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Gotowe bibliografie tematyczne / Educational and professional

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Artykuły w czasopismach
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Gotowa bibliografia na temat „Educational and professional”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 22 czerwca 2025

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Artykuły w czasopismach na temat "Educational and professional"

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Hough, Sigmund. "Professional Educational Opportunities." Sexuality and Disability 39, no. 1 (2021): 225–27. http://dx.doi.org/10.1007/s11195-021-09678-z.

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Hough, Sigmund. "Professional Educational Opportunities." Sexuality and Disability 39, no. 2 (2021): 455–57. http://dx.doi.org/10.1007/s11195-021-09695-y.

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Hough, Sigmund. "Professional Educational Opportunities." Sexuality and Disability 39, no. 4 (2021): 763–65. http://dx.doi.org/10.1007/s11195-021-09713-z.

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Hough, Sigmund. "Professional Educational Opportunities." Sexuality and Disability 40, no. 1 (2022): 209–10. http://dx.doi.org/10.1007/s11195-022-09728-0.

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Hough, Sigmund. "Professional Educational Opportunities." Sexuality and Disability 39, no. 3 (2021): 623–25. http://dx.doi.org/10.1007/s11195-021-09705-z.

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Hough, Sigmund. "Professional Educational Opportunities." Sexuality and Disability 26, no. 4 (2008): 247–48. http://dx.doi.org/10.1007/s11195-008-9096-6.

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Hough, Sigmund. "Professional Educational Opportunities." Sexuality and Disability 27, no. 1 (2009): 67–68. http://dx.doi.org/10.1007/s11195-009-9111-6.

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Hough, Sigmund. "Professional Educational Opportunities." Sexuality and Disability 27, no. 2 (2009): 123–24. http://dx.doi.org/10.1007/s11195-009-9115-2.

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Hough, Sigmund. "Professional Educational Opportunities." Sexuality and Disability 27, no. 3 (2009): 183–84. http://dx.doi.org/10.1007/s11195-009-9126-z.

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Hough, Sigmund. "Professional Educational Opportunities." Sexuality and Disability 27, no. 4 (2009): 251–52. http://dx.doi.org/10.1007/s11195-009-9137-9.

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Rozprawy doktorskie na temat "Educational and professional"

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Dierkes, Tina. "Administrative professionals : their educational preparation and need for professional development training /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1342745691&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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McClintock-Comeaux, Patrick. "Building professionals: The intersection of professional learning communities and trust." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539791823.

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The purpose of this study was to quantify individual Professional Learning Communities' (PLCs) consistency with the indicators of PLCs. In addition, the level of trust in the groups was also measured. The correlation between these two sets of data was then, explored to determine the degree to which trust plays a role in PLCs.;The study was conducted in three elementary schools in a suburban school district, called Glennville for the purposes of this study, located in the northeastern United States. Teachers were administered an on-line survey consisting of questions from the Professional Learning Communities Assessment -- Revised (PLCA-R) and from the Faculty Trust Survey.;Within the context studied, the questions from the PLCA-R coalesced around different factors than indicated by the creators of the instrument. In addition, correlations of varying strengths were found between Trust and teachers' perceptions of PLCs . The strongest correlations were observed between faculty trust in clients and teacher perceptions of PLCs.;Further study is warranted to determine if the factor structure of the PLC model is stable in other contexts. Increasing the scope of the study could also add to claims that analysis of trust may be a method to connect PLC usage with student achievement.

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Taunyane, Tladi Petros. "An educational law perspective on educator professionalism / Tladi Petros Taunyane." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1215.

