Relevant bibliographies by topics / Professional education and training

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Professional education and training'

Author: Grafiati
Published: 19 February 2023
Last updated: 4 November 2024

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Journal articles on the topic "Professional education and training"

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Odilovich, Shagdarov Navro'zbek. "FUTURE PROFESSIONAL EDUCATION TEACHER ABOUT PROFESSIONAL TRAINING." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 78–83. http://dx.doi.org/10.55640/eijmrms-02-06-14.

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In the article it is written that the future teacher should be able to keep himself professionally and morally, apply the acquired skills and skills in new, non-standard situations, get a quick direction in new information, show pedagogical abilities, have practical skills related to design and planning.
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Lee, Jae-woo, and Han-bin Son. "Suggestions for Training Calligraphy Education Professionals." Korean Society of Calligraphy 43 (September 28, 2023): 33–55. http://dx.doi.org/10.19077/tsoc.2023.43.2.

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This article suggested ways to train and promote calligraphy education professionals to internalize the basic plan for calligraphy promotion. First of all, the current status and necessity of training professionals, and the opinions of related institutions and individuals were comprehensively confirmed. Currently, the training of professionals in the field of calligraphy is centered on universities (graduate schools), and only one university is currently in existence, and since graduate schools assist in the role of universities, it has been confirmed that the size of training and production of calligraphy education professionals is gradually decreasing. On the other hand, most institutions and individuals are aware of the importance of fostering calligraphy education professionals, and suggested the establishment of training institutions, standard curriculum and textbook development, treatment and employment issues after completion of training. Next, professional manpower training and promotion measures were classified into three categories and suggested. First of all, the designation and operation of a calligraphy professional training institution were presented. The institution designation suggested cooperation and cooperation among professional educational entities, the use of local educational institutions, consultation with local governments, and operation of designated educational institutions according to the standard curriculum for training professionals. Second, the introduction of a qualification system for professionals in calligraphy education was suggested. Through this, the status of calligraphy education and the promotion of quality of employment, and the linkage with measures to revitalize cultural infrastructure and tourism development were described. In addition, it suggested improving operational elasticity by linking related tasks and curricula such as planning calligraphy education, establishing educational operation plans, conducting field classes, operation, and administrative tasks, establishing an organic cooperative system. Finally, the formation of a calligraphy promotion network and the establishment of a foundation were presented. Specifically, it was suggested to establish a comprehensive calligraphy promotion management system for long-term stabilization of calligraphy promotion policies, and to clarify and unify policies through expert forums.
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Lomakina, Larysa. "TRAINING OF PROFESSIONALS FOR PROFESSIONAL FOREIGN LANGUAGE COMMUNICATION." Academic Notes Series Pedagogical Science 1, no. 203 (March 2022): 89–93. http://dx.doi.org/10.36550/2415-7988-2022-1-203-89-93.

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The article highlights the importance of foreign language communicative competence in determining the competitiveness of a modern specialist. Competitiveness is determined not only by high qualification in the professional field, knowledge and skills, the ability to use them flexibly, initiative, communication skills, creative activity, readiness for continuous self-development, but also, to a greater extent, by the willingness to solve professional tasks in a foreign language communication. The scientific and pedagogical literature devoted to the improvement of educational processes, basic principles of national scientific and methodological aspects of specialist competence formation in the information society; peculiarities of implementation of competence approach in foreign language education; integration of educational and communication strategies into the learning of a foreign language at different levels of education; existing approaches to the teaching of a professional foreign language in the higher education system and research on the problem of language training of specialists was analyzed. The analysis of foreign language teaching aids for students of technical specialties and specialists is carried out. The requirements for the selection of educational scientific authentic material are considered, taking into account the linguistic nature and logic of building a course of study in a particular science. Based on the experience of working in a technical higher educational establishment, a comparative analysis of approaches to teaching a foreign language to students of technical specialties and specialists with high professional qualification was carried out. The sequence and procedure for conducting classes for teaching specialists with high professional training in a foreign language in their specialty are described. It was concluded that teaching a foreign language can be viewed as a means of transferring socially and professionally significant information to specialists, practicing the skills of using foreign sources in their professional activities, preparing a specialist for lifelong education.
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Holovko, Olha. "TRAINING METHODS OF DEVELOPING FUTURE EDUCATION MANAGERS’ DEMOCRATIC CULTURE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 88–92. http://dx.doi.org/10.24144/2524-0609.2021.48.88-92.

