Journal articles: 'Professional education and training'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Kamenev, R. V., V. V. Krasheninnikov, and A. I. Trotskaya. "Media education and teachers’ professional training." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 65–71. http://dx.doi.org/10.36906/2311-4444/19-1/10.

Full text

Abstract:

The subject of the research is media education as a factor that has caused changes in the system of education in general and in professional training of teachers in particular. The object of the research is teachers’ professional training. The aim of the work is to consider the transformed meanings of the concept “media education” and to show the role and goals of media education for the modern education system, as well as changes in quality requirements for training teachers who work in the field of media education. It is shown how media teaching-learning model has transformed, with the example of media libraries which has been developing modern educational media space. There is an updated assessment of the quality of information that children use not only within the school information space, but also from mass media, the Internet, etc., which makes skills for analyzing media texts a crucial condition for keeping safe the national human capital and culture and educating highly marketable specialists. There is analysis of differences in understanding the term “media literacy”, which entail further misunderstand-ing of the concept “media competence”. There is a dispute on the necessity to define the media competences for mere users and for educators. The authors conclude that the results of reviewing requirements for teachers’ professional training, caused by changes in educational environment through incorporating media in teaching-learning, make it necessary to refresh the process of training, to strengthen its technological component, to intensify language and communicative aspects regardless of specialization.

APA, Harvard, Vancouver, ISO, and other styles

12

Weindling, A. M. "Education and training: continuing professional development." Current Paediatrics 11, no. 5 (October 2001): 369–74. http://dx.doi.org/10.1054/cupe.2001.0217.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Dennis, J. K., and R. R. Read. "IMF Professional Qualifications, Education and Training." Transactions of the IMF 81, no. 2 (January 2003): B22—B25. http://dx.doi.org/10.1080/00202967.2003.11871483.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Ilakavichus, Marina. "Professional training in modern adult education." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2023, no. 2 (June 29, 2023): 193–200. http://dx.doi.org/10.35750/2071-8284-2023-2-193-200.

Full text

Abstract:

Introduction. Under the conditions of dehumanization of the social sphere, collapse of intergenerational links, loss of culturally appropriate meanings of self-realisation in professional activity, the content of the concept «professional training» requires rethinking. The correlation between its teaching and educating components is to be realized. Following the logic of passport specialty 5.8.7 «Methodology and Technology of Professional Education», it is necessary to make an «anthropological turn» in professional training, the conceptual description of which today is reduced to the extremely practice-oriented process of equipping a student with knowledge, skills and abilities necessary for a particular work activity. A humanistic-anthropological methodology is proposed by the author of this article as the basis for this process. Research methods: analysis of scientific and pedagogical literature, conceptual analysis, historical and pedagogical analysis, hermeneutic procedure. Research results. The historical and pedagogical analysis made it possible to identify the value constant of the national culture of understanding of labor and professional activity. It consists in the adult taking personal and professional position based on the awareness of the inseparability of personal and social significance of his own work. This tradition was interrupted in the post-perestroika period, when the utilitarian and material approach to the choice and implementation of professional activity prevailed. This was particularly detrimental to the professions dedicated to serving the community (teachers, doctors, the military, including the police). The humanitarian-anthropological approach allows designing the professional training as a support of human potential of a student by creating conditions for the development of his subjectivity in the educational environment of the eventful professional community through reflective practices. The methodological logic of designing a particular subject-specific professional training programme on the basis of the structure of interactive training cycle proposed by M.V. Clarin is described.

APA, Harvard, Vancouver, ISO, and other styles

15

Isak, Lіudmyla, Oleksandr Babak, and Yevhen Hren. "Digital Tools in Professional Education Training." Professional Education: Methodology, Theory and Technologies, no. 18 (December 20, 2023): 104–25. http://dx.doi.org/10.31470/2415-3729-2023-18-104-125.

Full text

Abstract:

The article is dedicated to the study and analysis of contemporary digital tools utilized in the process of training specialists in vocational education. Various aspects of using virtual and augmented reality, interactive platforms, cloud technologies, mobile applications, and other innovative means aimed at enhancing the efficiency and relevance of education are examined. The authors explore the impact of these tools on learning, access to education, and the adaptability of educational programs to individual student needs. A detailed analysis of current trends in the use of digital tools in education contributes to understanding the prospective development of professional training in the context of challenges and opportunities in the digital era. The article aims to investigate and analyze modern digital tools used in the training of specialists in vocational education. It focuses on identifying the influence of these innovative tools on improving learning effectiveness, developing students’ practical skills, and aligning educational programs with the requirements of the contemporary job market. By combining theoretical analysis with practical examples of digital tool usage, the article aims to highlight the perspectives and possibilities introduced by these technologies in the realm of preparing qualified professionals. Methods. To achieve the goal, the authors used methods such as literary analysis, case studies, empirical research, trend analysis, and comparative analysis. Results. The relevance of the issue regarding the use of digital tools in training future specialists in vocational education is substantiated. The evaluation of how the implementation of digital tools has led to the improvement of the quality of education and the growth of students' practical skills is considered. The comparison of results between students using digital technologies and those learning through traditional methods is made. The analysis of challenges faced by students and educators when using digital tools, as well as the identification of advantages brought by these technologies, is done. The prospects for the development of digital technologies in vocational education are highlighted and possible directions for further research are determined. Conclusions. The authors make conclusions towards assessing how successfully the implementation of digital tools contributes to the improvement of the quality of professional training, and recognizing how digital technologies promote the development of practical skills necessary for successful professional activities. The challenges arising from the implementation of digital technologies and proposing solutions are analyzed. The perspectives and directions for the development of digital technologies in vocational education are identified. The results are compared, as well as the advantages of using digital technologies compared to traditional teaching methods. The necessity of further research for a deeper understanding and enhancement of the use of digital technologies in vocational education is emphasized.

APA, Harvard, Vancouver, ISO, and other styles

16

Naylor, A. "Professional education and training for trainers." International Journal of Gynecology & Obstetrics 31 (1990): 25–27. http://dx.doi.org/10.1016/0020-7292(90)90070-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Baxranova, Zubayda S. "CORPORATE CULTURE IN THE PROFESSIONAL TRAINING, PROFESSIONAL DEVELOPMENT AND RETRAINING OF TEACHERS." Oriental Journal of Education 02, no. 01 (March 1, 2022): 97–104. http://dx.doi.org/10.37547/supsci-oje-02-01-15.

Full text

Abstract:

In Uzbekistan, special attention is paid to quality control of higher education, training and qualification of managers and teachers. The sociality of each individual character, of course, is characterized by the desire and need to bear the burden of the cultural postulates of corporate communication that underlie the organization of the organization's activities. Reliable, competent leadership, corporate party culture can turn a public organization into a stable system of self-government through the mood of people, whose activities especially effectively set in motion all the systems of the organization itself. Conditions of learning in the education system, a constant influence on oneself.

APA, Harvard, Vancouver, ISO, and other styles

18

Li, Qingmei. "Theoretical Research on the Construction of “Six-dimensional” Curriculum System for Physical Education Specialty under the Background of Teacher Certification." Journal of Social Science and Humanities 6, no. 8 (August 31, 2024): 179–84. http://dx.doi.org/10.53469/jssh.2024.06(08).34.

Full text

Abstract:

The major of physical education bears the responsibility and mission of the training of physical education teachers. The perfect curriculum system is the key element of the training of professional teachers in all kinds of physical education colleges at all levels, which directly affects the training direction, training specifications and training quality of physical education teachers. According to the graduation requirements of teacher professional certification for personnel training, this study puts forward the training ideas of physical education professionals from six dimensions, such as “ideological morality, basic quality, disciplinary quality, professional knowledge, professional skills, and innovation ability”, as well as the theoretical conception of curriculum system construction, in order to provide theoretical reference for the reform of physical education curriculum system.

APA, Harvard, Vancouver, ISO, and other styles

19

Jing, C., X. Zhang, and Q. Chen. "COLLABORATIVE EDUCATION MODEL ON GIS MAJOR UNDER THE PROFESSIONAL CERTIFICATION OF ENGINEERING EDUCATION." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLIII-B5-2022 (June 2, 2022): 15–21. http://dx.doi.org/10.5194/isprs-archives-xliii-b5-2022-15-2022.

Full text

Abstract:

Abstract. Engineering education professional certification is a training model for engineering professionals based on international models. This paper discusses the inspiration of domestic and foreign engineering education practice to talent training in China. Based on the core elements of engineering education professional certification, we propose a closed-loop collaborative education model for study and research with "four integrations-two innovations-one education reform" as the core elements. This may be helpful to train the technological ability of students of GIS major. The exploration and practice of talent training in our school have achieved good results in talent cultivation, providing ideas and cases for exploring student-centered talent training.

APA, Harvard, Vancouver, ISO, and other styles

20

Spirina, Tеtiana, and Tеtiana Liakh. "SOCIAL WORKERS TRAINING IN CONTINUING EDUCATION SYSTEM." Modern Higher Education Review, no. 4 (2019): 27–34. http://dx.doi.org/10.28925/2518-7635.2019.4.3.

