Artículos de revistas: "Tutors Formation"

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Goryunova, L. V., and E. V. Polyakova. "Features of designing tutors for education master's training." SHS Web of Conferences 113 (2021): 00003. http://dx.doi.org/10.1051/shsconf/202111300003.

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The article discusses and details the features of designing the contents of the educational program of tutors’ master's training, implementing the accompaniment of students in the conditions of individualization of the educational process. Separately, factors affecting the content of the training curriculum at the university are considered. In addition, a significant segment of the study is devoted to the identification of topical areas which are "requesting" tutorials for students to implement their individual educational routes. The role of the modular approach in the design of the training curriculum for tutors in the master's degree for the education system has been revealed and updated. A special place in the structure of the study is occupied by the results of the development of professional competences of a tutor, based on professional functions formulated by employers in the professional standard, as well as the designed modular content of the training curriculum for the education system. This modular training design will ensure the formation of a set of professional competencies that ensure the tutor's readiness to implement design, methodical and accompanying activities in the space of modern education, including remote.

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Sommerhalder, Aline, Luana Zanotto, and Camila Marques Dos Santos. "Educação Infantil: sentidos construídos por Tutoras Virtuais sobre o lugar do Estágio na formação de professores a distância." Horizontes 34, no. 1 (2016): 137. http://dx.doi.org/10.24933/horizontes.v34i1.335.

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ResumoO artigo apresenta parte de um estudo concluído em um curso de Pedagogia, na modalidade de educação a distância de uma universidade pública federal, que aderiu ao Sistema Universidade Aberta do Brasil. Teve como questões de pesquisa: Que sentidos tutores virtuais em exercício apresentam sobre o Estágio Curricular Supervisionado em Educação Infantil, no processo de formação inicial de professores? Para tutores virtuais, que lugar esse Estágio ocupa no processo de formação inicial para a docência na educação infantil? A investigação anunciou as possibilidades formativas do Estágio e alguns de seus limites na formação inicial de professores. Foram sujeitos sete tutoras virtuais em exercício na disciplina “Estágio Supervisionado em Educação Infantil”. De abordagem qualitativa, o estudo fez uso de questionário e da análise de conteúdo. O Estágio apresentou-se como momento formativo no processo de reflexão de aprendizagens relativas à docência na educação infantil e ocupou um lugar de interlocução teoria e prática. Entre os limites, tem-se o tempo para convivência em estágio e as interações de alunos-professores no Moodle.Palavras-chave: Estágio curricular supervisionado; Tutoria virtual; Formação de professores de educação infantil; Educação à distância.Supervised Internship in Early Childhood Education: meanings constructed by Virtual tutors about of internship in distance teacher educationAbstractThis article presents part of a study undertook in an undergraduate course in pedagogy, in the modality of distance education of a public university, which adhered the Sistema Universidade Aberta do Brasil. The research questions were: Which meanings virtual tutors in duty present about the Supervised Stage in Early Childhood Education in the initial education process of teachers? For virtual tutors, which place does this stage take in the initial education process of teachers in early childhood education? The research has announced the formation possibilities of the stage and some of its limits in initial teacher education. Seven virtual tutors were participants in duty in “Estágio Supervisionado em Educação Infantil” discipline. Of qualitative approach, the study used a questionnaire and content analysis. The supervised intership presented as a formative moment in the learning process of reflection related to the teaching in early childhood education and has occupied a place of interlocution of theory and practice. Among the limits, we have the time to the acquaintanceship in the intership and interactions of students-teachers in Moodle.Keywords: Curricular supervised intership; Virtual mentoring; Teacher education for early childhood education; Distance education.

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Tikhomirova, Yelena V., Dmitriy B. Vorontsov, Tat'yana V. Sutyagina, and Valeriy V. Golubev. "Experience in training high school teachers for tutoring activities." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 3 (2019): 233–39. http://dx.doi.org/10.34216/2073-1426-2019-25-3-233-239.

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The article is devoted to the problem of introducing a tutor support model for students in the higher education system. The article raises the issue of readiness of pedagogues of school subject in higher education to master the position of a tutor. What underlies the research problem, is the contradiction between the lack of trained personnel – tutors, higher school pedagogues who would not be willing to formally fulfill this role, but to approach it consciously and being truly included into it, on the one hand, and the growing demand for them in higher education, on the other. The article describes an experimental event on teaching tutoring in the short-term project activities of student groups participating in the educational leap "Jump to the Future". In this experiment, the area of responsibility of the tutors was to create conditions for the emergence of an educational result among the participants of the project intensive and to build the trajectory of their individual and group development. The article describes both objective and subjective (semantic) criteria for assessing the success of tutors. The authors focus on the main indicator of the formation of competences of tutors – an effective solution to problem situations. The article summarises and analyses the results of a survey of the team of tutors of the project "Jump to the Future 2019", conducted at the end of the experiment.

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Saggiomo, Leandro, and Elaine Corrêa Pereira. "FORMAÇÃO CONTINUADA EM EAD: REFLEXÕES DO PROFESSOR TUTOR EM UM PROCESSO FORMATIVO." Cadernos de Educação Tecnologia e Sociedade 12, no. 3 (2019): 236. http://dx.doi.org/10.14571/brajets.v12.n3.236-244.

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The Secretary of Distance Education of the Federal University of Rio Grande (FURG), in order to qualify the teaching staff that works in the distance education (DE) courses offered by the institution, develops continuing education actions. In this context we find the tutors professors, responsible for the development, monitoring and evaluation of the students. The present qualitative research aims to identify the impressions and reflections of the tutor professor about the training actions in DE. The subjects of the research are the tutor’s professors who acted in the course of Administration distance modality. The data were produced through a semi-structured interview and analyzed by the method called Collective Subject Discourse. Based on the analyzes, the Collective Discourse called "The Actions of Formation in DE" was generated, based on some considerations, demonstrating the senses, feelings and reflections that the formations propitiated to the practice of the tutoring.

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Yorgancıoglu, Derya, and Sevinç Tunalı. "Changing pedagogic identities of tutors and students in the design studio: Case study of desk and peer critiques." Art, Design & Communication in Higher Education 19, no. 1 (2020): 19–32. http://dx.doi.org/10.1386/adch_00011_1.

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This article explores the tools and processes of effective learning in the design studio with a special emphasis on the pedagogic roles of the tutors and the students in desk critique and peer critique. It aims to identify the ways that pedagogical roles of the tutor and the student change due to the nature of their communication and the degree of their engagement in learning processes. The inquiry is based on the findings of a qualitative case study involving tutors, students and graduates from a bachelor of architecture degree programme. Data were gathered via focus group and in-depth interviews, studio observations and analysed through qualitative content analysis. The findings indicated that the pedagogic identity of a tutor could help scaffold the formation of a community of learners in the design studio. However, the lack of negotiation and trust between a tutor and students in the feedback processes weakens the students’ effective learning experiences.

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Tyumaseva, Z. I., I. L. Orehova, V. G. Valeeva, A. A. Salamatov, and E. V. Kalugina. "The institution of Tutoring in Health-Preserving: Risk and Sustainability Factors." Education and science journal 20, no. 9 (2018): 139–57. http://dx.doi.org/10.17853/1994-5639-2018-9-139-157.

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. Introduction. Nowadays, specialists of different scientific directions note the growing trend in the deterioration of physical and mental health of younger generation, largely resulting from the health cost of education. In this regard, it is important to develop the institution of tutoring as a pedagogical innovation, which will ensure the formation of a healthy, active, purposeful and responsible personality, who can successfully live in a rapidly changing world.The aim of the article was to identify the factors, which have to be taken into consideration, when organising and implementing master’s education in the direction “Health-Preserving Tutor”.Methodology and research methods. Leading methodological approaches, when studying future tutors’ readiness for health-preserving activities, were anthropological, personality-oriented and environmental. The authors designed the programme of complex diagnostics “Harmony”, which included the following methodologies: evaluation of satisfaction with physical condition (according to Giesener Beschwerdebogen, GBB); self-evaluation of mental state (H. J. Eysenck); “Value orientations” (M. Rokich); the Social Readjustment Rating Scale (T. Holmes, R. Rage); questionnaires “Need for tension in terms of health” (Z. I. Tyumaseva, A. A. Tsygankov, I. L. Orekhova) and “The level of development of recreational activity” (G. V. Valeeva, V. S. Misharina).Results and scientific novelty. The structure and the concepts of “tutoring” and “tutoring support in health-preserving” were specified. The components of the tutors’ readiness for health-preserving activity were revealed: psycho-emotional, psycho-physical, cognitive and value-motivational. In the course of pedagogical experiment, the factors of risks and sustainability, which influence the formation of tutors’ readiness for health-preserving activity, were identified. A diagnostic program was developed to identify the factors.Practical significance. The developed diagnostic tool can be employed when assessing the level of readiness formation for health-preserving activity among students and tutors. The materials of the research can be useful to specialists, who are engaged in vocational training of tutors, as well as to teachers, heads of educational organisations and undergraduates of pedagogical higher education institutions.

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Сисоєва, Світлана Олександрівна, and Катерина Петрівна Осадча. "FORMATION OF THE TUTOR ICT-COMPETENCE IN THE PROCESS OF FUTURE TEACHERS’ PROFESSIONAL TRAINING." Information Technologies and Learning Tools 80, no. 6 (2020): 207–21. http://dx.doi.org/10.33407/itlt.v80i6.4182.