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The article presents the issue of issue of implementing training methods in future education managers’ professional training for developing their democratic culture that is a requirement of current conditions of Ukraine’s integration into European educational environment. The purpose of the article is to theoretically substantiate the use of different types of educational instructions during the professional training of the specialists in the sphere of managing education institutions. For achieving the purpose of the research, the theoretical methods are involved: analysis and generalisation of scientific and pedagogical sources for clarifying the key research definitions «training», «training methods», and «educational training», revealing the specific features of different types of training in future education managers’ professional training, theoretically substantiating the ways of implementing training methods in future education managers’ professional training. The specific characteristics of future education managers’ professional training are revealed. The necessity of developing future education managers’ democratic culture as a component of their professional competence is proved. It is emphasised that the educational trainings are considered to be an effective method of developing democratic culture, as it involves future specialists in the interaction, based on the principles of mutual respect, trust, and tolerance. It is concluded that the implementation of educational trainings (social and psychological trainings, trainings of business communication, rhetorical trainings) contributes to the deeper awareness of democratic values of modern society and getting experience of professional interaction, based on the democratic foundations that positively influences the developing future education managers’ democratic culture.
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SERDYUK, Olga, and Artur KORNIYCHUK. "ADVANCED TRAINING IN POSTGRADUATE EDUCATION INSTITUTIONS IN THE CONDITIONS OF MARTIAL LAW." Herald of Khmelnytskyi National University. Economic sciences 322, no. 5 (September 2023): 204–10. http://dx.doi.org/10.31891/2307-5740-2023-322-5-34.

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The article focuses on the need to meet the needs of public sector professionals in acquiring new knowledge and skills through the proposals of educational service providers in the field of vocational training under the legal regime of martial law. It is established that under the legal regime of martial law, postgraduate education institutions providing professional training, in particular, advanced training of public servants, continue to operate fully despite various restrictions on the organization of operational activities. They are free to choose the forms, methods and means of training that correspond to the professional development programs. For most postgraduate education institutions, distance learning became the only available form in the system of professional development of civil servants in 2022. Based on the analysis of the Poltava Regional Center for Professional Development, it can be stated that the number of educational events, groups of participants, and the number of participants in professional training has increased. In 2022, vocational training was mainly provided to local government officials and civil servants of regional and district state (military) administrations, and the number of participants in vocational training decreased compared to the pre-war year. The task of providing professional information and explanatory support on topical issues of public service under martial law was a companion to educational services for postgraduate education institutions. The high quality of educational services of postgraduate education institutions can be ensured by expanding the range of educational services in the field of professional training of officials with the simultaneous introduction of innovative educational technologies, various forms and methods of teaching, and wider involvement of practicing teachers, representatives and experts of civil society institutions. Priority areas of training should be determined by the needs of customers of educational services for professional development.
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de Água, Pedro Manuel Geada Borda, Armindo Dias da Silva Frias, Manuel de Jesus Carrasqueira, and José Manuel Modas Daniel. "Future of maritime education and training." Pomorstvo 34, no. 2 (December 21, 2020): 345–53. http://dx.doi.org/10.31217/p.34.2.15.

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The 21st century endeavour bring new challenges for the maritime industry. The challenges facing the professionals within the industry are multifaceted and complex due to globalization, cross-cultural interrelationships, and technological change that are permeating the maritime industry. The aim of this article is to contribute to better understanding the problem of developing the future maritime industry professional, filling the existing gap between education and training programmes, while integrating the 21st century professional skills. The contents of a comprehensive education and training programme shall be proposed within a knowledge triangle encompassing academia, the industry and relevant authority or regulatory institutions, so all interested parties’ “voices” will be considered. Besides raising awareness for the educational and training challenges ahead, more effective teaching methods are suggested in order to meet the needs, particularly supporting double loop learning, together with a pragmatic proposal for a realistic programme at master’s level. The proposed programme is based on the EU MarLEM project, which aims towards the development of the 21st century maritime industry professional, focusing on logistics, engineering and management contents.
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Savchenko, L. L. "Application of pedagogical training in the professional-pedagogical training of preschool education professionals." Innovate Pedagogy 18, no. 3 (2019): 179–82. http://dx.doi.org/10.32843/2663-6085-2019-18-3-38.

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Madrimov, Bahram Khudoinazarovich. "Professional Training Is An Incentive For Moral And Aesthetic Education." American Journal of Social Science and Education Innovations 03, no. 02 (February 27, 2021): 109–13. http://dx.doi.org/10.37547/tajssei/volume03issue02-17.

