iEthics: An Interprofessional Ethics Curriculum

This article discusses the development, content, implementation, and evaluation of an interprofessional ethics curriculum that has been integrated as a required component of learning in the Faculty of Pharmaceutical Sciences at the University of British Columbia (UBC), along with 12 other health professional programs. We start by giving a background and rationale for the development of the integrated ethics (iEthics) curriculum, led by UBC Health, and provide an overview of the pedagogical approach used, curriculum model, and content. We outline the way in which the iEthics curriculum has been implemented in the Faculty and share findings from program evaluations. In the discussion section, we reflect on our experience as facilitators for the interprofessional workshops and link these experiences with the findings from the program evaluations. These reflections highlight the way in which the iEthics curriculum has been successful in meeting the desired outcomes of learning in terms of the interprofessional delivery, and provide insights into how the findings from the iEthics evaluation informed other modules in the integrated curriculum and its implementation in the Faculty of Pharmaceutical Sciences.

Implementing a Critical Community of Practice Within a University-Based Teacher Induction Program

This chapter describes the initial stage of implementing a critical community of practice within a university-based teacher induction program in Southern California. This case highlights how novice critical teachers work together to support one another, engage in problem-solving, and bridge theories to action to address challenges they face in their teaching. Implications for using critical community of practice in academic programs and professional programs to bridge critical theories to equitable practice are presented.

EDUCOLOGICAL ASPECTS OF ACTUALITING OF REGULATORY DOCUMENTATION IN MECHANICAL ENGINEERING

The main competencies of specialists in the field of knowledge 13 Mechanical engineering appertain the ability to draw up technical documentation, which includes both the design of text documents and drawings of parts, units, assemblies. Over the last decade, there has been a significant update of the standards of both the Unified System of Design Documentation and the Unified System of Technological Documentation. Suitable, according to the principle of education, to ensure the quality of the educational process, the task of implementations modern regulations into the educational process and providing students with practical skills in the design of educational documentation, which is as approximate as possible to the technical future practice. The purpose of the work is to develop proposals for the implementations of relevant regulations in the regulatory and methodological documentation of the educational process to ensure that higher education students acquire practical skills in applying this knowledge in the design of educational documentation with the closest possible approximation to real technical documentation. From the analysis of the requirements of the acting standards that make up the system of design and technological documentation, it follows that their requirements are quite diverse and allow some flexibility of choice, depending on the needs of developers or consumers. Corresponding, according to the provisions of education, the current methodological and regulatory documentation of higher education institutions should provide information to students about the existing system of standards for technical documentation and their practical skills in applying such knowledge. Based on the standards of the Unified System of Technological Documentation and DSTU EN ISO 7200: 2005, proposals have been developed for the design of educational documentation by students of mechanical engineering specialties according to educational and professional programs. The proposals concern the determine of the institution of higher education as the owner of the document, the numbering of documents of the educational process, the designation of sections of the document, page numbering, design of the main inscription of drawings and the title page of text documents. In particular, a numbering system has been developed, which allows to mark the whole set of documents of the educational process of a particular applicant, individual documents by type, separate sections of text documents and drawings. A single form of the main inscription has been developed, which can be used both for text documents and for drawings. The proposed innovations relate mainly to the specialties of mechanical engineering for educational and professional programs. But they can be used, in whole or in part, for other specialties and fields of knowledge.

The Glazed Eyes of History: Reading the 1964 AIA-ACSA Teacher Conference

This position paper looks at the 1964 AIA -ACSA Teacher conference, one that offers us a window into the current anxieties of architectural history survey courses. The conference was organized at a time when PhD programs in Architectural History and Theory were emerging, with accompanying mid-century notions of disciplines with clear boundaries, objects of study and hierarchy of experts. The questions that were being asked were fundamental: What is Architectural History? What are its contents? How should it be taught? Who is an Architectural Historian? However, a closer look beneath the masculine bravado of the conference reveals many of the same symptoms that persist today: questions of ‘diversity’ of content, anxiety to be ‘relevant’ to students in professional programs and a tendency to leave unquestioned the tradition of ‘designo’. This paper journeys through these anxieties with the hope of bringing some of those in play today into sharper focus. Perhaps, it concludes, the work of architectural history might be what Spivak termed as a project of “Planetarity”, involving not merely a change in epistemological methods but an undoing of the social order of architectural history.