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The widespread proliferation of information and communication technologies and the task of meeting the sustainable development goals by overcoming the uneven access of the younger generation to information and communication technologies require the presence of the high level of the ICT competence and the ability to carry out tutoring activities in the information society for teachers-to-be. The paper offers the methodological approaches (contents, methods, tools, and technologies) of forming the tutor ICT competence in the process of future teachers’ professional training. The educational content, which aims at building the ICT competence of teachers as tutors is distributed over the entire period of students’ study at higher educational institutions. During the study of compulsory subjects in the Bachelor program and the "Organization of distance learning in the educational institution" elective discipline in the Master program, students are familiarized with theoretical and methodological aspects of the use of ICT in tutoring. The main method of forming the tutor ICT competence is the portfolio method, in particular, the use of e-portfolio. As the main means of the formation of the tutor ICT competence, computer training programs, e-resources, Internet resources, mobile applications, virtual and augmented reality are determined. E-mail, blogs, social networks, webinars, chats have been used as the technologies of network interaction for forming the tutor ICT competence. In order to identify effective methodological approaches to the formation of the ICT competence of future teachers as tutors, the study has been conducted based on the collection of information by means of questionnaires and statistical processing of the results. The analysis of the results of the pedagogical experiment and comparison of indicators of control and experimental groups before and after the study have shown the effectiveness of the proposed methodological approaches to the formation of the tutor ICT competence. Implementation of these methodological approaches has become possible due to the introduction of information and educational environment with distance learning technologies and information and communication technologies as its main components.

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López Martín, Inmaculada, Ascensión Blanco Fernández, Rosa M. Pagán Marín, et al. "Estudio Cualitativo sobre Tutoría Universitaria a Través del Método de Panel de Expertos / Qualitative Study of College Tutoring Through the Expert Panel Method." Higher Learning Research Communications 4, no. 1 (2014): 73. http://dx.doi.org/10.18870/hlrc.v4i1.197.

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La implantación de un plan de acción tutorial (PAT) de calidad, en el cual la formación integral del alumnado sea lo principal, es un tema de actualidad en el entorno universitario español. El presente trabajo persigue identificar las acciones contempladas en los PAT de diferentes universidades españolas, así como catalogar los diferentes tipos de actividades realizadas por los profesores-tutores en el contexto de la acción tutorial. Para ello se realizó un análisis cualitativo basado en paneles de expertos. Como resultado, se extrajeron tres vectores principales: Elementos habituales en un PAT universitario; Aspectos críticos desde los tutores y gestores de la acción tutorial; y Acciones en tutoría con sello de calidad. Del análisis realizado se concluyó que la acción tutorial de calidad es la base de la excelencia académica. Su consecución requiere clarificar y reconocer el papel del tutor, ajustar las proporciones de tutelados asignados de manera adecuada y potenciar el desarrollo de competencias transversales en el alumno. Para ello, se propone la coordinación transversal entre el profesorado, así como con servicios de orientación y apoyo; la formación y profesionalización de los tutores; y la aplicación de métodos de trabajo que permitan la adecuada orientación y seguimiento del alumnado.---The implementation of a quality Tutorial Action Plan (TAP), in which the integral formation of students is the main objective, is a topical issue in the Spanish university environment . This paper aims to identify the actions contemplated in the TAPs of different Spanish universities and catalog the different types of activities performed by the teachers-tutors in the context of tutorial action. To achieve this, the authors conducted a qualitative analysis based on expert panels. As a result, three main vectors were extracted: Standard elements in a college TAP, critical aspects from tutors and managers of tutorial actions, and tutorial actions with a seal of quality. From the analysis it was concluded that quality tutorial action is the basis for academic excellence. Its achievement requires to clarify and recognize the role of the tutor, adjust appropriately the ratio of students allocated per tutor, and promote the development of transversal skills in students. For this, the authors propose a cross-coordination among teachers, as well as counseling and support; tutor training and professionalism; and the application of working methods that allow proper guidance and monitoring of students.

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Pomortseva, Nadezhda P., Yelena G. Solov'yova, and Tat'yana V. Morozova. "Professional adaptation of students majoring in linguistics in the prism of the academic tutorship." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2019): 131–35. http://dx.doi.org/10.34216/2073-1426-2019-25-2-131-135.

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The article deals with the issues of professional adaptation of university students through the activities of an academic tutor as an important innovative component of the modernisation of the education system and vocational training in the Russian Federation. The study was based on the unique experience of academic tutors of the Higher School of Foreign Languages and Translation of the Institute of International Relations, Kazan Federal University. This experience allows identifying the key activities of the tutor in terms of professional adaptation of undergraduates majoring in Linguistics. The article defines the concept of "professional adaptation", determines its goals and importance in the professional culture of future linguists in the context of the modernisation of the global educational medium. The authors conclude that the increased requirements for the personality of a graduate give a priority toself-improvement and self-development within professional adaptation where the main role is played by the academic supervisor. The authors formulate pedagogic conditions that contribute to the successful work of the tutor on the professional adaptation of university students, as well as recommendations for improving the tutor’s activities, aimed at involving future specialists in the profession through the formation of their creative, interpersonal, and culturological competences.

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Latyshev, Andrey S. "THE TUTOR'S COMPETENCE MODEL – DEVELOPMENT AND IMPLEMENTATION IN A MODERN RUSSIAN UNIVERSITY." Herald of Omsk University. Series: Economics 18, no. 1 (2020): 99–110. http://dx.doi.org/10.24147/1812-3988.2020.18(1).99-110.

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Abstract. In the current conditions of explosive development of information technologies in education, rapid obsolescence of knowledge, "death" of entire segments of professions and in¬creasing local and global competition for talent, the problem of developing and implementing a modern, competitive individual educational trajectory (IET) of students comes to the fore. Among the tools and organizational approaches designed to solve this problem, the task of forming, developing and improving the institute of tutors is highlighted. In the deep and extensive academic discussion that has developed in recent years around tutoring, the topic of tutor support at the university stands out. However, at the moment, this part of the discussion does not put an end to one of the most important issues for the organization of work of this category of aca¬demic staff – that there is a model of competence of a tutor at the university. The relevance of this issue is also confirmed by the absence of a separate professional standard of tutoring, which is certainly necessary in higher education organizations. Today, the standard "specialist in the field of education" includes only a generalized function – "tutor support of students". The article analyzes various approaches and views on the model of tutors' competencies in higher education. A working model of the competencies of this professional group is presented on the example of a modern Russian university that has successfully implemented the concept of an individual educational trajectory in its activities. There are described practical approaches and solutions for using the above model in the processes of attracting, evaluating, training and developing tutors at the university. The prospects for further development and scaling of the tutor competence model in other universities of the Russian Federation are considered. As a result of the research, new models and algorithms for the formation of tutor competencies are proposed, which can be used for scaling and implementation in higher education. This research and its results may be of interest to the management of higher education institutions, representatives of services and departments responsible for the development of new educational technologies and improving the quality of human capital of higher education institutions.

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Мирошниченко, Алексей Анатольевич, Наталья Петровна Иванова, and Галина Протопопова. "FORMATION OF PROFESSIONAL COMPETENCIES OF STUDENTS, PARTICIPANTS OF THE “FAMILY TUTOR” PROJECT." Pedagogical Review, no. 3(37) (June 9, 2021): 107–15. http://dx.doi.org/10.23951/2307-6127-2021-3-107-115.

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Рост требований к современному педагогу диктует, чтобы на этапе профессионального обучения студенты имели возможность погружаться в педагогическую реальность и в ней формировать необходимые профессиональные компетенции. Такое погружение позволит не только повысить качество подготовки педагога, но и внести изменения в «традиционное» вузовское обучение, обеспечить необходимую практикоориентированность профессионального образования. Цель исследования – выявить изменения в формировании профессиональных компетенций студентов, участвующих в проекте «Семейный тьютор». Изменения выявлялись в ходе анкетирования, самооценки и интервьюирования студентов. Материалом исследования послужили данные проекта «Семейный тьютор», поддержанного Фондом Тимченко и реализуемого в течение 2019–2021 гг. на базе ФГБОУ ВО «Глазовский государственный педагогический институт имени В. Г. Короленко». В ходе исследования при помощи листа самооценки и анкетирования был выявлен рост уровня сформированности профессиональных компетенций студентов-тьюторов. Для определения факторов роста со студентами было проведено интервью. Оно показало, что рост профессиональных компетенций в основном определяется регулярным общением с ребенком и родителями, участниками проекта, участием в проведении диагностических мероприятий по выявлению личностных проблем ребенка, осуществлением комплексного анализа факторов, в том числе связанных с психологическим здоровьем, ведущих к появлению рисков, во взаимоотношениях педагога, ребенка, семьи и пр. На основе выявленных факторов внесены корректировки в «традиционный» образовательный процесс. Исследование показало, что участие студентов в проекте способствует формированию профессиональных компетенций, позволяет получить студентами-тьюторами опыт профессиональной деятельности непосредственно в реальных условиях и, соответственно, повысить практикоориентированность образования. The growing demands on the modern teacher dictate that at the stage of professional training, students have the opportunity to immerse themselves in the pedagogical reality and form the necessary professional competencies in it. Such immersion will not only improve the quality of teacher training, but also make changes in the “traditional” university education, provide the necessary practice-oriented professional education. The purpose of the article is to identify changes in the formation of professional competencies of students participating in the project “Family Tutor”. Changes were identified during the survey, self-assessment and interviewing of students. The material of the study was the data of the project “Family Tutor”, supported by the Timchenko Foundation and implemented during 2019–2021 on the basis of the Glazov State Pedagogical Institute named after V. G. Korolenko. In the course of the study, using a self-assessment sheet and a questionnaire, an increase in the level of formation of professional competencies of students-tutors was revealed. To determine the growth factors, the students were interviewed. It showed that the growth of professional competencies is mainly determined by: regular communication with the child and with parents, project participants; participation in diagnostic activities to identify personal problems of the child; implementation of a comprehensive analysis of factors, including those related to psychological health, leading to the appearance of risks, in the relationship of the teacher, child, family, etc. Based on the identified factors, adjustments were made to the “traditional” educational process. The study showed that the participation of students in the project contributes to the formation of professional competencies, allows students-tutors to gain professional experience directly in real conditions and, accordingly, to increase the practice-oriented education.

