scholarly journals Emotional factors and continuing professional development

2001 ◽  
Vol 7 (1) ◽  
pp. 9-15 ◽  
Author(s):  
David Taylor
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Educational Process ◽  
Hard Work ◽  
Mature Adult ◽  
Emotional Factors ◽  
Educational Processes

It is obvious that learning is an essential part of all successful educational processes, including continuing professional development (CPD). Yet learning can be hard work, especially for the mature adult, and being able to recognise the nature of some of its intrinsic difficulties is likely to be helpful. In educational circles today, it is recognised that engaging experienced or senior people in the educational process of CPD is often difficult.

International Journal of Therapy and Rehabilitation article reviewers for 2020 and 2021

2021 ◽  
Vol 28 (12) ◽  
pp. 1-4
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Hard Work ◽  
Working Together

The International Journal of Therapy and Rehabilitation would like to thank our reviewers for all their hard work reviewing articles in 2020 and 2021 (as well as for previous years). We appreciate the valuable time and effort you spend to help us maintain standards, improve accessibility and provide reliability for our articles. We are continuing to partner with Publons ( https://publons.com/home/ ) to enable our reviewers to keep track of this work for appraisals, job applications and continuing professional development. We would like to thank you for all your outstanding support and look forward to working together again in future.

scholarly journals Personal Educational Medium of A Creative Teacher In The Continuing Education System

2020 ◽  
Vol 9 (26) ◽  
pp. 511-519
Author(s):  
Marina Georgiyevna Sergeeva ◽  
Natalia Leonidovna Sokolova ◽  
Elena Yurevna Pryazhnikova ◽  
Iana Viktorovna Poliakova ◽  
Boris Anatoliyevich Shvyrev ◽  
...  
Keyword(s):  
Professional Development ◽  
Education System ◽  
Social Role ◽  
Continuing Professional Development ◽  
Educational Process ◽  
Information Environment ◽  
Industrial Society ◽  
Technological Support ◽  
New School ◽  
Professional Activities

Along with the sociocultural, natural and technogenic life environments in the post-industrial society, the information environment, embodied by the media and the global Internet, is becoming the leading one. In the information environment, individual activity is transferred to the Internet. It includes professional activities mediated by distance technologies, social networking, Internet communities, personal sites, blogs, twitters, collections of scientific, educational, literary and artistic publications, news, movies, concerts, meetings, etc. In this context, the dual social role of the teacher as a provider and, at the same time, consumer of educational services is highlighted. The development of general and professional competencies (especially socio-communicative) affects the success of a teacher in the field of socialization, education and upbringing of young people in the society based on innovations and high technologies. The education system demands a teacher who is able to implement innovative changes in the educational process, requires fundamentally new technological support for innovations and involves the development of the relevant norms of innovative behavior and description of the models, types and methods of disseminating innovative pedagogical experience. Such a teacher meets the requirements of the Russian national project “Our New School” and should be one of the most important resources for modernizing the education system as a whole and, in particular, in terms of continuing professional development. High-quality performance of professional labor functions (training, educating, upbringing) implies the possession of competencies in the analysis, exchange and dissemination of innovative pedagogical technologies. Professional development of a teacher is impossible without the need to transmit the positive experience to wide pedagogical communities.

scholarly journals MODERN TRENDS OF CONTINUING PROFESSIONAL DEVELOPMENT OF ACADEMIC STAFF IN HIGHER EDUCATION INSTITUTIONS

2018 ◽  
pp. 22-30 ◽  
Author(s):  
Oksana Bulvinska ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Intercultural Competence ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Process ◽  
High Tech

The article is devoted to modern trends of continuing professional development of academic staff in higher education institutions. The continuing professional development of an academic staff as a process of acquiring of new and improving the existing professional competencies is determined. Based on the analysis of strategic documents of the European Higher Education Area, modern trends of educating and teaching in higher education are described, according to them, directions of continuous professional development of an academic staff are determined. These areas include: development of a facilitator qualities, a coach, a moderator, a tutor, change of the authoritarian role of a teacher to a softer pedagogical support in a student-centered model of educating and teaching; improvement of foreign and intercultural competence to implement internationalization of higher education; development of own research competence and research methods usage as well as modes in conditions of organizing an educational process at university on the basis of scientific researches for the development of students’ critical thinking and reflexive analysis; developing the ability to adapt educational goals to a high-tech and mobile educational environment and creating a psychologically safe educational environment; development of some new electronic educational tools, as well as the experience of using the tools, methods and technologies of e-learning in the educational process of higher education institution.

scholarly journals PROVISION OF THE DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF TEACHERS IN INCLUSIVE EDUCATION

2018 ◽  
Vol 3 ◽  
pp. 127
Author(s):  
Ilga Prudnikova
Keyword(s):  
Professional Development ◽  
General Education ◽  
Inclusive Education ◽  
Professional Competence ◽  
National Level ◽  
Continuing Professional Development ◽  
Education Institution ◽  
Educational Process ◽  
Point Of View ◽  
Special Importance