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This research study deals mainly with the educator professionalisation in the post democratic South Africa, paying attention to the role of a professional council in promoting educator professionalism. The status and image of teaching in this country seem to have been viewed From the racial and cultural differences of communities previously. The democratic dispensation brought an end to this unfair racial and cultural discrimination in the education system through the establishment of a non-racial professional council for educators (i.e. SACE). The research aims are to determine: - The characteristics of a professions and those needed for educator professionalism; and - the role of the a professional council in promoting educator professionalisation. In order to attain the above-mentioned research aims, a literature review and an empirical investigation were undertaken. The literature study was used to clarify concepts such as occupation, semi-profession, profession, professionalisation and professional status. Secondly, characteristics or common features associated with traditional models of professions (ie. accounting, law and medicine) were discussed from a theoretical point of view. Lastly, the literature study highlighted the establishment of professional councils for educators in other parts of the world, including South Africa. The different forms of legislation and policy documents applicable in education were discussed. In order to determine the extent to which teaching adheres to or fulfils the characteristics associated with a profession, teaching was tested against these characteristics. The history of the establishment of SACE was briefly discussed and the objectives or role of this organisation in educator professionalisation concluded this chapter. The empirical research was conducted by using the questionnaire as a measuring instrument. The advantages and disadvantages of the questionnaire as measuring instrument were highlighted. The target population comprises of 239 educators from a total population of 2070 educators in Lejweleputswa and Northern Free State Education Districts -Free State Province. The data collected in the investigation was processed through the SAS computer package to establish frequencies and percentages of responses mean scores ranking, t-test procedures and the effect sizes. The results were then presented tables, analysed and interpreted in accordance with the literature study. The literature study revealed that like all other occupations, teaching aspires to attain recognition and status as a profession. It was also revealed that teaching partially satisfy characteristics associated with professions. The empirical study revealed that the employment of un- or under qualified educators is still prevalent in South African schools. In the last chapter, Chapter 5, conclusions from the literature review and empirical investigation were drawn. The recommendations with regard to the role of SACE in educator professionalisation were provided. Finally based on the research, future research studies in SACE and educator professionalism were recommended.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

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Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development." Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.

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<p> This study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance of the topic. The online survey and interviews indicated teachers were interested and willing to participate in online professional development when they could choose the topic and the setting in which the learning takes place. An additional motivator was the benefit of collaboration and support provided by the facilitator, both during and after the training. Teachers shared their ability to make connections and to reflect on their own experiences increased when they had the opportunity to work collaboratively with the facilitator to develop and implement a lesson using the new knowledge or skill. Teachers who identified taking relevant district online professional development with collaborative facilitators also reported specific examples of how they implemented skills in their classrooms. Teachers described how the district online professional development helped to improve their students’ learning.</p><p>

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Smith, Saress Ellerbe. "The use of micro-blogging for teacher professional development support and personalized professional development." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141721.

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<p> The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effective their experiences were with Twitter as a PD tool. Results of this study can be used to improve current practice, and provide a low cost, accessible, and available mechanism to foster an on-going, learner-centered, approach to PD, thus allowing teachers to become more involved in their own professional growth. For the 4 participants in this study, Twitter use for PD and its effectiveness varied greatly. The effectiveness of the tool depended on the participant’s fluency with the technology and attitude towards social media. For the most fluent participant, Twitter met most of the requirements for effectiveness; however, Twitter use did not automatically provide a mechanism for reflection or self-assessment; nor did Twitter use provide an evaluation of the experience, both requirements of effective PD. With added evaluation and self-assessment processes, and with a fluent practitioner, Twitter does have the potential to be a very effective PD tool with its low cost, accessibility, and availability.</p>

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Foley, Virginia P. "Professional Development." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/5996.

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Dam, Roadley-Battin Nikolaj. "Educational VR : An exploration of educational VR for professional users." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144071.

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This thesis explores Virtual Reality (VR) as a digital medium for teaching in a professional context. In collaboration with ABB, a pioneering technology leader, the thesis questions whether VR could be the future medium for training ABB service personnel. The research discusses how you can design for VR, by drawing parallels to traditional mediums; Moreover, the research covers insights into the ABB education and VR explorations. Three experience prototypes were designed as the final concept. These experience prototypes aim to highlight educational use cases through VR, covering collaborative work, safety guidelines and various utilities. The goal of the final experience prototypes is to engage potential users and designers in a dialog concerning VR as an educational medium of the future.