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Kraynova, P. O., and A. S. Obuhov. "The Formation of the Tutor’s Role in the School as an Indicator of Social Expectations from Educating Children in a Private School (on the Example of Horoshkola)." Social Psychology and Society 10, no. 1 (2019): 134–51. http://dx.doi.org/10.17759/sps.2019100108.

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Nowadays, attitude towards childhood is changing, the value of individual development of the child is intensifying. The demand for the construction and maintenance of individual educational path is increasing. This creates a demand for new professional duties, including support of the individual educational program delegated to the profession of a tutor. The study aims to identify the social roles of the tutor in the first year of formation of the educational community of a private school. The hypothesis of the study: within the process of active formation of social community of the new school tutor, while interacting with parents, teachers and administration, takes on a number of informal duties associated with individual work with the student in excess of educational tasks. The qualitative research strategy was applied due to the need for in-depth analysis and identification of cause-and-effect relationships and hidden meanings in the system of social interactions. The sample (21 people) included representatives of various social roles: tutors — 8 persons; parents of pupils — 5 persons; representatives of administration — 3 persons; subject teachers — 3 persons; psychologists — 2 persons. Data gathering was carried out by the method of in-depth semi-formalized interview based on the developed research program (40 initial questions). It was revealed that the role-based set of duties of the tutor in the new school is not a given characteristic of the profession in question, but is a product of contexts and interactions that form the content of a unique institution under conditions of emerging communications, events and school’s way of life. At the end of the first cycle of life of the educational community of the school a wide range of roles of the tutor was formed, which actualizes the task of professional self-determination of the tutor in the system of social interactions.

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Macías-Esparza, Ana Cecilia, Teresa De Jesús Cañedo-Ortiz, Daniel Eudave-Muñoz, and David Alfonso Páez. "FORMACIÓN DE TUTORES EN EL NIVEL SUPERIOR CON EL MODELO PARA EL DESARROLLO Y EVALUACIÓN DE COMPETENCIAS ACADÉMICAS." Cadernos de Educação Tecnologia e Sociedade 11, no. 2 (2018): 262. http://dx.doi.org/10.14571/brajets.v11.n2.262-274.

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Most Institutions of Higher Education (IHE) in Mexico have implemented ambitious tutoring programs since 2000 to face, among others, the problems of failing, dropping out and low terminal efficiency, as well as to contribute to the integral formation of students. The implementation of these programs has not been easy and the results obtained so far have been limited. One of the challenges to face is the training of teachers so that they can perform the role of tutors. In the present text, the results of a training proposal for tutors are analyzed following the principles of the Model for the Development and Evaluation of Academic Competencies (M-DECA), which seeks, from the reflection and self-evaluation of the participants, the rethinking of the Tutorial Action Plans (TAP) in a teacher training school for basic education in the city of Aguascalientes, Mexico. The program was offered in combined environments with the support of the Moodle platform, promoting the discussion and argumentation of the participants. The results show the awareness of the tutors about their role and the need to have better skills and possible ways to improve their tutorial action plan.

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Davies, Steffan, and John Cox. "Training on dispersed sites." Psychiatric Bulletin 20, no. 1 (1996): 33–35. http://dx.doi.org/10.1192/pb.20.1.33.

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The closure of large mental hospitals, the move of services into the community and the formation of multi-district rotations have led to a dispersal of trainees onto many sites. This paper seeks to raise awareness of the problems faced by trainees working and training on disposed sites and suggests some solutions. It is the product of discussions within the Collegiate Trainees Committee, the Education Committee and the Psychiatric Tutors Sub-committee.

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Neustroeva, A. N., T. A. Shergina, and A. A. Kozhurova. "Training of future tutors for of the main small nomadic school of the North." SHS Web of Conferences 113 (2021): 00068. http://dx.doi.org/10.1051/shsconf/202111300068.

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The article substantiates the relevance of future teachers’ vocational training majoring in Primary Education and Tutoring for work in an uneducated rural school, where there are great opportunities for individualizing the learning process, creating conditions for the harmonious personal development of younger students. The purpose of the research: the study is aimed at providing scientific substantiation of the relevance of the tutors’ activities and at describing the educational experimental program implemented at the Department of Primary Education of the North-Eastern Federal University concerning primary education and tutoring in the general ungraded and nomadic schools of the North. Research results: teacher training experience was obtained in introducing a new combined profile in the bachelor’s program “Primary Education and Tutoring in the General Ungraded and Nomadic Schools of the North”. The article describes a model for the formation of ethno-educational competence in primary school teachers, ethno-pedagogization of the educational process and the national civic identity as a condition for the successful implementation of the tasks of the new standard for primary school, and deals with the content and stages of the formation of bachelors’ ethno-educational competencies in future primary school teachers as exemplified by Ammosov North-Eastern Federal University.

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Бадарч, D. Badarch, Цветкова, and Marina Tsvetkova. "UNESCO Institute on Information Technologies Massive Open Online Course on Teachers’ ICT Competence." Profession-Oriented School 2, no. 5 (2014): 24–33. http://dx.doi.org/10.12737/6055.

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The article describes the analysis of formation and deployment of the massive open online courses (MOOC) for teachers. It considers the features of WOOC constructionfor professional development of teachers, and analyses the MOOC influence on development of the informational educational environment for schools in the conditions of development of electronic educational forms. It offers some recommendations about MOOC embedding into schools’ IT environment based on creation of pedagogical community of regional tutors-methodologists and teachers in joint study of MOOC at courses IITE UNESCO, and involvement of creative teachers in the formation of author&#180;s OER and MOOC for pupils as environments of electronic study in the region.

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Alemanno, Sylvie P. "La communication organisationnelle et numérique : formation en mutation, profession en construction." Revue Communication & professionnalisation, no. 3 (February 29, 2016): 180–201. http://dx.doi.org/10.14428/rcompro.vi3.513.

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Le dispositif de l’apprentissage universitaire en communication paraît faire émerger de façon singulière la problématique de la construction des compétences du groupe professionnel des communicants. Nous supposons que ce type de dispositif pour une formation en communication à un niveau master soulève la problématique du primat du terrain dans la formation des compétences spécifiques à la communication des organisations. En d’autres termes, une appropriation de la formation des étudiants, notamment apprentis, par les professionnels, instaurés tuteurs d’apprentissage par le dispositif, pourrait-elle se faire aux dépends de la formation académique ? De récentes études montrent que la définition du groupe professionnel des communicants est fortement soumise aux mutations organisationnelles dues pour partie au numérique. Nous explorons, suivant une démarche compréhensive, cette écologie organisationnelle en cours de complexification et les effets d’une communication essentialisée par les professionnels dont le numérique est devenu l’instrument princeps. Nous avons procédé par questionnaires et entretiens auprès des étudiants et professionnels attachés à la formation par apprentissage d’un Master en communication à l’Université de Nice Sophia Antipolis. The university learning device in communication seems to emerge in a singular way the issue of the construction skills of the professional group of communicators. We assume that this type of device for communication training at a master level raises the issue of the primacy of the field in the formation skills specific to the communication of the organizations. In other words, ownership of the training of students, including apprentices, by professionals, learning tutors introduced by the device, it could be done at the expense of academic training? Recent studies show that the definition of » professional groups » of communicators is highly subject to organizational changes due in part to digital. We explore, following a comprehensive approach, this organizational ecology being complexity and the effects of essentialised communication professionals whose digital has become the instrument originator. We conducted by questionnaires and interviews with students and professionals committed to the apprenticeship of a Master in Communication at the University of Nice Sophia Antipolis.

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KAMENSKA, IRYNA. "THE ROLE OF A TUTOR IN THE PROFESSIONAL TRAINING OF THE FUTURE OCCUPATIONAL SAFETY SPECIALIST DURING THE PERIOD OF DISTANCE LEARNING." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2021): 41–49. http://dx.doi.org/10.25128/2415-3605.21.1.5.

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The topical problem of using the tutoring system of education and upbringing of student youth during the introduction of distance learning has been considered. The purpose of the article is to investigate the role of a tutor in the formation of professional competence of students in the training of future health and safety specialists during the introduction of distance learning. The main types of distance learning technologies have been analyzed, which allows to carry out distance learning, not only without losing the quality of learning, but on the contrary improving it through individualization, active learning methods, bilateral interaction between a teacher and a student. The author substantiates the advantages of introducing distance learning to prevent the complication of the epidemiological situation and the creation of favorable learning conditions in the context of the spread of COVID-19. The peculiarities of the work of a tutor in the conditions of online learning have been described. It has been established that the introduction of distance learning via the Internet, with periodic counseling of students by teachers-consultants (coordinators, tutors) – is a resource to fully ensure the level of knowledge acquisition and skills necessary for future professional activity and further career growth labor protection specialists. The author reveals the essence of the concept of «tutor». The importance of a tutor in the application of distance learning in higher education institutions is theoretically substantiated. It has been established that a tutor is a key figure in the distance learning process. The responsibilities, roles, functions and tasks of a tutor in modern educational conditions, to ensure the quality of educational services in higher education institutions and to achieve the goal of education are highlighted. The pedagogical conditions of training, which are realized by a teacher (tutor), during the introduction of distance learning, during the professional training of future specialists of occupational safety in order to obtain a competent specialist, are presented. It has been estimated that the role of a teacher (tutor) is expanding and updating in the system of distance education. It has been established that a teacher (tutor) coordinates the cognitive process using various forms of interaction (seminars, webinars, video-lectures, video-conferences), improves digital educational content, provides meaningful advice, manages educational projects and other.

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Markina, N. V., E. L. Soldatova, I. L. Kachuro, and A. Gavriliuc. "Personal and existential-psychological resources of form tutors working with gifted children." Education and science journal 23, no. 1 (2021): 102–35. http://dx.doi.org/10.17853/1994-5639-2021-1-102-135.

