Approaches to improving the training of teachers working under the International Baccalaureate programs in the field of education informatization

Problem and goal. The article is devoted to studying the possibilities of working with the Moscow Electronic School project. The goal was to develop programs to improve the training of teachers in Moscow schools. This goal required to design a model for improving the training of teachers working under the International Baccalaureate programs in the field of education informatization, to develop the content of teacher training, to organize and conduct such training, based on an active study of the possibilities of the Moscow Electronic School project for teachers of International Baccalaureate schools, as well as evaluate the effectiveness of the proposed training program. Methodology. In the course of the study, a set of methods was used: analysis of normative documents related to the professional training of teachers, study of literature, including those presented by the International Baccalaureate Organization (IBO), search and analysis of the resources of the Moscow Electronic School project library, study of the experience of using services in the system education of the city of Moscow, a pedagogical experiment. Results. The article presents a fragment of a pedagogical experiment to improve the training of teachers working under the International Baccalaureate programs, aimed at developing skills in working with the Moscow Electronic School project. The study confirmed the relevance of the problem, which consists in the need to improve the training of teachers in Moscow schools working under the International Baccalaureate programs in the field of education informatization, including in the field of work with the resources of the Moscow Electronic School project. The results of the study allowed to find approaches to solving the identified problem. Conclusion. It is proposed to supplement the content of the discipline Modern Teaching Technologies in the framework of the masters training of teachers working under the International Baccalaureate programs, with topics related to studying the resources of the Moscow Electronic School project in the activities of a teacher working under the International Baccalaureate programs, as well as a system of practical work that takes into account the specifics of the International Baccalaureate school.

Careers in Psychology Course: Prevalence, Structure, and Timing

Despite the multiple benefits of the careers in psychology course, it is not universally offered in undergraduate programs. Teachers who wish to design such a course may wonder about its typical number of credits, when students should take the course, and how much it uses a common curriculum across sections. The 2018 Undergraduate Study in Psychology gathered data on these questions in a nationally representative sample of undergraduate programs at associate ( n = 60) and baccalaureate ( n = 180) institutions. In 2017–2018, 39% of baccalaureate programs and 12% of associate programs offered the course. Discussion centers on department-specific adaptations of the career course, its curricular alternatives, and future research. The authors also issue a call for action to more widely implement the career course nationally.

Current Status of Transcultural Nursing Education in Nursing Baccalaureate Programs

Purpose: This study presents the current status of transcultural nursing education in nursing baccalaureate programs. Methods: The nursing curricula from 185 out of 194 nursing colleges that received accreditation were collected and analyzed. Results: 109 (58.9%) nursing colleges offered 117 transcultural nursing-related courses. The courses were offered as elective (68.4%) as well as major (78.6%) courses. All courses were offered as a theoretical delivery class without any field experiences. The courses were offered mainly for sophomore (41.9%) and freshman students (33.3%), and most of them (79.5%) were two-credit courses. Instead of the term "transcultural nursing," "multicultural nursing" is mostly used in the title of courses. An inconsistency between the title of courses and their content was found. After analyzing the title of courses based on four nursing meta-paradigms, courses related to the environment were most common (41.9%). Conclusion: Transcultural nursing education has developed during the last decade. However, teaching methods and course content have not developed enough. Thus, a greater effort is needed to increase awareness of the importance of transcultural nursing education and to develop courses for it.