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Hutchinson, W. B. D. "Action research, educational change and professional development." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381565.

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Holkner, Bernard 1953. "Developing computer communications for professional collaboration." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8468.

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Vukoja, Helena Daniela Maria. "The development of the educational psychologist's role in post-16 education." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32071.

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The introduction of Education Health and Care plans proposed in the Children and Families Act (2014) extended the statutory support for children from up to 19 years of age, to 25 years of age. This has in turn extended the role of educational psychologists to work with young people/adults to the age of 25, and some (Atkinson, Dunsmuir, Lang & Wright, 2015) have argued that this is one of the most significant developments of the profession. This research, therefore, seeks to understand how current educational psychologists see their role and how it may change when working with post-16 education; it also seeks to understand what needs post-16 education may have and how educational psychologists can support these needs. The methodology used in this thesis has the ontological stance of interpretivism (Cottrell, 2014) and epistemological stance of social constructionism (Andrews 2012). Interviews were held with educational psychologists (phase 1) and with post-16 providers (phase 2) to explore the views both these main stakeholders had of the extension of the educational psychologists' role. Needs from both stakeholders, as well previous literature, were taken into account in order to understand what the educational psychologists' role in post-16 education would entail. Interviews were developed using hierarchical focusing (Tomlinson, 1989) and were analysed using Braun & Clarke's (2006) thematic analysis. Findings suggested that the extension of the educational psychologists' role to work with post-16 learners is not the most significant development that the profession has seen in recent years, but that there are certain points that the profession needs to address. The findings are relevant to the local authority's development of their offer to post-16 educational providers. The findings also contribute to the role of the educational psychologist in general.

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Książki na temat "Educational and professional"

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Sally, Brown. Professional development through research. Scottish Office Education Department Research and Intelligence Unit, 1993.

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1950-, Kydd Lesley, Crawford Megan 1957-, and Riches Colin R, eds. Professional development for educational management. Open University Press, 1997.

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American Bar Association. Task Force on Law Schools and the Profession: Narrowing the Gap. Legal education and professional development: An educational continuum. American Bar Association, Section of Legal Education and Admissions to the Bar, 1992.

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Matthews, Peter. Redesigning Schooling: Professional Accountability. SSAT (The Schools Network), 2014.

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Ryzhikov, Sergey. Course work in professional educational institutions SPO. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/967870.

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In the educational-methodical manual describes the technology of coursework, practical recommendations for their design and protection. Meets the requirements of Federal state educational standards of secondary professional education of the last generation.  Aimed at students and teachers of professional educational organizations. Designed for institutions of secondary professional education, conducting training for UGS 38.02.00 "Economics and management": 38.02.01 specialties "Economics and accounting (on branches)", 38.02.02 "Insurance business (on branches)", 38.02.03 "Operating activities in logistics", 38.02.04 "Commerce (on branches)", 38.02.06 "Finance", 38.02.07 "Banking"; by UGS 43.02.00 "Service and tourism": 43.02.10 specialties "Tourism", 43.02.11 "Hotel service"; by UGS 46.02.00 "History and archaeology": 46.02.01 a speciality "Documentary maintenance of management and archival studies".

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

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E, Holt Margaret, and Lopos George J, eds. Perspectives on educational certificate programs. Jossey-Bass, 1991.

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Blankstein, Alan M. Sustaining professional learning communities. Corwin Press, 2008.

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1944-, Harvey James, Purnell S. W, and Educational Resources Information Center (U.S.), eds. Technology and teacher professional development. RAND, Critical Technologies Institute, 1995.

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Richard, Adelson, Watkins Fran S, and Caplan Richard M. 1929-, eds. Continuing education for the health professional: Educational and administrative methods. Aspen Systems Corp., 1985.

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Części książek na temat "Educational and professional"

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Kew, Kristin. "Professional Capital." In Future Directions of Educational Change. Routledge, 2017. http://dx.doi.org/10.4324/9781315269955-7.

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Sjølie, Ela. "Learning Educational Theory in Teacher Education." In Exploring Education and Professional Practice. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2219-7_3.

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Simpson, Douglas J., and Michael J. B. Jackson. "The Professional Education of Teachers." In Educational Reform. Routledge, 2023. http://dx.doi.org/10.4324/9781003250180-6.

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Simpson, Douglas J., and Michael J. B. Jackson. "The Professional Education of Teachers." In Educational Reform. Routledge, 2021. http://dx.doi.org/10.4324/9780203825617-6.

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Gruzdeva, Marina L., Olga I. Vaganova, Svetlana N. Kaznacheeva, Natalia V. Bystrova, and Anna V. Chanchina. "Modern Educational Technologies in Professional Education." In Lecture Notes in Networks and Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15160-7_110.

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Maxwell, Bruce. "Educational Ethics." In Encyclopedia of Business and Professional Ethics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-22767-8_1323.

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Maxwell, Bruce. "Educational Ethics." In Encyclopedia of Business and Professional Ethics. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-23514-1_1323-1.

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Sauntson, Helen. "Changing Educational Policies: Language and Sexuality in Schools." In Professional Communication. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41668-3_14.

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Gibbs, Simon, David Leat, and Wilma Barrow. "Building educational alternatives." In Transforming Professional Practice in Education. Routledge, 2022. http://dx.doi.org/10.4324/9780429343766-4.

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Gallardo Barbarroja, Matilde. "Exploring Modern Language Teachers’ Professional Identity Through Visual Self-Representations of Professional Lifelong Journeys." In Educational Linguistics. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13161-5_17.

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Streszczenia konferencji na temat "Educational and professional"

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Jangda, Summiya Iqbal, and Muhammad Khaliq-ur-Rahman Raazi Syed. "Recommender System F or Educational and Professional Growth." In 2024 4th International Conference on Innovations in Computer Science (ICONICS). IEEE, 2024. https://doi.org/10.1109/iconics64289.2024.10824485.

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BUCURENCIU, Simona Maria. "Professional development for Romanian school teachers." In Interconexiunea dimensiunilor de formare profesională prin studii superioare de licență, master, doctorat în științe ale educației . Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.09-12-2022.p149-154.

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Romanian teachers’ professional development represents an important issue for everyone involved in the educational system. According to Ministry’Order no. 5561 / 2011, teacher ca n take one of the five types ofprofessional development: ”scientific and didactic professional develoment program; professsional development for management, guidance and evaluation of teaching; training courses for final exam in teaching and degree exams; professionnal conversion programs; studies for another degree”. Teachers have the right and the obligation to take professional development contiunously, in order to keep abreast to the new tendencies in education, to improve their knowledge and to get new skills, to be up to date to the needs of the new generations and to the changes in the educational system.

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Kornilova, Natalya Borisovna. "Educational work role in a modern educational institution of professional education." In VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80533.

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Muca, Florian. "A GLANCE OF PHYSICAL EDUCATION TEACHER’S SATISFACTION WITH THEIR PROFESSION IN ALBANIA." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/108.

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ABSTRACT Recognizably the teachers’ profession is important in shaping the knowledge and skills of youth. At equal importance is teachers’ satisfaction and motivation related to their professional activity for overall quality outcomes in the education process. Certainly, in the past, also in the modern time, the teachers’ role is incredibly significant and linked to the prosperity of a nation. The aim of this study was to take a glance in Physical Education (PE) Teachers’ satisfaction in relation with their professional activity. Participants in this research study were (N=88) PE teachers from various levels of professional qualification, who led classes in physical education and sports in the Albanian school system. A modified questionnaire with 22 items related to satisfaction with the teaching profession was applied. The statistical instruments for this study were: descriptive analysis, factor analysis principal component analysis. The following five factors related to the satisfaction of the profession were identified: (a) professional relations, (b) professional development and educational reforms, (c)organization working conditions, (d) social working conditions, (e) salary, and insurance. The items with the highest values were: - professional relations with colleagues, professional relations with school management, evaluation of school management at work, and opportunities to participate in the education and personal development of youth. In contrast, the items with the lowest values were the amount of payment, working conditions and facilities for educational activity, reforms in education, social and health insurance. This study found that factors related to internal educational setting and professional environment have the greatest impact on teachers’ satisfaction. On the other hand, external factors contribute to teachers’ dissatisfaction such as salary, health insurance, working conditions, facilities, and reforms in education.

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Nikula, Natalia. "The Formation of the Future Specialist Professional Culture in the Educational Space of the University." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/22.

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The article highlights the theoretical foundations on the formation of future specialist professional culture the in the field of professions "person-person". It is established that this is a purposeful, specially organized influence on the individual to improve his/her motivational sphere, value orientations, professional knowledge, skills and abilities, ability to empathy and reflection. This problem was studied by the author from the view of several scientific approaches: axiological, cultural, competence, activity. Based on the definitive analysis, the "professional culture of a specialist" concept is formulated, which is considered as a combination of professional and personal values and qualities of a specialist, his/her professional competence, which ensure highly effective fulfilment of professional duties based on reflection and self-development. Structural and semantic analysis allowed identifying components of the professional culture of future professionals i.e. value, cognitive, personal, and reflexive. The experimental research diagnostic tools of a formation condition of the future specialist professional culture in educational space of university are developed and tested: criteria, indicators, levels, techniques which reflect integrity of the investigated phenomenon structural components. The organizational and pedagogical conditions for the formation of the professional culture of the future specialist in the field of professions "person-person", which were implemented in the educational environment of the university, have been developed and theoretically grounded. An experimental study was fulfilled and the effectiveness of the proposed organizational and pedagogical conditions was proved.

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Dragozova, Elena, Stanislava Kovacheva, and Veselin Rangelov. "ASSESSMENT OF THE LANDSCAPE ARCHITECT EDUCATIONAL COMPETENCIES." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s14.120.

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Modern educational requirements are aimed at the acquisition of knowledge, skills and competencies, practical orientation to the requirements of the labour market and the achievement of sustainable development of landscapes. The object of the research is the acquired landscape architecture educational competencies of students and employers' assessment of the competencies in practice. The aim of the study is to investigate the level of specialized educational competencies acquired by landscape architecture students through formal education, to highlight problem areas in the acquisition of professional and general competencies and to adapt curricula and approaches. The main tasks of the research are: systematization of general and specific professional competencies by elements and a specific context, in relation to levels of professional performance; processing information from students and stakeholders from the professional communities about acquired educational competencies in relation to key professional competencies of the landscape architect; analysis of results and recommendations for improving educational resources. The research was conducted through surveys with landscape architecture students and an indicative interview with landscape architecture specialists working in business structures, administrative and management bodies in urban and sub-urban green infrastructure. The questions focus on the necessary competencies of the landscape architect to create sustainable green infrastructure. This article presents a stage of a comprehensive study of the necessary educational competencies to correspond to the competencies for practicing the profession of landscape architect.

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Osmolovskaya, Irina M. "Innovative Educational Practices For General And Professional Education." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.67.

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Polianskyi, P. M., and S. M. Stepanov. "DIGITAL EDUCATIONAL TOOLS IN THE PROFESSIONAL TRAINING OF AGRICULTURAL ENGINEERS." In FOOD SECURITY OF UKRAINE IN THE CONDITIONS OF POST-WAR RECOVERY: GLOBAL AND NATIONAL DIMENSIONS. MYKOLAIV NATIONAL AGRARIAN UNIVERSITY, 2025. https://doi.org/10.31521/978-617-7149-86-5-125.

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The study outlines digital educational tools in the professional training of agricultural engineers, namely the environmental aspect. The features of the application of digital educational tools in the professional training of agricultural engineers are presented. The features of teaching technical disciplines in a digital learning environment are studied. Using of digital educational tools in professional training of higher education applicants in engineering specialties of agricultural higher education institutions is important for the sustainable development of the agro-industrial complex and the harmonious combination of technical progress with environmental protection principles.

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GOLUBIȚCHI, Silvia. "Teacher's professional culture." In "Higher education: traditions, values, perspectives", international scientific conference. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p235-239.

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The professional culture of a teacher integrates pedagogical expertise, subject knowledge, but also skills such as communication, empathy and adaptability to the needs of students and the educational community. The postmodern teacher must quickly adapt to changes in society, collaborate effectively and use information technologies, based on a solid theoretical foundation. The teacher's professional culture, influenced by national and regional culture, includes attitudes, values and practices that define educational activity, and emotional culture includes aspects such as self-image, motivation and emotion management. The development of professional identity and competence is supported by professional culture, which promotes ethical standards, adapting to innovations and improving interpersonal relationships. This contributes to increasing the prestige of the profession and encourages continuous learning.

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Kutsba, Marina Leonidovna, and Natalia Andreevna Kalugina. "Teachers' professional readiness for project activities realization in professional educational institutions in education environment." In 5th International Scientific and Practical Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114791.

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Raporty organizacyjne na temat "Educational and professional"

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Flottorp, Signe. Do continuing education meetings and workshops for healthcare professionals improve professional practice and healthcare outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160809.

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An important aim of continuing education for healthcare professionals is to improve professional practice so that patients can receive improved healthcare. Educational meetings and printed educational materials are the most common types of continuing education for health professionals. Educational meetings include lectures, workshops and courses. The meetings can be highly variable in terms of content, number of participants, the degree and type of interaction, length and frequency.

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Kulikova, T. I. Additional educational (professional) program "Management Psychology". Science and Innovation Center Publishing House, 2016. http://dx.doi.org/10.12731/kulikova.01092016.22128.

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Tkachenko, Tatyana, Anastasia Shestakova, Natalia Berhold, and Igor Koloman. Professional video hosting for educational video resources. Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, 2024. https://doi.org/10.12731/er0867.12122024.

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The electronic training course "Professional video hosting for educational video resources", the volume of 18 hours. It contains 4 blocks of theory, three interactive tests and a final task, which is a practical task for working on the Russian video hosting platform «Kinescope». The course is complemented by a full set of methodological materials.

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Ciapponi, Agustín, and Sebastián García Martí. Do educational outreach visits improve health professional practice and patient outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170107.

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Educational outreach visits entail the use of a trained person from outside the practice setting to meet with healthcare professionals in their practice. They provide information that may include feedback about professional performance with the intent of improving practice. This type of face-to-face visit is also called academic detailing and educational visiting. The intervention may be tailored based upon previously identified barriers to change or combined with other interventions, including reminders or interventions targeted directly at patients, such as recall clinics

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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.

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Bogdanov, Sergey I. Electronic educational resource "Basic aspects of narcology". SIB-Expertise, 2024. http://dx.doi.org/10.12731/er0783.29012024.

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The electronic educational resource (hereinafter referred to as EER) “Basic aspects of narcology” is designed for 36 training hours. This distance learning course aims to develop communicative competence, prepare for solving standard problems of professional activity using information resources, medical and biological terminology, and is also aimed at optimizing the educational process at the university, creating conditions for achieving the required level of modern education and comprehensive development of the personality of students . The EER was developed in accordance with the Federal State Educational Standard of Higher Education. Intended for medical school students as a material that allows future doctors to become more in-depth acquainted with the basic aspects of narcology, as well as for psychiatrists, psychiatrists-narcologists, and doctors of other specialties who, due to the specifics of their work, systematically interact with patients with drug addiction pathology. The EER was developed by Doctor of Medical Sciences, Associate Professor, highly qualified psychiatrist-narcologist with 37 years of experience in the specialty of psychiatry-narcology. The structure of the EER is classic and includes an abstract, glossary, instructions for working with the course, brief information about the authors, a methodological block, 4 lectures in presentation format and video lectures on the following topics: “Ethanol from the birth of modern civilization to the creation of new stars”, “Alcoholism”, “General issues of addiction” and “Classification of substances and drugs that cause addiction.” To control the studied material, clinical tasks and final testing on the topic being studied are used. To receive feedback from cadets and students, there is a feedback form. A student who has mastered the program is able to possess professional competencies, including the ability to: professionally navigate issues of terminology and definitions related to the subject of the educational material; master the amount of knowledge on the mechanisms of the effects of psychoactive substances on the human body; correctly navigate the issues of modern classification of surfactants; correctly diagnose pathological conditions associated with chronic ethanol intoxication; apply distance educational technologies (DET) in professional activities; use automated information systems and knowledge bases in professional activities.

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Lvov, Michael S., and Halyna V. Popova. Simulation technologies of virtual reality usage in the training of future ship navigators. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3758.

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Research goal: the research is aimed at the theoretical substantiation of the application of virtual reality technology simulators and their features in higher maritime educational institutions. Research objectives: to determine the role and place of simulation technology in the educational process in the training of future ship navigators in order to form the professional competence of navigation. Object of research: professional training of future ship navigators in higher maritime educational institutions. Subject of research: simulation technologies of virtual reality as a component of the educational process at higher educational maritime establishments. Research methods used: theoretical methods containing the analysis of scientific sources; empirical methods involving study and observation of the educational process. Research results: the analysis of scientific publications allows to define the concept of virtual reality simulators, their application in the training of future navigators, their use for assessing the acquired professional competence of navigation. Main conclusions: introduction of simulation technologies of virtual reality in the educational process in higher maritime educational institutions increases the efficiency of education, promotes the development of professional thinking of students, enhances the quality of professional competence development.

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KALUGINA, N., and N. BELAN. FORMATION AND DEVELOPMENT OF PROFESSIONAL SUBJECTIVITY OF STUDENTS IN THE EDUCATIONAL ENVIRONMENT OF A HIGHER EDUCATIONAL INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-40-47.

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The author presents the results of a study of the resourcefulness of the educational environment of the Far Eastern Federal University from the perspective of a subjective approach, which involves students’ awareness and acceptance of the availability of objective resources, and concludes that there is a need for tutor support of their educational and practical activities.

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Sergeev, Alexander, Nikolay Litusov, Ekaterina Voroshilina, et al. Electronic educational resource Microbiology, virology and immunology. SIB-Expertise, 2024. http://dx.doi.org/10.12731/er0769.29012024.

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"The electronic educational resource has been prepared as information support for the independent work of students, residents and graduate students mastering the main educational programs of higher professional education of the enlarged group of specialties Healthcare, developed on the basis of the Federal State Educational Standards of Higher Education and Professional Standards and providing for the formation of knowledge in microbiology and virology and immunology. The electronic educational resource provides information on the morphology, physiology, genetics, ecology of microorganisms, the basics of infectology and the epidemiology of infectious diseases. Each section is accompanied by control questions and practice tests. The manual contains extensive illustrative material that contributes to the assimilation of the issues under study. The electronic educational resource will help in the work of students, residents and graduate students both directly in practical classes and in preparation for classes, tests and exams."

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Voloshynov, Serhii A., Felix M. Zhuravlev, Ivan M. Riabukha, Vitaliy V. Smolets, and Halyna V. Popova. Application of VR technologies in building future maritime specialists' professional competences. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4623.

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Progress of modern digital technologies enlarged the quantity of researches about implementation and usage of VR technologies in education process of higher educational establishments. The article provides analysis of best practices of simulation technologies application in maritime education. Absence of national research experience, evidence base for efficiency of new VR simulators operation leaves this issue open to be investigated in terms of researches on their performance effectiveness. The article proposes overview of advantages of VR technologies implementation aimed at building and shaping of future maritime specialists’ professional competences. Authors investigate potential application possibilities of interactive and representative potential of immersion digital technologies during education process at maritime educational establishments. Problem of VR technologies integration into education and training of future seafarers is highlighted, as well as possibility to use virtual courses in the process of future maritime specialists’ training. The article reveals prognostic validity of VR simulators used for building of professional competences.

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