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Introduction. The article deals with the problem of identifying the resources of teachers – form tutors, focused on working with gifted students. This problem is considered in the context of the methodological shift from the classical to the post-non-classical scientific paradigm, from the “deficit model” to the model of “success and resilience” (S. Maddi, Ph. Hiver). A review of modern research on the problems of professiogenesis of form tutors is carried out.Aim. The aim of the present research was to empirically test the possibilities of a resource approach to the study of personal and existential-psychological aspects of the activities of teachers working with gifted children.Methodology and research methods. The methodological framework of the research is based on the provisions of the subject-activity, existential-psychological approaches to the development of the personality, to its being formation. Based on the analysis of the literature, personality traits (professional consciousness, creativity, a picture of the world, ego-identity, resilience, and others) are identified. These personality characteristics can be considered as the resources for professional development of teachers – form tutors. The severity of various types of reflection and their ratio are determined on the basis of a differential reflexivity questionnaire by A. V. Karpov and V. V. Ponomareva. The profile of ego states was built using the transactional questionnaire of D. Jongeward (in V. K. Kalinenko’s and V. A. Petrovsky’s adaptation). The Existence Scale developed by A. Langle, K. Orgler (revised by S. V. Krivtsova, I. N. Majnina and A. Yu. Vasanov) was applied for the diagnosis of indicators of existential performance as a person’s quality of life associated with a feeling of fullness of life with a particular meaning, free choice and responsibility. The features of hardiness and a method for solving the existential dilemma were identified using the S. Muddy’s Hardiness Survey (modified by D. A. Leontiev, E. I. Rasskazova).Results. The outcomes of an empirical study of the ratio of personal and existential resources of the professional activity of teachers working with gifted students are demonstrated. Significant differences were revealed in the manifestation of hardiness and reflexivity in relation to form tutors with different types of personality ego-structures. Factor analysis made it possible to identify two factors, which demonstrate the existential-psychological and personal resources of the activity of form tutors working with gifted students: “existential choice of a new professional experience” and “detachment from externally given rhythms and attitudes”.Scientific novelty. The empirical capabilities of the existential-psychological, subject-activity and resource-based approaches to the study of the problems of the psychology of giftedness and the professiogenesis of teachers are tested.Practical significance. The demonstrated results can be used as part of a programme for developing the resources of professional activity of teachers working with gifted students.

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Tankpara, Philip Anyelba, Dickson Adom, and Joe Adu-Agyem. "Quality assurance policies and implementation in nursing and midwifery training colleges in Ghana." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (2021): 455. http://dx.doi.org/10.11591/ijere.v10i2.21027.

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The study assessed internal quality assurance (QA) systems in health training institutions in the Upper West Region. The study adopted the cross-section analytical design with a sample size of 272 (67 health tutors and 205 final year nursing students) using systematic and purposive sampling techniques. Data for the study were collected with a questionnaire and analyzed using SPSS and Stata. The study revealed that the majority (5 of 7) of nursing and midwifery colleges (NMTCs) in the Upper West Region have no quality assurance policy available, 65.7% of tutors indicated their institutions had quality assurance units/committees however these committees are inactive the total level of QA practices/implementation rate was low among colleges in the region. The study also revealed a lack of participatory governance and the existence of a poor communication system between staff and heads. The study contended that there is a need for heads (principals) of NMTCs in the Upper West region in Ghana should ensure the formation and functioning of QA units in their various institutions. These units should be empowered and allowed by heads to function as per recommendations by the regulatory bodies to support and to ensure quality training of nurses and midwives.

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Studzinski, Raymond. "Tutoring the Religious Imagination: Art and Theology as Pedagogues." Horizons 14, no. 1 (1987): 24–38. http://dx.doi.org/10.1017/s036096690003704x.

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AbstractThis essay presents a psychological approach to understanding the creative functioning of imagination in art and religion. This approach drawn from psychoanalytic object relations theory further illuminates how the classics of art and theology engage the imagination and how distortions of the products of the creative imagination occur. Discussion of a particular innovative theme found in an artwork and related theological reflection in early Christianity exemplifies how both art and theology guide the religious imagination. Finally, various influences on the formation of personal God-imagery are assessed in the light of a case illustration, and the ongoing need for art and theology as tutors to the religious imagination is underscored.

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Babushkina, Larisa E., Natalia A. Sergeeva, Olga S. Rubleva, and Irina A. Tyutyunnik. "Using the electronic portfolio as a means of formation the foreign language communicative competence when training future tutors-teachers." Perspectives of Science and Education 52, no. 4 (2021): 492–505. http://dx.doi.org/10.32744/pse.2021.4.33.

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The problem and the aim. Intercultural, foreign language communication is an integral part of the modern electronic learning environment. The professional competence of the future teacher as a subject of information interaction is manifested in the ability and readiness to speak a foreign language while performing official duties, in research activities, for self-realization. The authors propose to use the capabilities of the electronic portfolio for the formation of foreign language communicative competences of students of pedagogical training programs in the information educational space. Research methods. Theoretical analysis and generalization of scientific literature were used to determine the components of the foreign language communicative competence, the content and structure of the electronic portfolio. The method of pedagogization of the information technology, group interaction, assessment by external experts, mutual assessment and self-assessment are used for designing and scaffolding of the electronic portfolio with digital tools. The experiment involved 64 students of the Vyatka State University of the training program 44.03.01 Pedagogical education (bachelor level). The software is the Tilda service (https://tilda.cc/ru/). As a method of statistical processing of the experimental data, the χ2 (chi-square) Pearson test was used. Results. In the experimental group, future tutors-teachers used Tilda tools to determine the structure and content of the electronic portfolio (categories, sections, projects), which was subsequently provided for discussion and analysis by other students, external experts. The assessment of the levels of formation of the foreign language communicative competence was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2obs. 2 > χ2crit0.05 (7,07 > 5,99). In conclusion features of designing and using electronic portfolios, implemented on the Tilda platform to present achievements in the foreign language communicative, educational, cognitive, professional activity are summarized.

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Carrillo Mardones, Olga, Pedro Jurado de los Santos, and Patricia Lagos Rebolledo. "Las competencias ciudadanas en la formació profesional de las ciudades de Concepción (Chile) y Barcelona (España)/Citizen competences in the profesional training in the cities of Concepción (Chile) and Barcelona (España)." REOP - Revista Española de Orientación y Psicopedagogía 29, no. 3 (2018): 110. http://dx.doi.org/10.5944/reop.vol.29.num.3.2018.23324.

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RESUMENEn este artículo se presentan los resultados del estudio que analiza la adquisición de las competencias ciudadanas desde la perspectiva del estudiantado y de los tutores de formación profesional de nivel medio de las ciudades de Concepción y de Barcelona. Los objetivos son analizar la adquisición de las competencias ciudadanas de los alumnos y alumnas de formación profesional, identificar diferencias en la adquisición de las competencias ciudadanas en las ciudades de Concepción y Barcelona, así como también establecer relaciones entre las competencias ciudadanas y el mundo del trabajo. Para ello se consideró a los centros educativos que ofrecen dicha formación y que imparten las especialidades del sector secundario y terciario. Se realizaron entrevistas semiestructuradas a 57 participantes (29 son estudiantes y 28 tutores) las que permitieron conocer las apreciaciones de los entrevistados en torno a las competencias ciudadanas en este escenario. Los estudiantes de ambos contextos consideran importante la adquisición y desarrollo de competencias ciudadanas. Así también el currículum de formación profesional incorpora la formación ciudadana de manera transversal e implícita, como también en las asignaturas del plan general, específicamente en la asignatura de Historia y Ciencias Sociales para el caso de Chile. Las competencias para la ciudadanía se relacionan directamente con el mundo del trabajo, favorecen positivamente la inserción de los estudiantes en el mercado laboral y les permite fortalecerlas en éste mismo escenario.ABSTRACTIn this article results are presented from a study that analyses the acquisition of citizenship competencies from the perspective of students and tutors of mid-level professional training in the cities of Concepción and Barcelona. The objectives are to analyze the acquisition of citizenship competencies of the students in professional training, to identify differences between the acquisition of citizenship competencies in the cities of Concepción and Barcelona, as well as to establish relations between citizenship competencies and the working world. To this end, schools that offer this training and specialization in the secondary and tertiary sectors were considered. Fifty-seven participants (29 students and 28 tutors) were interviewed in a semi-structured manner, which enabled the interviewees' appreciations about citizenship competencies in this context to be heard. The appreciations of the students are positive and similar in both contexts, this in coherence with the approaches of the curriculum of professional formation, which incorporates citizenship training in a transverse and implicit way, as well as in the subjects of the general plan, specifically in the subject of History and Social Sciences in the case of Chile. At the same time, competencies for citizenship are directly related to the working world, favoring positively the insertion of students in the labor market and allowing them to reinforce these skills in this same scenario.

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Lesik, A. "TRAINING OF TUTORS OF THE BOARDING SCHOOLS OF NUS FOR CHALLENGING THE PROBLEM OF FORMATION OF COMMUNICATIVE COMPETENCE OF PUPILS." Pedagogy of the formation of a creative person in higher and secondary schools 2, no. 70 (2020): 211–16. http://dx.doi.org/10.32840/1992-5786.2020.70-2.40.

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Tałuć, Katarzyna. "Górska wędrówka w służbie wychowania „nowego” człowieka w dwudziestoleciu międzywojennym." Góry, Literatura, Kultura 12 (August 1, 2019): 303–19. http://dx.doi.org/10.19195/2084-4107.12.18.