Many educational researchers explain and appreciate the special importance of improving the professional competence of teachers in this era of change in Latvia when the Ministry of Education and Science has envisaged one of the most comprehensive reforms by implementing competency based education. Inclusive education implies that teachers have to master appropriate general skills which will help them to grasp topicalities, to be the leaders of changes and to adequately innovate the learning process where all different needs of learners are met by increasing participation opportunities of each and everybody in learning, culture and different communities and by reducing exclusion within and from educational process. The aim of the study was to clarify the point of view of teachers about the quality of content of the provided professional development. The set of questionnaires was developed by teachers of general education institution where learners with special needs were included. The survey studied the motivation of teachers to participate in professional development courses/seminars/projects; the opinion of respondents about the organization, form and content of continuing professional development in line with their needs. Conclusions: The development of professional competence of teachers in Latvia on national level is implemented according to the pedagogical needs modelling method which supports autonomy and which is self-guided by free self-education initiative of teachers. The survey is based on the fact that teachers lack knowledge and skills to appropriately assess and formulate their continuous professional development needs.

scholarly journals IN-SERVICE TEACHER TRAINING IN UNIVERSITY: ACTUALITY OF TRAININGS

2019 ◽  
pp. 53-59
Author(s):  
Bulvinska Oksana ◽  
Kapralova Irina
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Educational Process ◽  
Professional Activity ◽  
Improvement Program ◽  
Innovative Teaching ◽  
Social Competencies ◽  
Training Courses

The article is devoted to the survey results of academic staff of the Borys Grinchenko University of Kyiv on identifying topical subjects for qualification training as part of the didactic, research, leadership modules and the module on ICT. The list of topics for training courses was formed in accordance with certain current trends of higher education institutions academic staff continuing professional development, as well as taking into account the European experience of organizing advanced training courses for lecturers at universities. The survey showed that the lecturers’ choice for continuing professional development is fully consistent with pan-European tendencies. The largest number of choices received trainings related to innovative teaching methods, as an improvement of teaching skills and an innovation establishment in teaching are a priority in the European higher education area. The respondents’ great interest was caused by trainings on internationalization in education, which is an important aspect of both European and Ukrainian educational policy. The research showed that lecturers were less interested in training on general and social competencies, motivation and leadership qualities. As part of the module on ICT, academic staff chose trainings, dedicated to teaching improvement with innovations in ICT, that is, didactic issues of introducing the new technological tools into an educational process. The results of the survey can become a basis for a modernization of universities academic staff qualification improvement program in order to acquire new and / or improve previously acquired competencies within professional activity. The perspectives of the further researches will be a justification of competency profiles within the lecturers training program modules.

Ideological Commitment in the Supervision of Jewish Studies Teachers

2009 ◽  
pp. 270-288
Author(s):  
Michal Muszkat-Barkan ◽  
Asher Shkedi
Keyword(s):  
Professional Development ◽  
Teacher Supervision ◽  
Jewish Studies ◽  
Educational Process ◽  
Educational Processes ◽  
Supervisory Process ◽  
Ideological Commitment

This chapter considers ideological commitment in the supervision of Jewish studies. In this context, the community is a fundamental element of any educational process. Educational processes are motivated by ideological views that relate to a certain community. In teacher supervision, the ideologies of teachers and supervisors, and their respective communal loyalties, find expression. The chapter recounts a study that set out to define the communities represented by the partners in the supervisory process, to characterize the nature of individals' commitments to these communities, and to identify the influence of those commitments on the supervision of Jewish studies teachers in Israel. The ensuing discussion of the ideological aspects of supervision conferences may enrich understanding of the processes of professional development undergone by teachers, and also enhance in-service teacher supervision.

scholarly journals THE FEATURES OF DIGITAL COMPETENCES FORMATION IN THE EDUCATIONAL ENVIRONMENT BASED ON SUSTAINABLE DEVELOPMENT PRINCIPLES

2020 ◽  
pp. 113-124
Author(s):  
Tetiana Gorokhova ◽  
◽  
Leila Mamatova ◽  
Keyword(s):  
Teaching And Learning ◽  
Educational Environment ◽  
Educational Process ◽  
Digital Tools ◽  
Digital Competence ◽  
Social And Emotional ◽  
Emotional Factors ◽  
Educational Processes ◽  
Competency Based ◽  
The Impact

The article explores the features of the introduction of digital tools into the educational process, using a competency-based approach to the training of future specialists. The article analyzes the process of forming digital competences in the educational environment according to domestic and foreign regulations. Based on the study, a shift in emphasis to requirements of the modern worker from the formal factors of his/her qualifications and education to the social value of his/her personal qualities, the ability to self-development of personality has been found. The article deals with issues related to the digitalization of educational processes and a number of problems in the development of digitalization in education, namely: funding, obsolete technologies, the reluctance of applicants and teachers to study online. The authors compared the level of implementation of digital technologies in educational institutions based on such world educational rankings as Times Higher Education Ranking (2019), QS Rankings (2019), Best Global Universities Ranking (2018). The article summarizes and presents the components of digital competences and features of their formation in distance learning. The authors also considered a com­bination of soft and hard skills in the teaching and learning process to provide a compe­tent approach based on the digital component. Digital competence should focus on cognitive, social and emotional factors of work and life in a digital environment. The authors have developed a model for interaction with the main elements of digital competence development. The results of the author’s study revealed digital tools, innovative methods and technologies, as well as the impact of digital trends on the educational process. The authors concluded that the introduction of digital tools in the educational process affects the content of learning, the formation of competence of future specialists and changes the role of the teacher as a facilitator of the process.

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