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Each profession has its own characteristics, and the profession of a music teacher has its own secrets and requirements. The uniqueness of the professional competencies of the future teacher is reflected in the fact that they are aimed at enriching the inner world of students in the music sphere with spiritual values and content that are reflected in the works of musical art. Professional spiritual competences reflect the specificity and spiritual nature of the practice of musical pedagogy. Their formation is one of the most pressing problems inherent in the modern system of music education, and is a prerequisite for determining the effectiveness of the professional activity of a music teacher and his educational work with children.
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Moores, Donald F. "Professional Training Emphases." American Annals of the Deaf 151, no. 1 (2006): 3–4. http://dx.doi.org/10.1353/aad.2006.0016.

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Fursykova, T. V. "Professional media training of education specialists." Pedagogical sciences reality and perspectives, no. 77 (2020): 203–7. http://dx.doi.org/10.31392/npu-nc.series5.2020.77.45.

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Dissertations / Theses on the topic "Professional education and training"

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Bostock, John Raymond. "Conceptualising teacher education in professional training." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/313187/.

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This thesis examines the education of people who are employed as educators in certain professional settings. It considers how such education has changed in response to academic accreditation increasingly being demanded in professional locations. Yet, the preparation of in-service trainee teachers is depicted as still being concerned with enabling compliance with prescriptive, professional guidelines that temper educational aspirations. This is shown to have implications for how professional identity is understood for the teacher educators and for the trainee teachers. This topic is considered primarily through the perspective of the author’s own recent professional engagement in police training, with some historical reference to other areas of professional training in which he has been engaged. By considering his own practice, the author conveys the educational challenges being encountered more generally as preparing those for work in professional training is recast as teacher education. A central theme is concerned with how the challenges relate to professional concepts of ‘teacher’ mediated through language associated with respective professions. The thesis considers how these restrictive definitions introduce uncertainty in relation to how professional identity is experienced by professional trainers, especially the police, when engaged in teacher education. The principal focus of this thesis, therefore, concerns not only the notions of professional teacher or trainer perceived by those who have undertaken teacher education, but also an analytical investigation into the responses made by trainee teachers in relation to the qualification content and the training experience.
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Plimmer, Frances Anne Sterry. "Professional education and training of valuers." Thesis, University of South Wales, 1999. https://pure.southwales.ac.uk/en/studentthesis/professional-education-and-training-of-valuers(f285c692-3425-4d04-8d70-151e0f7d8db0).html.

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This document entitled Professional Education and Training of Valuers is submitted for the award of Doctor of Philosophy by publication and comprises an overview based on twenty publications by the candidate and the research which underpins those publications. The publications are presented within the themes of property taxation, the mutual recognition of professional qualifications and the teaching of valuation. The development of the research from the earlier work which led to an MPhil award is clearly identified. The reflective overview is divided into five sections. Section one introduces the work and analyses the publications. Section two describes and critically examines the research methodology which underpins the publications and the research from which they emerged. Section three demonstrates the co-herence of the submission, while identifying the key issues within the publications. Section four identifies the specific contributions to knowledge which the candidate has made and describes how the research will be developed in the future; and section five provides a brief closing statement.
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Whiting, Denise. "Conceptions of professional ethics and professional codes in education." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/5f483e2f-9631-4ec6-82f9-ce7e21a43721.

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Devlin, Linda. "Higher education partnerships for continuing professional development in education." Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288432.

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Blood, Kenneth J. "Professional Development of Novice Athletic Training Faculty." University of Findlay / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1624362340743421.

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Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.

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Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged.

My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education.

The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.

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Сірик, Антоніна Євгенівна, Антонина Евгеньевна Серик, and Antonina Yevhenivna Siryk. "Professional training in physical education connected with information technology." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/54001.

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Modernisation of higher physical education is being carried out now through the introduction of new quality content, forms, methods of training, development of professionally significant qualities of a future specialist and meeting the requirements of modern informational society. Informatization of higher physical education is a factor that contributes to the quality of training of future professionals of the industry.
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Pack, Robert P., M. Kiviniemi, and S. Mackenzie. "Liberal Education and Professional Education Approaches to Undergraduate Training in Public Health." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1336.

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Frequently, educational approaches are considered as a dichotomy – liberal versus professional. However, perpetuating this dichotomy may not best serve students or the workforce. We are at the forefront of an educational movement and it is critical that we think intentionally about who we are training our students to be and how do we best do it. Baccalaureate public health education is occurring in a range of locations including community colleges, traditional liberal arts schools, and schools of public health. Faculty and staff have a diverse range of training and experience in educational frameworks, In addition, this educational movement is occurring at a time when the disciplinary boundaries of public health are expanding and becoming less defined.
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Miller, Marilyn. "The role of education in professional career change." Thesis, University of Nottingham, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278808.