Full text

Abstract:

The development of a continuing education system is a strategic task of reforming all education systems that consistently define their national-specific characteristics, while at the same time focusing on basic educational principles. The rapid changes in current development of society, related to the humanization of education, the high demands on each member of society, both individual and professional, and make the relevance of adult education as an integral part of continuing education and expanding research in this field. Particularly valuable are studies on the lifelong learning of social workers who are mediators between the state and society, agents of change and improvement of social and educational policies. Recognizing the competence approach in education and training of social workers, which should be reflected in updating the content of education in response to social transformations, engages the creation of conditions for the development of lifelong education in the field of professional activity of a social worker as a generalized condition for the ability to act effectively in a particular professional situation. The article deals with the problem of professionals training in the social field in continuing education system, which provides the professional development of adults, in particular social workers. The development of a continuing education system is a strategic task of reforming all education systems that consistently define their national-specific characteristics, while at the same time focusing on basic educational principles.

APA, Harvard, Vancouver, ISO, and other styles

21

Karandashev, Victor N. "Professional psychologists’ education in Russia." Psychology Teaching Review 7, no. 2 (September 1998): 32–38. http://dx.doi.org/10.53841/bpsptr.1998.7.2.32.

Full text

Abstract:

This paper describes the current education of professional psychologists in Russia. In the university system there are three initial types of education leading to a specialist degree, a bachelor’s degree, or a master of psychology degree. The most common type is the five year education leading to the specialist degree. Specialist education is mostly generic but specialisms (majors) are available in 16 different fields of psychology. Students also study general humanities and socio-economic disciplines, mathematics and general science, general professional disciplines, and other specialisms.Education in the system of pedagogical universities and other higher pedagogical institutions leads to the award of specialist degrees in educational psychology.It is possible to continue professional psychological education in Russia through postgraduate study leading to the degree of Kandidat of Psychological Sciences (equivalent to a PhD degree). The highest qualification in professional psychology is the degree of Doctor of Psychological Sciences.There are two main programmes for students who have completed their initial studies in disciplines other than psychology, and there are many further additional qualification and re-qualification programmes for professional psychologists.Psychology teaching in Russia has three different types of curricula depending on whether the goal of psychological education is to provide a training in professional psychology, a training for professionals in other disciplines or training for school teachers. This paper focuses on the psychological education of professional psychologists.

APA, Harvard, Vancouver, ISO, and other styles

22

SIERHIEIEVA, O., and Ye SIERHIEIEV. "BASIC PRINCIPLES OF TEACHING PROFESSIONAL DISCIPLINES DURING PROFESSIONAL TRAINING OF INTERPRETERS AND TRANSLATORS." Current issues of linguistics and translations studies, no. 24 (June 30, 2022): 27–31. http://dx.doi.org/10.31891/2415-7929-2022-24-6.

Full text

Abstract:

The article analyzes the problems of modern vocational education. An example of such education is the system of training professional translators and interpreters. The author raises the issue of using the general principles of teaching professional disciplines in the training of translators and interpreters, which contribute to the formation of the competence of the translator and interpreter. The paper analyzes ways to optimally organize the training of translators and interpreters, based on current theoretical and practical principles. The article’s main topic is the structural and functional analysis of key types of speech activity: listening, speaking, reading, and writing in the training of translators/interpreters during the professional discipline “Communicative Strategies”. The article’s emphasis is placed on the basic methodological principles of the modern process of training future translators. Translator training takes many forms. Translator training is associated with the skills needed to achieve translation competence. Translator education, on the other hand, recognizes the need for students to acquire key types of speech activity: listening, speaking, reading, and writing. Theoretical research and practical verification of efficient pedagogical means, forms, and methods facilitating the formation of the future translators’ professional competence within the system of university training confirm the urgent demand for the determination and grounding of a corresponding set of curricular and constituents of their professional speech training. Students’ academic success, while being trained in English much depends on their language awareness, which is to be fostered. Therefore, we might assume that teaching (future translators) English plays a significant role in their professional training. Teaching tools used skillfully by university instructors facilitate students’ development in terms of their proficiency.

APA, Harvard, Vancouver, ISO, and other styles

23

Shechtman, Zipora. "GENERAL EDUCATION, PROFESSIONAL TRAINING, AND FURTHER EDUCATION IN TEACHER EDUCATION." Higher Education in Europe 13, no. 1-2 (January 1988): 131–36. http://dx.doi.org/10.1080/0379772880130118.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Solov’ev, V. P., and T. A. Pereskokova. "Management of professional training." Russian Journal of Industrial Economics 12, no. 3 (September 26, 2019): 356–76. http://dx.doi.org/10.17073/2072-1633-2019-3-356-366.