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Mountain hikes in the service of the education of a “new” man in the interwar periodAfter the end of the First World War and rebirth of the Polish state, one of the most important objectives in visions of social education was the formation of a lasting system of moral concepts of Poles, a system that was the basis of constructing a “new” citizen. Inspirations for actions undertook by Polish teachers and tutors, which were to bring about a strengthening of values like patriotism, freedom, friendship, tolerance, respect for work, were ideas promoted by national and international organisations, e.g. League of Nations, International League of New Education, Society of Teachers from Schools and Higher Education Institutions, Polish Teachers’ Union or youth organisations of e.g. scouts. Methods of upbringing described in Polish pedagogical literature and applied in practice, which were appreciated by European scholars, included various forms of working with students outside school. These included excursions, trips, hiking camps, also in the mountains. The value of being in the mountains, the effort involved in climbing them, the need to educate a generation of young tourists respecting the natural environment were discussed in guides for tutors, teachers, regional studies specialists, and in the tourist press. The author examines selected publications, primarily tourist press addressed to young readers Orli Lot, Młody Krajoznawca Śląski, Młody Taternik in order to reconstruct the means used to functionalise the topic of mountain hikes in the interwar period.

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Goncharenko, Olga Nikolaevna, Elena Igorevna Lomonosova, Dmitrii Aleksandrovich Lomonosov, Vadim Anatolevich Mironchuk, and Lada Victorovna Progunova. "The evolution of digital relations in the economy and the relevance of financial education in modern society." Revista de la Universidad del Zulia 11, no. 31 (2020): 524–35. http://dx.doi.org/10.46925//rdluz.31.34.

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Universities enter educational markets with “digital” services, joining in communities, combining digital and traditional education (online and offline), strengthening ties with business structures, universities and schools. The purpose of the work is to carry out a systematic analysis of the evolution of relationships in education in the context of the digital transformation of society. The formation of socially responsible behaviors of students and Tutors of the educational process is taken into account. These aspects are studied in a systematic way and the financial education procedure is proposed. The main results of the article are the analysis of the system and classification of tasks and digital training processes, development of a procedure (algorithm) for the implementation of the financial training program.

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Makarenko, A. E. "USE OF INFORMATION TECHNOLOGIES FOR THE PREVENTION OF PROFESSIONAL BURNOUT OF TEACHERS." Vestnik Universiteta, no. 1 (March 23, 2020): 188–94. http://dx.doi.org/10.26425/1816-4277-2020-1-188-194.

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Professional burnout of the high school tutors and its negative impact on the educational process and the state of health of teachers, have been revealed in the article, signs, indicating the systemic nature of the problem, have been described. Strategies of overcoming such professional burnout have been considered, the preference of the problem-oriented strategy has been noted. The results of the analysis of the time spent by the teacher in the formation of assignments have been presented. The expediency of using information technologies as a tool to reduce the load on the teacher by reducing the time required to prepare for practical and laboratory classes has been substantiated. The stages of preparation for classes, that should be automated, have been highlighted.

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Semenog, Olena. "Researcher’s Academic Culture in the Educational Space of the University: Linguo-Axiological Approach." Journal of Vasyl Stefanyk Precarpathian National University 4, no. 1 (2017): 18–25. http://dx.doi.org/10.15330/jpnu.4.1.18-25.

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The article is devoted to the nature of the concepts “classic University”, “cultural and educational space of the University”, “research activity of future professional”, “researcher’s academic culture” and approach to academic culture as the basis of research culture in a university. It is defined that the concept of academic culture is complex. We are talking in general about the culture at the university, values, traditions, norms, rules of scientific research, and the scientific language culture, the culture of spirituality and morality, the culture of communication between science tutors and students, a culture of unique pedagogical action of master and his social, moral responsibility for the studying results. The formation of academic culture and own style, is better to develop on the positions of personal-activity, competence, axiological, cultural, acmeological approaches

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Bandaev, I. S., and S. R. Miraliev. "Features of medical specialist formation in the Republic of Tajikistan." Kazan medical journal 94, no. 1 (2013): 120–23. http://dx.doi.org/10.17816/kmj1785.

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Aim. To study the features and to define the fundamental principles of rational training of the highly skilled specialist doctor in the Republic of Tajikistan. Methods. Complex analysis of the doctor’s formation and training process was performed. Data from the ambulatory, hospital and highly specialized medical care segments, academic faculties, teaching and clinical centers of family medicine of the Republic of Tajikistan were examined. 256 tutors and student doctors trained in the educational institutions of the Republic of Tajikistan from 2000 to 2012 were questioned. Results. 90 (35.2%) out of 256 doctors have changed their specialty, among them 48 (18.8%) - once, 26 (10.2%) - twice, 12 (4.9%) - 3 times, 3 (1.3%) doctors - 4 times and more. The average share of the current specialty experience from the total medical experience was equal to 84.3%. Over a half of the doctors (137 out of 256, 53.5%) were working for one employer in their career, the rest (119 out of 256, 46.5%) have changed the job, among them: 36 (30.3%) - once, 10 (8.4%) - twice, 9 (7.6%) - three times and more. Specialty changes hindered the aggrandizement. A share of the doctors having the higher qualification grade increased with the overall experience and the experience on the given specialty. 65 out of 256 (25.4%) doctors had the qualification degree, among them: 15 (5.9%) - highest degree, 34 (13.3%) - first degree, 16 (6.2%) - second degree. The number of the doctors with highest qualification degree was higher by 8.0% in doctors with 1-10 years of specialty experience and by 39.4% in doctors with specialty experience over 20 years. Conclusion. Constant regular work for one employer favored the specialist formation, whilst frequent job change halts the doctor’s «anchoring» in one exact specialty and hampers the professional growth.

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Olkhovaya, T. A., та E. V. Poyarkova. "New Practices оf Engineering Education in Conditions of Distance Learning". Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, № 8-9 (2020): 142–54. http://dx.doi.org/10.31992/0869-3617-2020-29-8-9-142-154.

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The paper focuses on the analysis of the experience of the university’s rapid transition to the distance learning format, with the emphasis on the introduction of tools for the development of educational interaction between tutors and students in order to prepare engineering students with competencies in information and cross-cutting technologies. The experience of introducing digital services to support the educational process at Orenburg State University is analyzed; an analysis is made of the students’ comprehensive perception of the new educational practice specifics associated with the creation of the “digital footprint”. The presented data show an increase in students’ demand for flexible individual educational paths, for a variety of forms of learning and for the formation of new competencies in the field of digital skills, creativity, the ability to self-learn and manage attention, create communities, and reflectivity. The authors argue that the digital competence of engineering graduates must exceed the existing range of competencies in order to work ahead of the situation. Attention is paid to the development in the distance learning format of basic personal skills that contribute to the formation of professional capital of a future engineer.

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Kamecka, Małgorzata. "Educating and Passing Knowledge: The Role of Private Tutors in the Formation of Polish Youth of Noble Origins in the Sixteenth to Eighteenth Centuries." Paedagogica Historica 43, no. 4 (2007): 509–23. http://dx.doi.org/10.1080/00309230701437841.

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Oliveira, Thaís Nascimento de Andrade, Jéssica Fontes Veloso, Paula Dos Santos Rocha, Priscila Dutra Lacerda, and Renata Santiago Alberto Carlos. "Esophageal Diverticulum and Megaesophagus in a Dog and a Cat." Acta Scientiae Veterinariae 46 (January 8, 2018): 6. http://dx.doi.org/10.22456/1679-9216.85114.

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Background: Esophageal diverticula are pouch-like dilatations in the esophageal wall that rarely affect dogs and cats, and may have the megaesophagus as a base cause. The definitive method of diagnosis is the contrasting chest X-ray that will visualize the sacculation.Cases: Case 1. A feline male, mixed breed, with 40 days of life was seen with complaint of postprandial regurgitation that was repeated at each meal. On physical examination, the animal was below ideal weight, apathetic, with pale mucosa and bristly. It was suspected of megaesophagus, which was confirmed by contrasting thoracic lateral-lateral (LL) radiography, and the patient also had anterior partial esophageal dilation to the topographic image of the heart. The image was suggestive of persistence of the right aortic arch, and corrective surgery was indicated but it was not authorized by the tutors. Therefore, conservative dietary treatment was instituted. The animal remained stable for a period of one and a half years. After this period the patient returned with an aggravated condition of vomiting, anorexia and apathy. The same clinical condition was maintained in the chest X-ray. An esophageal flushing was indicated, which was not authorized by the tutors, being prescribed mucosal protector and antibiotic. The medication was maintained by the tutor and after 1 month of the initial care, the clinical condition worsened and the animal died. Case 2. A 6-month-old male Pinscher dog weighing 1 kg was seen with postprandial regurgitation complaint since the beginning of the weaning transition period. In the esophagography performed a compatible radiographic image was seen with a diverticulum of the cranial thoracicesophagus and congenital total megaesophagus. The treatment adopted was conservative. Twelve months after the initial care, the animal presented radiographically resolution of the diverticulum and megaesophagus and was in good health.Discussion: These cases report two rare conditions of esophageal diverticulum associated with megaesophagus in a feline and canine. In the case of the feline, it was possible to conclude that the formation of the diverticulum was secondary to not surgical resolution of the persistence of the right aortic arch, with consequent maintenance of the megaesophagus,since the diverticulum was not present in the first radiographic examination. In the second case, when the radiograph was taken, the animal already presented the cranial diverticulum to the total megaesophagus, which, together with the history of postprandial vomiting since the 45 days of life, suggested a delay in the maturation of the esophageal nervous system that caused the megaesophagus and impairment of normal peristalsis of the organ culminating in the formation of the diverticulum. Due to the rare condition in both species, there are no reports of predilection for race, age or sex of the animals affected by the diverticulum, whereas for the megaesophagus, when in the congenital form, it preferentially occurs in young dogs and cats [less than 2 years of age], at the time of transition from the liquid to the solid diet. Both reportswere of young animals that had recently undergone a food transition, which would justify the appearance of the megaesophagus as the main cause of the esophageal diverticulum. The clinical signs presented by the animals were compatible with those reported in the literature. It is concluded that although the esophageal diverticulum occurred in both cases as aconsequence of megaesophagus, the resolution of the underlying cause is decisive for the resolution of the clinical condition determining the patient’s prognosis.Keywords: regurgitation, food impacts, esophageal dysfunction.