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Brown, Julie Miller. "Professional Development| The Teacher's Perspective." Thesis, Southern Illinois University at Edwardsville, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3572656.

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The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured environment using a set of questions to gather data. Financial records for professional development expenditures, teacher credentials, agendas from professional development activities, school calendars, and grants were reviewed to get a better understanding of past professional development in the district. This research indicates that teachers: (a) are unsure whether professional development improves teacher quality and/or student achievement (b) have had a lot of diverse professional development experiences; (c) like professional development that is interactive, easily implemented, and applicable; (d) feel more time needs to be allocated for professional development; (e) do not feel they are involved in the planning process of professional development; and, (f) that there's a lack accountability, sustainability, and focus related to professional development. Implications can be generalized for all teachers, but more specifically, from this research for this individual district.

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Books on the topic "Professional education and training"

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John, Gray. Professional manpower, education and training. London: British Library, 1987.

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Midwifery and Health Visiting English National Board for Nursing. Professional education/training courses: Consultation paper. London: ENB, 1985.

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English National Board for Nursing, Midwifery and Health Visiting. Professional education / training courses: Consultation paper. [s.l.]: The Board, 1985.

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Hugh, Sockett, ed. Transforming teacher education: Lessons in professional development. Westport, Conn: Bergin & Garvey, 2001.

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Heath, Harold. Professional training for further education at Wigan. Manchester: University of Manchester, 1993.

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Jones, Jeff. Training for appraisal and professional development. London: Cassell, 1995.

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Development, Canada Human Resources. Professional development and learning technologies. Ottawa: Human Resources Development Canada, 1999.

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Golubeva, Elena, Aleksandr Fedorov, and Irina Stecenko. Professional self-development training. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1861078.

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The training manual offers training for professional self-development. A theoretical justification is given, a program and an approbation are given, which showed its effectiveness. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students, undergraduates studying relevant courses, managers of personnel management services, as well as anyone interested in self-development in the profession.
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Goodrum, Denis. Professional learning. Festac Town, Lagos: Adeniran Ogunsanya College of Education, 2004.

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Eastern and Southern African Universities Research Programme., ed. Tertiary training capacity in Tanzania. Dar es Salaam: Tanzania Pub. House, 1994.

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Book chapters on the topic "Professional education and training"

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Marcum, Deanna B. "CLR Professional Education and Training." In New Information Technologies and Libraries, 290–94. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5452-6_35.

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Sinnadurai, Nihal. "Professional Development Microelectronics Training in Europe." In Microelectronics Education, 19–22. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5110-8_5.

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Peer, Kimberly S. "Leading with Integrity in Education." In Professional Ethics in Athletic Training, 251–72. 2nd ed. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003525998-11.

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Haaparanta, Heikki, and Harri Ketamo. "Mobile Technologies and Education." In E-Training Practices for Professional Organizations, 213–20. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-23572-8_26.

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Ferguson, Michael. "Models of management education and training." In The Development of Professional Management, 5–39. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003206996-2.

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Chao, Chien-min, and Chun-Chih Chang. "Education and Training in China’s National People’s Congress." In Parliamentarians’ Professional Development, 171–85. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24181-4_10.

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Steinebach, Christoph. "Psychology in Professional Education and Training." In International Handbook of Psychology Learning and Teaching, 911–42. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_43.

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Seeley, Ivor H. "Education, Training, Professional Development and Research." In Quantity Surveying Practice, 479–513. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14402-0_18.

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Steinebach, Christoph. "Psychology in Professional Education and Training." In International Handbook of Psychology Learning and Teaching, 1–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-26248-8_43-2.

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Steinebach, Christoph. "Psychology in Professional Education and Training." In International Handbook of Psychology Learning and Teaching, 1–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-26248-8_43-1.

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Conference papers on the topic "Professional education and training"

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"Professional training and education." In Proceedings of UK Radiological Conference 2014. The British Institute of Radiology, 2014. http://dx.doi.org/10.1259/conf-pukrc.2014.training.

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"Professional training and education." In Proceedings of UK Radiological Conference 2015. The British Institute of Radiology, 2015. http://dx.doi.org/10.1259/conf-pukrc.2015.training.