Full text

Abstract:

The planned modernization of the higher education system should be based on the analysis of the initial state of the system at the present time, problems encountered in recent years and suggestions from all stakeholders. The quality of education of graduates (level of competence) depends on the organization and implementation of the educational process (the contribution of the University) and the activity of students (the contribution of students). Considered the expediency of using the results of student’s surveys to adjust the educational process. Shown that the educational program can take into account the propensity of students to a particular type of activity (technologist, organizer, researcher). Determining the causes of students ’ anxiety helps to improve the educational process and relations with students. Argued that the quality of education increases with earlier adaptation of students to the educational environment of the University. It is shown how the degree of formation of volitional qualities of students affects the manifestation of such properties as responsibility, discipline, organization and diligence. The success of professional activities of graduates of educational organizations will be determined by the direction of their life goals. The assessment of life goals of students shows the need for continuous improvement of socio-cultural (educational) environment in universities. Measures for improvement of educational process and improvement of pedagogical qualification of teachers are offered.

APA, Harvard, Vancouver, ISO, and other styles

25

Medvedeva, Irina N., and Nataliya V. Krylova. "Gamification in Additional Professional Education." Общество: социология, психология, педагогика, no. 10 (October 25, 2023): 111–16. http://dx.doi.org/10.24158/spp.2023.10.16.

Full text

Abstract:

The article presents results of research of gamification potential using for training in additional professional education. As an example, it’s considered an advanced training program for the economists from the enter-prises of the military-industrial complex, which is approved for applying at one of such enterprise. It is empha-sized that gamification, using the simulation of professional situations, blurs the line between training and real activities, shifts the emphasis from direct memorization of theoretical material to game elements in the form of gaining points, achieving leadership positions in the standings, which motivates students to more active inde-pendent activity and facilitates the process of perception of the material to be mastered, allows you to test the skills and abilities developed during training, test the student’s decision-making abilities, and identify weak-nesses that require additional elaboration.

APA, Harvard, Vancouver, ISO, and other styles

26

Bireaud, Annie. "Professional Programs and Training Courses." New Directions for Teaching and Learning 1997, no. 72 (1997): 71–79. http://dx.doi.org/10.1002/tl.7208.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

ZHIGIR, V. I., L. V. HORBATIUK, and Y. ZABIELINA. "ПРОФЕСІЙНА ПІДГОТОВКА МАЙБУТНІХ МОБІЛЬНИХ КВАЛІФІКОВАНИХ РОБІТНИКІВ У ЗАКЛАДАХ ПРОФЕСІЙНОЇ (ПРОФЕСІЙНО-ТЕХНІЧНОЇ) ОСВІТИ ЯК НАУКОВА ПРОБЛЕМА." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 4, 2021): 227–38. http://dx.doi.org/10.31494/2412-9208-2021-1-2-227-238.

Full text

Abstract:

The article substantiates the urgency of the issue of professional training of future mobile qualified workers in professional (professional and technical) education institutions in the context of modern requirements. The analysis of scientific approaches to the definition of «mobility», «professional mobility» is carried out. The structure of professional mobility of future qualified workers is determined, which includes: - motives and values: interest in different activities and different professional situations; motivation for success and self-improvement; need to constantly improve their education and skills; - skills and abilities: adaptive (to adapt to changes and new requirements of professional activity, to increase own resources); communicative (establish new connections and contacts with business entities, work in a team, be open to others), organizational (respond to change, self-development, transform oneself, learn independently, modernize own activities, master new equipment and technologies, find ways of self-realization); - personal qualities and abilities: socially-oriented («mobility», flexibility, efficiency, social activity and initiative), reflexive (aware of own needs and assess own capabilities and opportunities for development; the ability to set goals, self-determination and self-regulation); creative (creativity, creative attitude to activity, rejection of stereotypes, openness to everything new); - basic knowledge of the profession and related professions, a high level of their generalization, awareness of information and communication technologies. It is concluded that the main tasks of professional (professional and technical) institutions in the direction of training future mobile qualified workers are the formation of such motives and values, knowledge, skills, personal qualities that will ensure readiness not only for successful professional functions performance but also to change the profession and professional status, successful self-realization in a changing reality. In this regard, we can identify priority tasks of the professional education. First, the education is designed to train the professionals interested in their own continuing education, self-development and self-improvement, as well as able to quickly adapt to new conditions and content of professional activity. Secondly, professional education should form in future skilled workers such personal qualities and abilities that would allow them to orient themselves in the professional world and build a vector of their career growth (vertical mobility), expand their professional opportunities, mastering new areas of professional activities (horizontal mobility). Third, the training of future qualified workers should be based on content and technology that is ahead of the current level of economic, technological development of production and the society as a whole. Key words: professional education, professional training of future qualified workers, mobility, professional mobility, mobile worker.

APA, Harvard, Vancouver, ISO, and other styles

28

Menzul, E. V., and L. A. Karaseva. "Experience in training competitive medical staff in a hybrid learning environment." Medsestra (Nurse), no. 8 (August 4, 2022): 52–62. http://dx.doi.org/10.33920/med-05-2208-05.