STEM EDUCATION IN THE CONTEXT OF FUTURE PEDAGOGICAL STAFF TRAINING

STEM education is one of the important directions of educational reform of the XXI century. The article focuses on modern initiatives that are made in the field of STEM learning and require the development of a model of education reform that responds modern needs of society. It is noted that the proposed educational scenario confirms the hypothesis underlying this study, namely, the need to reform the existing model of educational staff training in the direction from classical education to innovative STEM education. It is substantiated that the issues of STEM education are not only issues and problems in the field of natural and mathematical sciences, engineering, advanced technologies, but also, first of all, educational policy, methodology, management and organization of activities. It is confirmed that STEM education is best implemented through a combination of its different levels: formal, non-formal, informal. The article proposes mechanisms of reforming pedagogical education for the introduction of STEM education at the Pedagogical University with aim of the training of educators of the new formation and the main components of this model. The model of pedagogical staff training includes: creation of scientific and research STEM centre, educational policy (conceptual and methodological developments of education reform model in STEM direction), increase of communication intensity on STEM education topic, promotion of STEM education ideas among the general public, increase of educators’ qualifications and practitioners involved in education. A study was conducted to test this model in practice during 2016-2020. STEM-education in Ternopil Volodymyr Hnatiuk National Pedagogical University (TNPU) was implemented taking into account the updating of the content of educational and professional programs in accordance with the requirements of the labour market, personal approach, formation of competencies and skills in the field of advanced technologies. It is established that the main indicators of the results of STEM education implementation at the university are: active participation of pupils, students, teachers in various forms of STEM training in the STEM centre of the Faculty of Physics and Mathematics of TNPU, growing interest in STEM projects and STEM practices with help of excursions, competitions, festivals, science picnics.

Universal Digital Competencies of the Student as a New Concept Of Professional Pedagogy

The article is devoted to the definition of a new concept in professional pedagogy – “end-to-end digital competencies”, as well as the possibility of their formation in higher school in the process of mastering additional professional educational programs by students. The authors state the principle of their formation through e-learning, taking into account the principles of individualization of training. The purpose of the article is to give a theoretical justification and definition of the concept of “end-to-end digital technologies” as a new concept in professional pedagogy and an urgent task of higher education. Methodology. The article presents an analysis of the scientific literature on the issue of cross-cutting competencies, including digital ones, on the basis of which the authors define the concept of “cross-cutting digital competencies” as a new concept in professional pedagogy and one of the urgent tasks of higher education. In the conclusion of the article, the authors conclude that it is advisable to carry out the formation of digital competencies among higher school students according to a cross-cutting, penetrating principle, in the process of parallel development of the main educational programs of higher education and additional professional programs (advanced training, professional retraining).

Web-based evaluation for teacher professional program: Design and development studies

This is a design and development carried out to develop a web-based evaluation model in teacher professional programs. The subject of this research were participants in the professional teacher program in 2021. In addition, experts in the field of technology and evaluation are also the subject of this research to assess the feasibility of the developed model. The data collection technique used in this study is a questionnaire technique. Data analysis was carried out by descriptive quantitative analysis. Proof of the validity and reliability of internal consistency using the Gregory method. The results show that a web-based evaluation model has been developed by measuring four program components, namely context, input, process, and product. The results of the expert assessment indicate that this model is feasible and meets content validity. The developed model is also reliable based on internal consistency and meets the aspects of practicality and effectiveness based on user ratings. Keywords: Web-based evaluation, teacher professional program

METHODOLOGICAL ASPECTS OF FUNDAMENTALIZATION OF MATHEMATICAL KNOWLEDGE OF FUTURE SPECIALISTS IN THE FIELD OF ELECTRONICS AND TELECOMMUNICATIONS

The methodology of the educational process and mathematical training of future bachelors in the field of electronics and telecommunications, in particular, is due to a large number of approaches and methods. Traditional approaches include: knowledge-centric, systemic, activity, complex, personality-oriented, personality-activity; the new approaches include situational, contextual, informational, ergonomic, competence and others. The paper analyzes the educational and professional programs of specialties in the field of 17 Electronics and Telecommunications 15 technical HEIs to determine the number of hours allocated for the study of higher mathematics. The analysis allowed us to conclude that an average of 16.5 credits were allocated for the study of higher mathematics, which is about 7 % of the total number of credits (240 credits) allocated for general training of future technicians in electronics and telecommunications. Such a narrow time frame for the study of a fundamentally radically important discipline – Higher Mathematics, encourages the search for methodologically new approaches in the educational process. The article analyzes and reveals the essence of the main approaches that help increase the level of mathematical training of future technicians, and can also be introduced into the process of general professional training of future technicians. Particular attention is paid to the disclosure of systemic, personal, activity, reflexive, competence, synergetic approaches. The modern education system provides for the introduction of information and communication technologies (ICT) in the learning process, including the study of higher mathematics. Such implementation is most effective when ICT is included in the educational and methodological complexes, i.e. the combination of software and accompanying printed materials is optimal. The use of modern ICT tools in the educational process, as well as any traditional means and systems of education, should be based on the general principles of learning; principles of scientificity and systematicity; consciousness of creative activity of students in education; the principle of clarity, the principle of strength of knowledge acquisition, formation of skills and abilities; the principle of a differentiated approach to the teaching of each student under the conditions of collective work of the group; the principle of developmental learning.

INNOVATIVE POLICY IN THE FIELD OF PERSONNEL TRAINING IN THE CIVIL SERVICE

The hypothesis of the presented article is the idea that the innovation policy in the field of public administration personnel training is based on two principles: 1) training of personnel of a new format, corresponding to the requirements of reality and ready for quick and not always anticipated changes, 2) careful attitude to the human resource, that is, the human potential of the public administration system. The introduction describes the archaic system of Russian personnel policy. The introduction of relevant principles into the state personnel policy will improve the professional competencies of employees, adapt them to the process of changes in public administration, and allow interested employees to plan and build a career perspective. The formulated principles are a consequence of the teamwork of the educational organization and government authorities in order to understand new staffing requirements for the public administration system. These principles include the principle of corporate training, the principle of customizing educational content, the principle of personalizing additional professional programs, the expert principle, the principle of innovative methodology, the blended format principle, the motivational principle, the principle of independent assessment of the quality of training of students, the principle of independent assessment of the quality of conditions, the principle of internal evaluation systems, analysis principle. In conclusion, the author substantiates the statement that it is necessary to expand the range of fundamental principles in connection with the openness and dynamism of the structure of innovative personnel policy.

Competencias digitales en estudiantes y docentes universitarios del área de la educación física y el deporte (Digital competences in university students and teachers in the area of Physical Education and Sports)

Hace apenas unas décadas, el uso de herramientas digitales en la enseñanza de la educación física y el deporte era un asunto de escaso interés. No obstante, la acelerada incursión de las Tecnologías de la Información y la Comunicación (TIC) en la sociedad actual, ha venido convirtiendo en una necesidad imperiosa la adquisición de las denominadas competencias digitales. Este estudio se realizó con la participación de cuatro programas profesionales del ámbito de la educación física y el deporte de la ciudad de Bogotá, con el objetivo de determinar si existen diferencias significativas entre la percepción de estudiantes y docentes sobre el desarrollo de sus competencias digitales en dependencia de variables como la modalidad de estudio, el enfoque académico, el género, la edad, y para el caso de los docentes, también la experiencia profesional y su formación académica. A partir de los resultados hallados a través de las pruebas no paramétricas de Kruskal Wallis, con un nivel de significancia de .05, se determinó que tanto estudiantes como docentes perciben el desarrollo de sus habilidades TIC en un nivel medio alto y se desestimaron diferencias con relación al género y la edad. De otra parte, se concluyó que los estudiantes que hacen parte de programas de formación a distancia, y de línea pedagógica tienen una mejor percepción de estas habilidades a la vez que aquellos docentes con más experiencia y un nivel de formación superior. Abstract. Just a few decades ago, the use of digital tools in the teaching of Physical Education and Sports was a matter of little interest. However, the expedited incursion of information and communication technologies (ICT) in today's society has made the acquisition of the so-called digital skills an imperative. This study was carried out with the cooperation of four professional programs in the field of Physical Education and Sports in Bogota, with the aim of determining whether there are significant differences between the perception of students and teachers about the development of their digital skills in dependence on variables such as study modality, academic approach, gender, age, and in the case of teachers, also professional experience and academic training. From the results found through the Kruskall Wallis non-parametric tests, with a significance level of .05, it was determined that both students and teachers perceive the development of their ICT skills at a medium-high level, and differences in relation to gender and age were ruled out. On the other hand, it was concluded that students who are part of distance learning programs, and from pedagogical line, have a better perception of these skills, as well as those teachers with more experience and a higher level of training.