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Ma, Shuangbao, and Huanqi Tao. "Automation Professional Education and Quality Education." In 2009 International Conference on Education Technology and Training (ETT). IEEE, 2009. http://dx.doi.org/10.1109/ett.2009.30.

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Christozov, Dimitar, Stoyan Denchev, Stefka Toleva-Stoimenova, and Katia Rasheva-Yordanova. "Training Information Brokers: A Curriculum Model." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3192.

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The paper shares experience accumulated in launching and implementing a curriculum model for bachelor level training of professionals - Information Brokers - to serve as mediators and consultants to different kind of clients. This requires that professional possess knowledge and skills in several areas as information technology, mathematics and statistics, business and economics, and consulting skills as well. The way, how to build the corpus of knowledge and skills needed for the profession of Information Brokers, how it is structured and ordered is presented, commented and assessed.
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Donnelly, Judith F., Fenna D. Hanes, Nicholas J. Massa, and Barbara R. Washburn. "Professional development in optics and photonics education." In Education and Training in Optics and Photonics 2001. SPIE, 2002. http://dx.doi.org/10.1117/12.468727.

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Ruhe, G. "Experience Factory-based professional education and training." In Proceedings 12th Conference on Software Engineering Education and Training (Cat. No.PR00131). IEEE, 1999. http://dx.doi.org/10.1109/csee.1999.755180.

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Khairova, Selime I. "Reflexive Training As Protection Against Professional Deformation In Teaching Profession." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.42.

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Marzano, Antonio, Rosa Vegliante, Sergio Miranda, and Maria Grazia Santonicola. "A BLENDED PROFESSIONAL TRAINING EXPERIENCE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0493.

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"Section 5. Professional Selection, Education and Training." In 2018 Third International Conference on Human Factors in Complex Technical Systems and Environments (ERGO). IEEE, 2018. http://dx.doi.org/10.1109/ergo.2018.8443897.

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Xiong, Wenxin. "Information technology training in translator professional education." In 2010 International Conference on Educational and Network Technology (ICENT 2010). IEEE, 2010. http://dx.doi.org/10.1109/icent.2010.5532095.

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Reports on the topic "Professional education and training"

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Opiyo, Newton. What are the effects of interprofessional education on professional practice and healthcare outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170413.

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Delivering effective, high quality patient care is complex and requires that health and social care professionals work together effectively. Interprofessional education – training or learning initiatives that involve more than one profession in joint, interactive learning with the explicit purpose of improving interprofessional collaboration or patient care – is a possible strategy for improving how professionals work together as well as improving professional practice and patient care.
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Burov, Oleksandr Yu, Svitlana H. Lytvynova, Сергій Олексійович Семеріков, Yuliia V. Yechkalo, Олександр Юрійович Буров, Світлана Григорівна Литвинова, and Юлія Володимирівна Єчкало. ICT for disaster-resilient education and training. CEUR Workshop Proceedings, September 2023. http://dx.doi.org/10.31812/123456789/7826.

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The 3L-Person 2022 workshop was held in Kryvyi Rih, Ukraine, on October 25, 2022. The workshop aimed to provide a platform for researchers and practitioners from different domains and regions, who are interested in exploring the opportunities and challenges of information and communication technologies (ICT) for lifelong learning and professional development. The workshop addressed various topics related to the design, development, evaluation, and application of ICT for education and training, such as personal learning environment design, advanced ICT for professional retraining and training in the workplace, blended and remote learning/teaching with emerging ICT, educational robots, databases and language technologies for open learning and research, ICT in education of a person with special needs, ICT in education safety and security, ICT-support of STEM education and professional career, and synthetic learning environment. The workshop featured 13 papers selected by a diverse and qualified program committee. The workshop also facilitated the discussion and networking among the participants,who shared their experiences and insights on the emerging trends and issues in this interdisciplinary field. This paper presents the theme, aims, topics of interest, program committee, accepted papers, and outcomes of the workshop.
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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Piland, William. Surface Warfare Officer Training: A Study of Undergraduate Education and Professional Development. Fort Belvoir, VA: Defense Technical Information Center, May 1989. http://dx.doi.org/10.21236/ada212661.

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Dreier, M. J. Training the Trainers: A Call for Change in Combat Engineer Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, February 2005. http://dx.doi.org/10.21236/ada506119.

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Volikova, Maryna M., Tetiana S. Armash, Yuliia V. Yechkalo, and Vladimir I. Zaselskiy. Practical use of cloud services for organization of future specialists professional training. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3269.