Full text

Abstract:

The role of the system of vocational education, especially medical education, increases as health advances along the path of progress. The conditions for the development of medicine set new priorities and tasks for the system of medical education. The key task is to train nursing professionals with key and professional competencies. Training of highly professional, competitive medical personnel of a new generation based on the formation of a special environment for mutual cooperation between teachers, students and employers; introduction of innovative educational technologies; the desire to ensure a competence-based approach in education and continuous professional training throughout the life of practical healthcare professionals requires managerial, organizational and administrative decisions.

APA, Harvard, Vancouver, ISO, and other styles

29

DANYLKO, Oksana, Kateryna SURKOVA, Larysa SAGANOVSKA, and Anatolii IVLIIEV. "Project training in the professional training of the future flight operator managers." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 11 (2022): 102–9. http://dx.doi.org/10.33251/2522-1477-2022-11-102-109.

Full text

Abstract:

The article shows the essence and role of project-based learning in the process of professional training of higher education seekers. The classification of educational projects is given. The peculiarities of using project-based teaching methods as a basis for professional training of future flight disputchers are demonstrated by specific examples. Key words: project training, future flight disputchers, self-assisted work

APA, Harvard, Vancouver, ISO, and other styles

30

Shevchenko, V. M. "Professional training of preschool education professionals To work under inclusive learning." Innovate Pedagogy 18, no. 3 (2019): 137–41. http://dx.doi.org/10.32843/2663-6085-2019-18-3-29.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Gordon, James S. "The Professional Training Program." Complementary health practice review 6, no. 1 (October 2000): 67–68. http://dx.doi.org/10.1177/153321010000600111.

Full text

Abstract:

In ancient healing traditions and in contemporary indigenous societies, the education of healers is deeply experiential as well as didactic. It is understood that knowledge of specific therapies and the power that comes with the position of healer must be tempered by self-knowledge and wisdom.

APA, Harvard, Vancouver, ISO, and other styles

32

Shchedrinskaya, O., M. Bebtschuk, and E. Snarskaya. "Professional development: Training in ethics." European Psychiatry 64, S1 (April 2021): S593—S594. http://dx.doi.org/10.1192/j.eurpsy.2021.1583.

Full text

Abstract:

IntroductionSome of the most vulnerable psychiatry patients are children under 18, as they can’t protect themselves and their rights from unethical behaviour of mental health professionals. There is a gap between theoretical knowledge and application of ethics at the workplace. Continuous education in ethics is necessary to address this gap.ObjectivesThe objective of the study was to compare various forms of education in ethics and develop training for mental health practitioners.MethodsThe study had 2 groups (356 participants, aged 23 to 67, average age – 41.3) – staff of the main and oldest children’s mental health clinic in Moscow, Russia. The control group (124 participants) of mental health professionals received written materials on ethics (such as ethical codes and ethical decision-making protocols). The test group (232 people) participated in a several trainings on ethics. The trainings included 3 parts – discussing the code of ethics, creating examples of potential ethical challenges and role-plays. Participants reported that the topics on the quality of care, common ethical dilemmas and relationships between the practitioners, young patients and legal guardians, were the most helpful for them.ResultsThe survey was conducted to evaluate the results. 70.8% of staff members that participated in training shared that they feel confident about applying the Code and the decision-making protocols in unclear cases. Only 32.6% from the control group reported the same level of confidence.ConclusionsHands-on training in ethics for continuing education has shown to be more beneficial, as compared to theoretical instructions

APA, Harvard, Vancouver, ISO, and other styles

33

Bilyk. "COMPETENCE APPROACH IN THE CONTEXT OF PROFESSIONAL TRAINING OF LABOR PROFESSIONALS." Scientific bulletin of KRHPA, no. 12 (2020): 72–82. http://dx.doi.org/10.37835/2410-2075-2020-12-8.

Full text

Abstract:

In the article the system of professional trainin gof the future specialist of labor protectionindustryisanalyzed. Requirements for compulsoryin tegrated, general and special competencie sinaccor dance with the Higher Education Standard in Specialty 015 "Vocational Education (forourspecial ization)" for the firstbachelor's degree of highe reducation are considered. The variation sofspecial competence swhichcanbe expandedby educational and professional training programs of the future specialist of the specialty "Vocational Education (Labor Protection)" aregiven. The contents of suchconceptsas "competence" and "competence" aredisclosed. The competence characteristics of the levels of assimilation of know ledge of personality of the future specialist of the labor protection industry differents tage sofits preparations are determined. It is proved that thetraining of the futurespecial istinhighere ducation institution requires mastery of a number of knowledge in general technical and special educational disciplines, whichare the basis for the formation of general and special competences, through which the project results of the standard of training of education al and vocational program in this specialty are realized. There fore, any educational material (cognitive task) actsas a carrier of the competency approach in the procedures of interacti on the subject with the object of cognition. Dueto the perfect combination of acquired know ledge and skills acquired during the acquisition of normative and elective parts of the curriculum, the highest levels of professional competence and outlook (skills, beliefs, readiness foraction, habit, authoring skills) are formed. a competent specialist in the labor protection in dustry, which increases the ir competitiveness in the labor market. Key words: occupation alsafety, vocational education, competence, educational and cognitive activity, skills, persuasion, readiness foraction, habit, author’s pedagogical credo.

