Educational Standard higher professional education 3++ training direction «Technosphere safety», the introduction of the professional standard «Specialist in environmental safety (in industry)», taking into account changes in regulatory legal acts in the field of environmental safety. The purpose of the research is to determine the current requirements for the system of training specialists in the field of environmental safety, taking into account changes in the legislation regulating this area. The following research methods are used in the work: the study and analysis of regulatory legal acts, domestic literary sources, resources of departmental and educational Internet portals in the field of environmental safety. As a result of the study, it was revealed that fundamental changes in regulatory, administrative, economic, control and supervisory management methods and the use of state online services in the field of environmental safety in the Russian Federation determine the specifics of the content of theoretical and practical training of environmental specialists. It is concluded that the professional standard for specialists in the field of environmental safety, introduced in September 2020, the requirements for the content of bachelor's and master's training in the direction of «Technosphere safety» should be the basis for the development of the Main educational professional program by universities (the choice of professional competencies, the formation of the curriculum, the formation of practice programs, the final certification program).

Simulation Technologies in the Training of Physicians, Taking Into Account the Requirements of the Professional Standard

The abstracts describe the results of the study on the development of methods for the use of simulation technologies in the preparation of physicians-therapists in the conditions of the requirements of the professional standard "Physician-therapist"