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The article is devoted to the peculiarities of the practical use of cloud services for the organization of qualitative professional training of future specialists. It is established that in order to implement state policy, there is an essential need for using various ICT, in particular cloud services, which are not only economically acceptable in the new educational environment, but also a powerful tools of obtaining new knowledge, skills and abilities. The advantages and disadvantages of using cloud services in the educational process of higher education are substantiated; the examples discuss the methods of using cloud services in the process of studying fundamental disciplines. The object of the study is the professional training of students in higher education institutions. The subject of research is the process of organizing professional training of future specialists with the use of cloud services. To achieve the set goals, a set of general scientific (analysis, synthesis, comparison) and specific scientific (bibliographic, problem-based) was used. Observation and conversation manipulation allowed to highlight the advantages and disadvantages of using cloud services and draw conclusions from the problem under investigation. The foreign experience of using cloud services has been researched and the features of the application of traditional and distance technology training abroad have been determined. It describes the use of the blog as a media-educational technology during the advent of pedagogical practice. The methods of using cloud-based services on the example of creation of a distance course “Linear algebra and analytic geometry” are considered. The prospects of research, which consist in getting acquainted with cloud technologies of the humanitarian profile future specialists at the second higher education, are determined. It has been established that the practical application of cloud technologies in the educational process will promote more qualitative and progressive learning; the formation of a close interaction between the teacher and student; development of professional skills and abilities of independent work.
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Voloshynov, Serhii A., Felix M. Zhuravlev, Ivan M. Riabukha, Vitaliy V. Smolets, and Halyna V. Popova. Application of VR technologies in building future maritime specialists' professional competences. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4623.

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Progress of modern digital technologies enlarged the quantity of researches about implementation and usage of VR technologies in education process of higher educational establishments. The article provides analysis of best practices of simulation technologies application in maritime education. Absence of national research experience, evidence base for efficiency of new VR simulators operation leaves this issue open to be investigated in terms of researches on their performance effectiveness. The article proposes overview of advantages of VR technologies implementation aimed at building and shaping of future maritime specialists’ professional competences. Authors investigate potential application possibilities of interactive and representative potential of immersion digital technologies during education process at maritime educational establishments. Problem of VR technologies integration into education and training of future seafarers is highlighted, as well as possibility to use virtual courses in the process of future maritime specialists’ training. The article reveals prognostic validity of VR simulators used for building of professional competences.
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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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Sidenkova, Alena, Olga Kremleva, Sergey Bogdanov, Olga Esina, and Alena Melnik. Electronic training manual "Psychiatry, medical psychology". SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0786.29012024.

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The electronic training course ""Psychiatry, Medical Psychology"" was compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education, specialty 31.05.01 General Medicine, approved by order of the Ministry of Education and Science of the Russian Federation dated February 9, 2016 No. 95, and taking into account the requirements of the professional standard 02.009 “Physician (precinct general practitioner)”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated March 21, 2017 No. 293n, as well as in accordance with the requirements of the Federal State Educational Standard of Higher Education in the specialty 31.05.02 Pediatrics (specialty level), approved by order of the Ministry of Education and Science of the Russian Federation dated 08/17/2015 No. 853, and taking into account the requirements of professional standard 02.008 “Physician - district pediatrician”, approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated 03/27/2017 No. 306n. This course includes issues of private psychiatry and narcology. The purpose of the course is to gain knowledge about the basic patterns of formation and manifestations of mental disorders, their causes, and classification principles. Course objectives: study of classifications of mental disorders; familiarization with the clinical manifestations of mental disorders, their etiological and pathogenetic mechanisms; teaching students the skills to identify symptoms of mental disorders and the skills of describing them in medical documentation. The labor intensity of the course is 45 hours. The course consists of 5 didactic units.
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Steinmann, Peter. Do changes in the pre-licensure education of health workers impact on the supply of health workers? SUPPORT, 2017. http://dx.doi.org/10.30846/170209.

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In many countries there is a shortage of health workers. The high financial and resource investments needed to train health workers make it important to find ways to increase the number of students entering initial health professional training (sometimes referred to as pre-licensure training) and reduce the number of pre-graduation drop-outs. Ways to achieve this include interventions to increase the capacity of health professional training institutions; reduce the loss of students (and increase the likelihood that students will graduate); or increase the recruitment of students from other countries into health professional training institutions. Minority academic advisory programmes that include academic, personal, financial and vocational advising, skills building, mentorships, supplementary training, and annual evaluations are an approach to achieving this amongst students from minority groups.
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