APA, Harvard, Vancouver, ISO, and other styles

34

COSTA, DIRNO VILANOVA DA. "PROFESSIONAL AND TECHNOLOGICAL EDUCATION." International Journal for Innovation Education and Research 9, no. 9 (September 1, 2021): 471–84. http://dx.doi.org/10.31686/ijier.vol9.iss9.3381.

Full text

Abstract:

This article aims to discuss and reflect on the formation proposals through Vocational and Technological Education in Brazil. Considering that this type of education has historically been directed towards the training of workers, we ask: Has professional training formed people considering the human development of critical awareness of reality or just labour for the capitalist production system? What formative bases are sufficient to train people in an emancipatory perspective? To answer these questions, we use mainly the ideas of Marx and Engels (1847); Marx (1985); Manacorda (2010); Gramsci (1968); Luckaks (1976); Frigotto (2006, 2018), Saviani (1991), as well as legislations and other authors who discuss the subject. This text is the result of a literature review and demonstrates the need for emancipatory formation proposals that interest the working class.

APA, Harvard, Vancouver, ISO, and other styles

35

Malyshev, Alexey I. "Professional education and professional training of athletes: problems and solutions." Pushkin Leningrad State University Journal, no. 4 (2020): 93–113. http://dx.doi.org/10.35231/18186653_2020_4_93.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Vyetrynska, A. V. "Innovations in modern choreographic professional education." Musical art in the educological discourse, no. 2 (2017): 59–61. http://dx.doi.org/10.28925/2518-766x.20172.5961.

Full text

Abstract:

The article describes the history of the study of issues on art education. It analyses modern system of higher choreographic training. It describes actual forms of university training and innovations of 21 century in teaching specialized courses and training of choreographers.

APA, Harvard, Vancouver, ISO, and other styles

37

Kalyniuk, Natalia, Nadiia Humenna, and Taras Kadobnyi. "Features of achieving the program learning outcomes in the training process of the medical students." Engineering and Educational Technologies 10, no. 3 (September 30, 2022): 43–51. http://dx.doi.org/10.30929/2307-9770.2022.10.03.04.

Full text

Abstract:

Abstract. It is substantiated that one of the effective ways to improve the quality of education is interdisciplinary integration. The interdisciplinary approach based on the new educational standards presupposes, first of all, the ability of the medical education seeker to solve problems and take responsibility; act in an unstable context; motivation of students to study a certain discipline, thorough understanding and comparison; application of the acquired knowledge in practice; broadening the horizons, increasing the independence and creativity of future medical professionals; integration of the acquired knowledge, skills and abilities into one whole and perception of the material mastered during all training as inseparable unity. Methodological aspects of training a future medical specialist in the system of higher professional education in the conditions of interdisciplinary integration are considered. The main directions of improving the professional training of medical students on the basis of integration of different approaches are identified. The importance of applying interdisciplinary integration in the training of future medical professionals on the example of a combination of clinical, bioethical and legal knowledge is substantiated. The issue of application of interdisciplinary integration in the training of medical students is covered. The factors of optimization of the process of training future medical specialists on the basis of interdisciplinary connections are considered. It is shown that the application of interdisciplinary integrative technologies provides grounds for the formation and development of future medical professionals in the field of analytical and critical thinking, which is the key to improving the quality of medical education. It is proved that the professional training of future specialists in the medical field is in dynamic development, which is due to the priority of improving the quality of medical education. It was found that the effectiveness of the integration approach in the training of future medical professionals, in order to improve the quality of their education, requires improvement of the methodological concept in the development of educational and methodological complex of professional training on the basis of interdisciplinary integration. This can be ensured by considering the following factors: social demands for professional activity; the specifics of training at clinical departments and the peculiarities of mastering non-core disciplines; providing scientific, informational and methodological support of the educational process; formation and development of future medical professionals of analytical and critical types of thinking. The proposed will ensure high-quality readiness of future medical professionals for their professional activities. Key words: program learning outcomes, higher education, medical student, interdisciplinary integration, professional training, quality of education.

APA, Harvard, Vancouver, ISO, and other styles

38

Naigovzina, N. B., A. K. Konanykhina, A. V. Kochubei, Ye V. Zimina, and M. V. Navarkin. "DEVELOPMENT TRENDS OF SYSTEM OF TRAINING AND CONTINUOUS PROFESSIONAL DEVELOPMENT OF HEALTH PROFESSIONALS." Bulletin of Siberian Medicine 13, no. 3 (June 28, 2014): 126–31. http://dx.doi.org/10.20538/1682-0363-2014-3-126-131.