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Barra, Bárbara Wilson. "Do Mundo Pedagógico-Filosófico em Wittgenstein." Philosophica: International Journal for the History of Philosophy 28, no. 55 (2020): 337–46. http://dx.doi.org/10.5840/philosophica20202855/5619.

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This dissertation aims to understand, in the light of Wittgenstein’s Investigations, language as a match or a game, whose performance is trained by using certain rules, taking in traditions and those techniques that propel the young shoots to the integration in the world. In order to this, it will be developed the argument that sustains that the learning process, which is incompatible with an automatic system of direct and instantaneous print of information – considering that there is no way that children resemble programmable automata, such as the film Kynodontas simulates –, should go hand in hand with the manner of doing philosophy, given its irreplaceable role in the formation and development, on the one hand, of perspicuity and elucidation, on the other, of thinking, imagination and personality of children. At this point, it must be clear that what is up to educators and tutors is nothing more than introduce the world to the young shoots as it is seen and conceived, through what is known and actually it is, but mainly to invite them to participate in it.

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Mosqueda Padrón, Lianne. "ACTIVIDADES DE ORIENTACIÓN EDUCATIVA: VÍA PARA LA PREVENCIÓN DEL EMBARAZO PRECOZ EN EL MAESTRO EN FORMACIÓN INICIAL DE LAS ESCUELAS PEDAGÓGICAS." Revista Cognosis. ISSN 2588-0578 4, no. 1 (2019): 83. http://dx.doi.org/10.33936/cognosis.v4i1.1327.

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El embarazo precoz constituye un problema culturalmente complejo que incide en la formación del maestro en formación inicial de las escuelas pedagógicas. El maestro en formación inicial, debe demostrar un estilo de vida saludable, expresado en una sexualidad responsable y correctos hábitos preventivos para cumplimentar los objetivos expresados en el perfil del egresado. La adecuada educación sexual a adolescentes y jóvenes tanto institucional, social y en la propia familia, la facilidad y asequibilidad en el acceso a los métodos anticonceptivos y la constante orientación para educar las conductas sexuales en esta compleja etapa son aspectos esenciales a desarrollar para contribuir a la prevención del embarazo precoz en este nivel de enseñanza. El proceso de orientación al maestro en formación inicial de las escuelas pedagógicas hacia la prevención del embarazo precoz, responde a la línea de investigación: la orientación educativa en diferentes áreas y contextos formativos, del proyecto atención de calidad a niños, adolescentes y jóvenes, adscrito a la Universidad de Las Tunas, Cuba. En esta dirección se proponen actividades de orientación educativa de carácter cooperativo, preventivo, dinámico, transformador, reflexivo y vivencial como herramienta de orientación y promoción para la prevención del embarazo precoz en el maestro en formación inicial dirigidas a mejorar el nivel de conocimiento sobre los métodos y vías de prevención, nivel de comunicación con padres o tutores para prevenir el embarazo precoz, sus consecuencias, y significación personal que le conceden a la maternidad y la paternidad responsables. PALABRAS CLAVE: Actividades; orientación educativa; prevención; embarazo precoz. ACTIVITIES OF EDUCATIONAL ORIENTATION: ROAD FOR THE PREVENTION OF THE PRECOCIOUS PREGNANCY IN THE TEACHER IN INITIAL FORMATION OF THE PEDAGOGIC SCHOOLS ABSTRACT The precocious pregnancy constitutes a culturally complex problem that has an effect on the pedagogic schools' formation of the teacher in initial formation. The teacher in initial formation, must demonstrate a healthy lifestyle, expressed in a responsible sexuality and correct preventive habits to carry out the objectives expressed in the graduate profile. The adequate sex education to teens and young people so much institutional, social and essential aspects are to develop to contribute to the prevention of the precocious pregnancy in this level of teaching in the own family, the facility and accessibility in the access to the contraceptive methods and the constant orientation to educate the sexual conducts in this complex stage. The process of orientation to the teacher in initial formation of the pedagogic schools toward the prevention of the precocious pregnancy, it responds to the line of investigation: The educational orientation in different areas and formative contexts, of the project attention of quality to children, teens and young people, ascribed to the University of The Prickly Pears, Cuba. They set themselves activities of educational orientation of cooperative character, preventive, dynamic, transforming, reflexive in this address and acquired through experience in life like tool of orientation and promotion for the prevention of the precocious pregnancy in the teacher in initial formation directed to improve the level of knowledge on the methods and spare roads, level of communication with parents or tutors to prevent the precocious pregnancy, his consequences, and personal significance that they cede to maternity and the fatherhood responsible. KEYWORDS: Activities; educational orientation; prevention; precocious pregnancy.

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Tserkovskiy, A. L., O. I. Gapova, E. A. Skorikova, S. A. Petrovich, O. A. Kasyan, and V. A. Muzhichenko. "TO THE DYNAMICS OF THE NEED FOR STUDENTS' COMMUNICATION ACTIVITY COMPONENT AT THE PHARMACEUTICAL FACULTY OF VSMU." Vestnik Farmacii 92, no. 2 (2021): 101–5. http://dx.doi.org/10.52540/2074-9457.2021.2.101.

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The purpose of this research is to study the need for the students' communication activity component at the Pharmaceutical faculty of VSMU. Dual feature of the levels indicators dynamics in the need for communication is revealed. On the one hand, there is a tendency to reduce the average level in the need for communication and to increase its high level at the expense of girls. On the other hand, there is a fairly significant increase in the average level in the need for communication among young men against the background of an obvious predominance of the average level in the need for communication among the students of the entire sampling. The study allows us to state obvious influence of the informational educational environment at VSMU on the personal growth of students at the Pharmaceutical faculty, on the formation of their communicative competence as the most important component of the professional competence of future pharmacists. The results of the study can be used in the educational process of VSMU, in the activities of the social and pedagogical and psychological service, in the work of educators in academic groups and for tutors.

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Marushkevych, А. "FORMATION OF PROFESSIONAL MOTIVATION OF STUDENTS OF INSTITUTIONS OF HIGHER EDUCATION TO SELF-REALIZATION IN LIFE." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (10) (2019): 38–41. http://dx.doi.org/10.17721/2415-3699.2019.10.10.

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The article reveals the issues of professional motivation of graduates of institutions of higher education to self-realization in life, the need for interaction between employers and institutions of higher education, which trains specialists for a particular sphere and not always cope with providing them with the knowledge that affects the development of competencies necessary for the performance of official responsibilities at a particular place of work. The emphasis has been placed on the importance of vocational guidance measures for professional motivation, interaction between employers and institutions of higher education. The importance of acquiring professional competence by students for professional self-realization in the future, application of innovative technologies in their teaching, involvement in situational modeling and project development have been highlighted. It has been emphasized that the component of the student's educational motivation can be orientation to international relations, the state's course on academic mobility. The publication outlines the positions of modern scholars on the difficulties of self-realization in the professional sphere, which are influenced by external and internal factors. It has been noted that in the structure of readiness for professional activity, there are motivational, emotional-volitional, orientational components. It has been emphasized that insufficient level of professional training of graduates is explained by the emphasis on their attention only on the material and social advantages of the chosen profession. The focus is on the need for youth to find appropriate bases of practice that will satisfy the institution of higher education, students and employers. It has been noted that an important role for the employer plays a potential employee's possession with new information technologies. It has been explained that today it is important to rethink the role of scientific designing, counseling, directing students to self-realization and scientific guidance from teachers as mentors, tutors. It has been emphasized that the modernization of the educational branch focuses on the recognition of the diploma of the graduate of the institutions of higher education as evidence of real professional qualifications.

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37

Poellhuber, Bruno, Martine Chomienne, and Thierry Karsenti. "L’effet du tutorat individuel sur le sentiment d’auto-efficacité et la persévérance en formation à distance." Revue des sciences de l’éducation 37, no. 3 (2013): 569–93. http://dx.doi.org/10.7202/1014758ar.

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Issue des préoccupations concernant l’abandon en formation à distance, la présente recherche vise à explorer les effets de l’introduction de mesures de tutorat individuel sur le sentiment d’auto-efficacité et la persévérance des étudiants. Une méthodologie mixte a été utilisée, en recourant à une étude quasi-expérimentale menée auprès de 778 participants et à l’analyse d’entrevues individuelles téléphoniques. Les taux de persévérance ont été plus élevés dans le groupe expérimental où des mesures de tutorat individuel ont été introduites. L’analyse qualitative montre que les interventions des tuteurs des groupes expérimentaux ont été bien perçues et favorisent les contacts ultérieurs entre tuteurs et étudiants.

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Savchenko, D. D., and T. I. Shulga. "Social Relationships in Orphan Adolescents with Different Experiences of Living in Families." Психологическая наука и образование 22, no. 2 (2017): 75–86. http://dx.doi.org/10.17759/pse.2017220207.

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The paper presents outcomes of a research on social relationships of teenagers with and without experience of living in families.The research particularly focused on difficulties with socialization and causes of behaviour disorders in adolescents going into foster families.The paper describes the factors interfering with the formation of positive social relationships between adolescents and families.The outcomes of the research also contribute to the implementation of the 2017–2020 National Action Plan for Children as they are of much use to social services rendering assistance to vulnerable groups (adolescents and their families).Understanding the specifics of social relationships in orphan teenagers living in families with different incomes is important for specialists working with orphan children and children without parental care.The research outcomes may as well be used by specialists supporting foster families, tutors, teachers working in institutions for orphans and children without parental care, and by foster parents themselves.Besides, the obtained data may contribute to the establishment of a theoretical foundation of upbringing that would help minimize negative aspects in adaptation of orphan children; assist them in getting more prepared for life in foster families; provide careful support to children and families during adaptation; and help future foster parents accept their future child.

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Grayson, John. "Developing the Politics of the Trade Union Movement: Popular Workers’ Education in South Yorkshire, UK, 1955 to 1985." International Labor and Working-Class History 90 (2016): 111–32. http://dx.doi.org/10.1017/s0147547916000090.

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AbstractDrawing on evidence from research interviews, workers’ memoirs, oral histories, and a range of secondary sources, the development of popular workers’ education is traced over a thirty year period, 1955 to 1985, and is rooted in the proletarian culture of South Yorkshire, UK. The period is seen as an historical conjuncture of Left social movements (trade unions, the Communist and Labour parties, tenants’ movements, movements of working-class women, and emerging autonomous black movements) in a context of trade union militancy and New Left politics. The Sheffield University extramural department, the South Yorkshire Workers' Educational Association (WEA), and the public intellectuals they employ as tutors and organizers are embedded in the politics and actions of the labor movement in the region, some becoming Labour MPs. They develop distinctive programs of trade union day release courses and labor movement organizations (Institute for Workers' Control, Conference of Socialist Economists, Society for the Study of Labour History). Workers involved in the process of popular workers' education become organic intellectuals having key roles in local and national politics, in the steel and miners' strikes of the 1980s, and in the formation of Northern College. The article draws on the language and insights of Raymond Williams and Antonio Gramsci through the lens of social movement theory and the praxis of popular education.

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Ehret, Michael, Daniel McDonald-Junor, and David Smith. "High Technology and Economic Development: The BioCity Nottingham Technology Incubator." International Journal of Entrepreneurship and Innovation 13, no. 4 (2012): 301–9. http://dx.doi.org/10.5367/ijei.2012.0095.

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The Case Study section of the International Journal of Entrepreneurship and Innovation serves two purposes. First, the case studies presented are concerned with problematical issues that are pertinent to students of entrepreneurship. Thus they constitute appropriate teaching and learning vehicles on a variety of postgraduate and undergraduate programmes. Each case study is accompanied by a set of guidelines for the use of tutors. Second, it is envisaged that those engaged in entrepreneurial activities will find the cases both interesting and useful. Since the 1990s, public policy makers and private investors have been creating bio-incubators with the aim of obtaining a foothold in what many presume is one of the hottest future industries. This case study provides an in-depth picture of the biggest UK-based bio-incubator – BioCity Nottingham. The study outlines the history and regional context of the incubator as well as its service portfolio and a profile of its supported firms. The study provides insights into the formation of biotechnology companies, the role of the regional context in shaping business models and the emergence of a science-based business network. As a major implication, Nottingham's location, remote from the epicentre of both science and venture capital in the UK, favours service-based business models. BioCity provides a fascinating opportunity to become acquainted with local conditions of business incubation.

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Bell, Douglas, Hans Slabbekoorn, and Andrea Jesse. "Microgeographic song variation in island populations of the white-crowned sparrow (Zonotrichia leucophrys nutalli): innovation through recombination." Behaviour 140, no. 7 (2003): 947–63. http://dx.doi.org/10.1163/156853903770238409.

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AbstractCurrent geographic variation in bird song dialects may be used to infer historical processes involved in dialect formation. Discrete island populations, separated by water or unsuitable habitat, may be particularly useful as they allow for unequivocal subdivision of populations. We analyzed song recordings of nine populations of the white-crowned sparrow within the San Francisco Bay area, both on 'true' islands separated by water and in habitat islands along the Bay shore. We found one or two unique songtypes in each population with little variation within songtypes among individuals. Differences in songtypes concerned variation in syntax, syllable shapes, and spectral and temporal features. While each songtype exhibited unique features, there were often parts of the song that showed high similarity with songtypes of neighboring populations. We think that successfully dispersing males may learn from multiple tutors and produce songtype hybrids which could explain the variation in songtypes among populations. We found rare acoustic features on the 'true' islands, but also an apparent lack of impact by water barriers on the relationship between song similarity and geographic distance. A possible explanation may be that male dispersal, or just spread of song characteristics, is predominantly from island to mainland. Such a unidirectional pattern could result in rare song characteristics on islands, while general acoustic characteristics are still shared with the nearest mainland populations. Variation in similarity-based clustering of songtypes suggested that new songtypes emerge through recombination of components from existing songtypes.

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Revyatskyy, I. Yu. "Implementation of automation based on computer technologies into process of knowledge controlling of pharmacists-interns." Farmatsevtychnyi zhurnal, no. 1 (August 14, 2018): 43–50. http://dx.doi.org/10.32352/0367-3057.1.17.06.

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Optimization of the process of knowledge controlling of pharmacists-interns has become a current issue due to implementation of «Krok 3. Pharmacy» and increase in the number of hours for individual work. According to priority directions and program tasks for the development of pharmaceutical sector in Ukraine, we decided to involve contemporary standards for digital processing of information. Thus, the aim of the work was to optimize the process of controlling the level of knowledge by means of its optimization using computer technologies. Generalization of the results of previous investigations on common computer testing systems and current approaches to digital information exchange was used. Data in electronic forms approved by Testing center of Ministry of Health of Ukraine (testcentr.org.ua) were also used as research objects. The data include information about pharmacists-interns who are allowed to pass Krok 3 and tests that are prepared by university tutors. Based on analysis of non-automated conduction of testing at the department, we have pointed out certain processes. Writing a program code in the system of database management, automation of the following processes was implemented: formation of test options; preparation of a form for writing answers; standardization of digital information for downloading; downloading of information to database; checking and presenting results. Other processes (scanning, graphic processing and standardization of scanned imaging; digital record of scanned information) were automated applying other digital technologies. As a result of conducted work, the process of mechanical transformation of test tasks from one information structure into the other one has been completely eliminated; obtaining of statistic information about each answer provided by a pharmacist-intern has been implemented. Possibility of automatic formation of test options according to the user’s suggested parameters became possible. Due to implementation of graphic processing of scanned forms with completed answers, possibility of their filling with a pen or a pencil of any color was provided. We also suggested storage of test tasks in HTML format in order to improve self-control of knowledge level of pharmacists-interns.

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MacDonald, Margaret, Magdalena Rudkowski, and Janine Hostettler Schärer. "Lingering Discourses: Jean Jacque Rousseau’s 18th-Century Images of Mothers, Fathers, and Children." Journal of Childhood Studies 38, no. 1 (2013): 21–28. http://dx.doi.org/10.18357/jcs.v38i1.15435.

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Using a critical discourse approach (Fairclough, 2003; Foucault, 1972; Luke, 1997, 2002; Rabinow, 1984; van Dijk, 1993; van Leeuwen, 2008) this paper examines the text and embeddedmeaning conveyed in Jean Jacque Rousseau’s novella Émile. This treatise written in the 18th century includes Rousseau’s conceptualization of best practices and a set of educationalguidelines detailing habits to avoid and the necessary combination of“natural” and “progressive” approaches recommended to raise children as moral citizens. In our analysis we discuss the ways Rousseau uses binary descriptions of girls-boys, mothers-fathers, and learners-tutors separately and in opposition. We go on to situate his novella as an early example of expert advice on parenting, where Rousseau positions himself as an educational expert by simultaneously defining the maternal role in early education andthe role of education in society. We contend that Rousseau’s works are founded on particular beliefs about the source of knowledge and construction of meaning that continues to constrain the formation of authentic partnerships among and between parents and early childhood educators. We argue that this discourse—and, importantly, the values, beliefs, and attitudes it conveys—lingers in Canadian early childhood education learning communities and that the vestiges of these early ideas truncate and unnaturally shape our ideas of parenting, teaching, and learning by socially positioning families and teachers in ways that make it difficult to engage in co-constructionof curriculum. We suggest that by better understanding and deconstructing this discourse we can move our thinking forward and authentically engage in coinquiry.

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Rozin, Vadim Markovich. "Understanding of cultural-semiotic environment in the tutor’s concept of education." Педагогика и просвещение, no. 3 (March 2020): 74–87. http://dx.doi.org/10.7256/2454-0676.2020.3.33526.

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This article attempts to build a discourse of cultural-semiotic environment for the tutor's concept of education. In order to achieve the set task, analysis is conducted on the case from educational practice, including the author's, pertaining to discovery of a drawn image by a child. In the process of such discovery, the author differentiated three phases: formation of problematic situation, its resolution through drawing a scheme, and learning the reality with secondary objects. This material is interpreted within the framework of a new extended semiotic approach, which includes semiotics not only signs and sign systems, but also schemes, icons, symbols, and works of art. The article discusses the cultural-semiotic environment, which stimulates mental development of a young person, and in addition to semiotic means, features communication, resolution of problematic situation, and ascertainment of the structured explanation by results of the entire process. The author analyzes position of a tutor as a fundamentally different from educational position of the pedagogy of formation. The author also offers a semiotic version of the genesis of culture, in which he distinguishes three different formats &#8210; actual semiotic, social, and anthropological, which impacts the formation of personality. In conclusion, the article presents a description of current situation in culture and education, as well as thoughts on the role and objectives of the tutor movement thereof.

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Hryn, V. H., M. M. Ryabushko, K. V. Hryn, and N. O. Riabushko. "EFFICIENCY OF THE ADMINISTRATION SYSTEM AT THE FACULTY IN THE FORMATION OF THE PERSONALITY OF THE FUTURE DOCTOR." Ukrainian Dental Almanac, no. 1 (March 23, 2021): 103–7. http://dx.doi.org/10.31718/2409-0255.1.2021.17.

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The main task of a higher educational establishment is to train and educate highly qualified specialists. At a Medical University the object of study and the subject of the future activity of a specialist is a person, and the quality of training for a medical graduate should be at the top level. In the system of administration of a higher educational establishment, the basic level is faculty one. At the educational establishment each faculty has its own specified task and a part of the eventual goal is the training of a qualified specialist who is able to decide important tasks for the protection and preservation of population health. Medical faculty No 1 is one of the main organizational and educational-scientific structural subdivisions of the Ukrainian Medical Stomatological Academy, which was founded by the decision of the Academic Council, combines various departments, and works in accordance with the normative base. At each faculty, the dean works directly with the students. All dean's office members work with students directly at all stages of students’ molding as specialists and personalities. The dean's office of the medical faculty No 1 supports the organization and control of the educational process at the faculty; provides information for the assuring of high-grade educational process; controls the training of medical students; provides office work and document circulation according to the legislation. To provide effective educational process, the dean of the medical faculty No 1 and dean’s officers monitor the success and attendance of classes carefully and systematically, assist tutors in charge in organizational work with academic groups. Obligatory work of the dean’s office administration is participation in the group meetings, courses’ gathering according to organizational and educational issues, and realization of routine site meetings. Cultural, sports, health-improving, public, and volunteer kinds of work are very important for interest of young people in education. In the process of learning it is important to form a comprehensively developed personality. The dean and his mates deal with the issue of providing the medical students with hostels or other accommodation.  Control for the organization and performing of professional training course is constant duties of the dean's office. This is one of the most important stages in the education of a future doctor. The specificity of the medical profession requires constant contact with colleagues, because there are different situations that require consultation with leading specialists, who are highly qualified professionals. At many public and private medical establishments pedagogical activity and medical-consultative work are carried out by the teachers of the academy, who ensure the professional development of young medical specialists. Thus, the administrative work of the dean's office is constantly improved and modified in accordance with current conditions. According to modern challenges of organizing the educational process on line, the dean's office members work on the digital platforms, master the information technology, and develop new methods of work that ensure the formation of a highly educated and competitive specialist as a modern doctor.

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Elshansky, Sergey P. "School of the Future: Can Artificial Intelligence Provide Cognitive Learning Efficiency?" Vestnik Tomskogo gosudarstvennogo universiteta, no. 462 (2021): 192–201. http://dx.doi.org/10.17223/15617793/462/23.

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The aim of the work was to demonstrate the possibility of using artificial intelligence technologies and instrumental psychodiagnostics tools to ensure the effective operation of cognitive learning mechanisms. The presented literary review shows the main directions of modern scientific thought in relation to the use of artificial intelligence in education. These are adaptive learning systems, whose main task is to adapt educational content within the framework of personalization of learning, and educational chatbots (virtual assistants, tutors), which assess the student’s progress, monitor what and when the student studied, collect students’ opinions about the teacher, predict educational problems and help to overcome them, predict academic results. The presented analysis of the scientific elaboration of the problem of using artificial intelligence for the tasks of ensuring the cognitive effectiveness of training showed the lack of such elaboration. The possibilities of integrating instrumental psychodiagnostics methods, such as laser Doppler vibrometry, bioradiolocation, eytracking, thermography, recognition and analysis of audio and video recordings, into intelligent educational systems have not been studied at all. The idea that the educational place of the student of the future should be provided with at least several instrumental psychodiagnostic channels has been expressed. At the same time, the artificial intelligence system must coordinate the information received for these various channels. The article presents the results of an analytical foresight study that demonstrates the possibilities of building a class of the future, intensively using the idea of cognitive-effective education, artificial intelligence technology, and modern technical means. This study analyzes the cognitive factors that negatively affect the effectiveness of learning and the possibilities of overcoming them by means of artificial intelligence and instrumental psychodiagnostics, as well as the possible impact of digitalization on cognitive learning processes. The factors are analyzed: of nonpreservation of learning knowledge in long-term memory, of non-homogenity of academic knowledge, of non-formation of the necessary information and cognitive basis of knowledge for a discipline or for further training in general, of insufficient academic attention, of lack of cognitive training, of the formation of recognition in the absence of the possibility of free actualization of knowledge, of the inefficiency of certain methods of digital education, of non-formation of knowledge explication and actualization in a dialogue, of different cognitive readiness of students in the class, of gadget-stress, of misunderstanding of reading (functional illiteracy), and others. The conclusion is made about the possibility and reality of an integrated implementation of artificial intelligence systems and of modern technical means in the educational process to reduce the negative cognitive effects of modern learning.

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Vlasova, T. A., and A. V. Samok. "THE ROLE OF HUMAN CAPITAL IN THE CHOICE OF THE APPLICANT’s EDUCATIONAL STRATEGY." Вестник Удмуртского университета. Социология. Политология. Международные отношения 3, no. 3 (2019): 292–305. http://dx.doi.org/10.35634/2587-9030-2019-3-3-292-305.

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The article reveals the role on human capital in the choice of the applicant’s educational strategy. There is a deepening of social differentiation which manifests in the inequality of educational opportunities for high school graduates in modern society. The theory research is based on the resource approach and the concept of social capital by P. Bourdieu. The empirical part is based on the results of qualitative and quantitative research. Main motives of the applicants’ educational strategy are identified on the basis of interviews with high school graduates from Izhevsk. The analysis results show that main motives are starting positions, personal attitudes and ambitions. Difference in human and social capitals which everyone has is identified on the basis of a questionnaire among high school graduates in 2019. It depends on the type of family and school. The most significant resource for the formation of human capital is the financial and cultural family’s potential. The family’s social status predetermines the type of school that pupils graduate as well as the possibilities of attracting other educational resources including classes with tutors. Another type of resources is the applicant’s personal capabilities. These include educational skills and abilities, the current configuration of interests and attitudes towards achievements. Children from high-ranking families have an aim to enter to universities which is located in the capital. This choice of university requires their intellectual, time and material resources. But on the other hand, a significant part of high school graduates are forced to act according to restrictions imposed by the family. For example they studied at the nearest school, used free resources to prepare for the Unified State Exam or studied on their own. This category of graduates is focused on regional universities because their choice brings balance between quality of education and the volume of material costs.

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Оshurkevych, Nataliia, and Zinaida Potikha. "Current state and problems of vocational guidance of young people in Ukraine and Canada." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 121–26. http://dx.doi.org/10.28925/1609-8595.2018.3-4.121126.

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The article highlights the relevance of carrying out work on career guidance among the population and the importance of creating an effective system of vocational guidance. The brief history of the background of the birth and formation of vocational guidance in Ukraine and career development in Canada as well as the construction of a state system of professional orientation in these countries at the present stage are presented in this thesis. The concept of professional orientation as a system of interrelated economic, social, medical, psychological and pedagogical measures directed on activation of the process of professional self-determination of the person is presented. The views of modern scholars on the problems of professional orientation in Ukraine are analyzed. The activity of the government and public organizations in the field of career guidance of the population is explored. It is concluded that in Ukraine today there is no general vision of the development of professional orientation and clear quality criteria and a system of measurement of the effectiveness of providing vocational guidance services, and state bodies provide unsystematic services for professional orientation to different segments of the population. The essence of the concept of Career Development is the lifelong process of managing learning, work, leisure, and transitions in order to move towards a personally determined and evolving preferred future. It has been found that in Canada one notices a convergence of four sectors of society: government, education, organized labor and the non-profit-making sector. It has been established that a number of state, non-governmental and international organizations and projects have been created and effectively functioning in Canada’s Career Development, and their effective interaction has allowed to strengthen and develop a career development and career guidance. The role of career tutors using the latest career development strategies adapted to the diverse population of Canada is highlighted. A number of differences in the vocational guidance of Ukraine and Canada are revealed, which is connected with different historical, social and economic development of the countries.

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Lutsyk, L. O., S. Baran, and L. Levytska. "On the history of Library of Lviv academy of veterinary medicine: Austrian and Polish periods (1881–1944)." Scientific Messenger of LNU of Veterinary Medicine and Biotechnologies 20, no. 86 (2018): 167–74. http://dx.doi.org/10.15421/nvlvet8632.

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The article describes history of creation and development of the Library of Lviv Academy of Veterinary Medicine for the period 1881–1944. The material presented is based on the works of famous professors, Academy tutors, Rector’s reports and documents of Polish authors concerning history of Lviv Veterinary Academy, veterinary science and education. The paper includes abbreviated biographies of Professor Anthony Baransky, the organizer and first curator of the Library, Professor Stanislav Krulikovsky, who 35 years guided the Library, Professors and Library curators Stanislav Niemchytsky, Adolf Gizelt, Andrzej Klisetsky, Doctor of Philosophy Ludwik Grajewski, as well as the librarians Theobald Skarzynsky, Lukash Kulchytsky, Leonidas Novitsky and Anastasia Shakhovska. Each of them made a considerable personal contribution to the development and operating of the Library. The influence of historical events on the linguistic structure of the fund and its replenishment is depicted and analyzed. The paper carefully analyzes the Library funding, which in different historical periods had its fluctuations, which influenced the acquisition of textbooks and periodicals subscription. The lack of funding in certain years substantially affected the completeness and even the abandonment of some important periodicals. During the years of economic instability, the Library was mainly funded from the sources received for library services from library readers. The article contains interesting personal information concerning the Library staff, as well as the Library exlibris. The complicacy of recollection of the historical background of Library’s formation and early years of its running is due to the limited number of documents covering period before the year 1944, especially concerning «white spots» of the period 1939–1944. The material presented is based predominantly on Polish sources, as well as on the original documents preserved in the librarian archives. Among the chief priorities of the Scientific Library of Lviv University of Veterinary Medicine is the maintenance of historical continuity, preservation of its rich and unique past, which is inextricably linked with the present. By this article its authors give tribute to the creators, curators and custodians of the Library.

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Kudlay, Alina. "THE TUTOR SUPPORT DURING THE FORMATION OF COMMUNICATIVE COMPETENCE OF THE POLICE OFFICERS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 131–35. http://dx.doi.org/10.24195/2218-8584-2018-9-131-135.

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The article analyzes the scientific literature, summarizes and systematizes pedagogically experience of the problem, reveals the essence and content of professional competence of future police officers, presents a functional and role-based view of communicative activities from the position of tutor, identifies the possibility of including a tutor tool in the formation of future communicative competence police officers. It is emphasized that tutor action is the most important emergent component of the holistic process of training future police officers, where the formation of communicative competence is an important task. Keywords: the communicative competence of the future police officers, a tutor, tutoring, a tutor, the higher education, the higher educational institution, the educational process.

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