Full text

Abstract:

Implement approach of innovative education is development priorities of Russian system of training and continuous professional development of health professionals. Conception of innovative education is aligned with national policy, including statutory regulation, in the sphere of professional medical education.

APA, Harvard, Vancouver, ISO, and other styles

39

Santos, Antonio Hamilton, Maria São Pedro Barreto Matos, Josenilson Felizardo Santos, Susana Maria de Oliveira Andrade, Patrícia Caroline Fiorante Higuchi, Alexandra Alves Sobral, Sidclay Campos Morais, Augusto Oliveira Matos, Michelle Silveira Vilanova Costa, and Carla Taciana Lima Feitosa. "Teacher training, training teacher in charge and for change." Concilium 23, no. 10 (May 31, 2023): 274–85. http://dx.doi.org/10.53660/clm-1382-23f29.

Full text

Abstract:

This article brings bibliographical reflections on the subject of teacher training and the professionals who work in it, as a teacher and pedagogical coordinator, it aims to broaden the discussions on the subject, bringing the importance of continuing education in the professional development of the teacher and, concomitantly with it, the student learning in the school space.

APA, Harvard, Vancouver, ISO, and other styles

40

Maubant, Philippe, Lucie Roger, Michel Lejeune, Brigitte Caselles-Desjardins, and Nicole Gravel. "History and Perspectives of Adult Education and Professional Teacher Education: Between complicity, distance, and recognition." Articles 46, no. 1 (August 29, 2011): 133–56. http://dx.doi.org/10.7202/1005674ar.

Full text

Abstract:

This text is divided into three broad sections. The first section will elaborate the figure of professionalization, which today appears to be the target of professional training policies. It also seems to be considered a means and thus a guarantee of the professional aim of proposed training. On what ideological and pedagogical presuppositions is this professionalization based? The second figure embodying professional training contexts is that of knowledge. What knowledge is present in the professional training of teachers? Is it involved in professionalization processes? If so, in what ways? To what extent does the tone given to professionalization – whether in connection with the objective of instruction, socialization, or qualification – determine a specific sense for Knowledge and for the knowledge defined and articulated in professional teacher training? The third symbolic figure of professional training is that of the school-life relationship. Where does professional training begin and end? What are its territories? Can it exceed the usual territories and hence the expertise expected of a professional? By examining these three forms, we hope to offer the reader a new approach to professional teacher training inspired by a reminder of the aims and values of adult education.

APA, Harvard, Vancouver, ISO, and other styles

41

Oliynyk, Mariia. "Professional training of the future teacher to work with children with special educational needs." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 134–41. http://dx.doi.org/10.30970/vpe.2022.36.11560.

Full text

Abstract:

The article is devoted to the study of theoretical and practical aspects of the organization of future teachers professional training to work with children with special educational needs. It is noted that the professional training of specialists in this context is studied by various specialists: psychologists and teachers, physicians and sociologists, demographers and philosophers. It is shown that children with special educational needs require an individual approach in the organization of inclusive education in general secondary education, which provides a special organization of the educational process in higher education in the context of training future professionals. Attention is focused on the problems of professional training of future primary school teachers: insufficient development of theoretical approaches to ensure the system of professional training; imperfect professional training of primary school teachers to work in inclusive education; insufficient level of competence of research and teaching staff in higher education; lack of systematic vision of the problem of inclusion and ways to solve it in different educational structures, etc. It is stated that professional training requires the mandatory formation of the readiness of future teachers to work in inclusive education. Recommendations for the formation of professional readiness are characterized, in particular: to ensure full access of higher education seekers and teachers-practitioners to innovative tools of pedagogical activity; to develop and implement educational courses of prolonged action; to involve applicants for higher pedagogical education and teachers-practitioners in conducting research on the search for and development of effective technologies and methods in the context of inclusive education; develop clear action programs for the professional development of primary school teachers, etc. Keywords: professional training; children with special educational needs; future teachers; inclusive education, professional readiness.

APA, Harvard, Vancouver, ISO, and other styles

42

Frick, Elizabeth. "Professional Training for User Education: The U.K." Journal of Education for Library and Information Science 28, no. 1 (1987): 26. http://dx.doi.org/10.2307/40323633.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Vaganova, Olga I., Irina A. Petrozitskaya, Angelica B. Snatovich, Irina N. Odarich, and Inna K. Kirillova. "Heuristic technologies of training in professional education." Revista Amazonia Investiga 9, no. 27 (March 21, 2020): 509–17. http://dx.doi.org/10.34069/ai/2020.27.03.55.

Full text

Abstract:

The changed educational paradigm has identified new educational goals expressed in the form of competencies of students, which they must master to carry out future professional activities at a high level and ensure their competitiveness in the labor market. Within the framework of the competence approach, practice-oriented education is developing, so higher education institutions seek to implement technologies that actively support this direction. The purpose of the article is to analyze the experience of implementing heuristic technologies as one of the most effective in the preparation of a teacher of vocational training. Features and essence of heuristic technologies, their value in modern preparation of students are revealed. The article presents a study that reflects the use of heuristic methods to improve the preparedness of students to perform their professional activities. In the formation of the ability to analyze professional and pedagogical situations-one of the most important professional competencies of future teachers of vocational training, the method of organized strategies (the method of strategies for working with information) was applied. Heuristic teaching methods bring positive results in the formation of the ability to analyze professional and pedagogical situations. The ability to work with information is an important part of the formation of this competence. We performed an analysis of the experience in implementing heuristic technologies, as one of the most effective in training a teacher of vocational training, revealed the features and essence of heuristic technologies, their significance in modern student training. Heuristic teaching methods bring positive results in the formation of the ability to analyze professional and pedagogical situations. Our methods of working with information contribute to more rapid training of teachers of vocational training. The results of testing students ' skills to work with information showed that after the introduction of heuristic methods, the results became much better, which contributes to the formation of this competence. The obtained data can be used in the preparation of students in other areas of teaching pedagogical university.

APA, Harvard, Vancouver, ISO, and other styles

44

Prysiazhnyi, Vitalii. "PROFESSIONAL TRAINING OF MUSIC EDUCATION SPECIALISTS: PROBLEMS." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 2 (June 30, 2022): 29–34. http://dx.doi.org/10.36690/2733-2039-2022-2-29.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Smirnova*, Z. V., O. V. Golubeva, Z. V. Chaykina, M. L. Gruzdeva, and O. T. Cherney. "Professional Training in Higher Education: Technological Aspect." International Journal of Innovative Technology and Exploring Engineering 8, no. 12 (October 30, 2019): 3505–9. http://dx.doi.org/10.35940/ijitee.l266.1081219.

Full text

Abstract:

The development of science and technology offers new forms of communication, new types of resolution of abstract and specific tasks, turning the teacher from an authoritarian translator of ready-made ideas into an inspirer of intellectual and creative potential of students. The future of the system of training, which would fit into the scheme student – technology – teacher, in which the teacher does not turn into a teacher-methodologist, technologist, and the student becomes an active participant in the learning process.

APA, Harvard, Vancouver, ISO, and other styles

46

Ospina Delgado, Julieth, and Ximena Giraldo Villano. "Training for professional judgment in accounting education." Cuadernos de Administración 36, no. 67 (September 16, 2020): 143–54. http://dx.doi.org/10.25100/cdea.v36i67.7741.

Full text

Abstract:

The global convergence process towards International Financial Reporting Standards supported by multilateral agencies such as the World Bank poses a challenge to accounting education’s ability to make judgments and estimates, due to the emphasis placed on general new principles-based regulation instead of detailed rules. The international literature has highlighted this aspect amply, while in Colombia, it remains incipient. This paper aims to analyze the approach to professional judgment and critical thinking in the educational proposals of high-quality Public Accounting programs in Colombia as a factor contributing to the formation of such judgment in the accountant. This paper provides empirical evidence based on a qualitative-documentary methodology, which analyzes the Educational Projects provided by accredited universities. Among the most relevant findings is the lack of an explicit statement about pedagogical strategies to materialize a professional judgment that some of the universities analyzed mentioned succinctly.

APA, Harvard, Vancouver, ISO, and other styles

47

Mardakhaev, Lev V. "PROFESSIONAL EDUCATION IN TRAINING OF SOCIAL EDUCATORS." Bulletin of the Moscow State Regional University (Pedagogics), no. 2 (2021): 140–48. http://dx.doi.org/10.18384/2310-7219-2021-2-140-148.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Snow, Tamsin, and Erin Dean. "Health education England will ‘simplify’ professional training." Nursing Standard 25, no. 18 (January 5, 2011): 7. http://dx.doi.org/10.7748/ns.25.18.7.s8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Turner, David, Tony Gear, and Martin Read. "‘Conversations’ in Education, Professional Development and Training." Philosophy of Management 8, no. 1 (2009): 55–65. http://dx.doi.org/10.5840/pom20098138.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Markopoulos, Angelos P., Anastasios Fragkou, Petros D. Kasidiaris, and J. Paulo Davim. "Gamification in engineering education and professional training." International Journal of Mechanical Engineering Education 43, no. 2 (April 2015): 118–31. http://dx.doi.org/10.1177/0306419015591324.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Professional education and training'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles