scholarly journals Corporate System of Advanced Education for Teachers in Educational Organization in the Context of Professional Standard Implementation

2016 ◽  
Vol 21 (4) ◽  
pp. 5-18
Author(s):  
L.Y. Kurneshova ◽  
D.V. Dydzinskaya ◽  
N.B. Tralkova ◽  
A.Ye. Karma
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Research Work ◽  
Teaching Staff ◽  
Advanced Training ◽  
Professional Standard ◽  
Competitive Growth ◽  
Corporate System ◽  
Teacher Professional ◽  
Diagnostic Training

The paper describes methodological approaches to the development of corporate system of advanced training for teachers in the context of implementation of the professional standard for teachers as a basis for competitive growth of educational institution. The key stage in this process is to identify areas of concern in the competencies of the teaching staff. The paper presents a system developed for these purposes which consists of the following four elements: self-testing for teachers; professional training; psychoeducational diagnostic training; training on creating a corporate roadmap for raising professional skills in teachers. The paper addresses the issues related to roadmap development basing on the foresight methodology. Finally, it provides an analysis of various forms of advanced training programs for teachers used in 46 regional centers for advanced training in every federal region of the Russian Federation. Supported by the Moscow Educational Department. The research work “Development and realization of manage- ment project “Organization and implementation of teacher professional training based on the requirements of Teacher professional standard”

scholarly journals Qualification reference book and teacher professional standard cancellation justification

2020 ◽  
Vol 210 ◽  
pp. 18098
Author(s):  
Denis Dmitriev ◽  
Natalia Solovova ◽  
Almira Galimova ◽  
Marina Belinskaya
Keyword(s):  
Professional Education ◽  
Professional Training ◽  
Teaching Staff ◽  
Reference Book ◽  
Professional Standard ◽  
Education Teacher ◽  
Educational Standard ◽  
Weak Points ◽  
Teacher Professional ◽  
Training Professional

The research is about the Russian qualification reference book and the Russian professional standard "Professional training, professional education and additional professional education teacher" comparison. The Russian professional educational standard was analyzed and main reasons of it’s cancelling were determined and described. The basis of the article is the educational society ambiguous attitude to the professional standard introduction. The Russian professional standard "Professional training, professional education and additional professional education teacher" main principles were dismantled. The main differences of the Russian qualification reference book and the Russian professional standard were given. In the process of this comparison the weak points of professional standard were determined and described. The other researchers and teaching staff attitude the Russian professional standard introduction were also reflected in this article. The professional standard launch cancellation was justified. That is why there are detected main disadvantages of the qualification reference book and these modern and actual stayed. Based on this the conclusion was made that new legal regulatory document is urgently needed. But planned professional standard was underdeveloped.

Distant professional training of additional education teachers at Pedagogical University

2021 ◽  
pp. 48-52
Author(s):  
E.A. Shatalova ◽  
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Development Program ◽  
Professional Activity ◽  
Advanced Training ◽  
Professional Standard ◽  
Cultural Conditions ◽  
State Pedagogical ◽  
Distance Courses ◽  
Additional Education

Examined are possibilities of an innovative approach to improving the qualifications of teachers of additional education on the example of the Altai State Pedagogical University. The advanced training program for teachers of additional education “Professional activity of a teacher of additional education in modern socio-cultural conditions” contributes to the development of the competencies necessary for the professional activity of a teacher of additional education in accordance with the requirements of the professional standard “Teacher of additional education for children and adults”. The innovative content of distance education for this category of teachers is dictated by changes in the regulatory framework of pedagogical activity, namely, the approval of the 2018 “Professional standard for teachers of additional education for children and adults”, new requirements of innovative projects of the Development Program of an educational institution. The remote form of organizing advanced training courses for teachers of additional education at the Altai State Pedagogical University serves as an experimental platform for further designing retraining programs for teachers of additional education and contributes to obtaining high-quality advanced training for specialists from the most remote parts of the region without interruption from work. The presented program of distance courses for advanced training will have positive results in terms of promoting IR technologies in the educational space of the Altai Territory.

scholarly journals Teaching Staff Advanced Training: European Experience

2015 ◽  
Vol 5 (3) ◽  
pp. 25-31
Author(s):  
Vasyl Kovalchuk
Keyword(s):  
Professional Education ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Postgraduate Education ◽  
Training System ◽  
Teaching Staff ◽  
Advanced Training ◽  
Credit System ◽  
Professional Career ◽  
Higher Educational

Abstract The issue of teaching staff advanced training is paid much attention in many countries. In the Republic of Moldova progressive professional credits system is used. Credits are scored not only in assigning teaching degrees or issuing a certificate of continuing professional education, but also for teachers’ evaluation at the educational institution. Advanced training of teaching staff in France is provided by various institutions of postgraduate education, university institutes and regional centers of education in order to help teachers to renew their professional knowledge and at the same time to refocus it on the level of consciousness according to the real problems of school and the community. The feature of teaching staff advanced training in France is that it is teachers’ personal matter and duration of all periods of training should come to one year during all professional career. In Finland, teaching staff advanced training is organized directly in schools under aegis of the National Board of Education, the National Centre for Advanced Training in Education, departments of teacher education and other faculties of higher educational institutions on credit system basis. Among the topical forms there are targeted, cascade, common (cooperative) teaching and learning by own example. In the UK, advanced training takes place in two models: the course model based on higher educational establishments and school based in-service education. The main purpose of advanced training system is to familiarize teachers with theoretical and practical innovations in educational activities, progressive teaching technologies, and consolidate their skills of independent acquisition of knowledge necessary for their professional development.

scholarly journals DIGTYARI WEAVING PROFESSIONAL SCHOOL IN 1926-1929

2020 ◽  
pp. 5-20
Author(s):  
A. L Shcherban
Keyword(s):  
General Education ◽  
Raw Materials ◽  
Educational Institution ◽  
Research Work ◽  
Educational Process ◽  
Professional School ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Material Base

For the first time, the activity of the weaving vocational school in the village Digtyari (modern Chernihiv region) is analyzed. It was the leading educational institution of the middle level of vocational education of the Ukrainian SSR in the second half of the 1920s, in which the creators of traditional textiles studied. The students learned the skills of making carpets, embroidered shirts, and kerchiefs. On the basis of archival sources, the histories, educational process, composition of the teaching and student groups of the school during 1926-1929 are covered. Established in the fall of 1926, the institution was to train qualified master practitioners for the factory and handicraft arts industry, who had formed an artistic taste. The teaching staff initially consisted of local general education teachers and visiting instructors and teachers of special subjects (O. Reisfeld and M. Dyachenko). The institution was headed by uneducated communists Yu. Kozelev and S. Lutayenko. The students of the first set were mostly non-locals, orphans. But the second set already consisted mostly of children of local peasants and artisans. The school had a significant material base, which remained from the textile educational institutions that operated in Digtyary during the first quarter of the twentieth century. The main rooms were located on the right-wing of the main building of the palace complex of the Galagan estate. As a result of the study of the materials of the minutes of the meetings of the school council, the conflict situations that constantly arose between the managers and their supporters and visiting specialists and led to the departure of the latter from Digtyary were analyzed. The initial stage of the existence of the Digtyari weaving professional school, problems in relations between staff, and the originality of the contingent of the first set of students influenced the quality of their training. As it is clear from the available sources, during the first and the beginning of the second school year students worked both theoretically and practically, but due to lack of raw materials they could not produce a significant amount of full-fledged products. The school’s workshop worked on “factory” and, in part, “peasant” raw materials. At the end of the second year of study, students were already making work suitable for sale. The school operated in two directions. The visiting instructor, an experienced artist M. Dyachenko brought a new vision of teaching graphic literacy into the educational process. Weaving and embroidery instructors who either graduated from the textile schools previously existing in Digtyary (A. Reisfeld, V. Nikolskaya) or worked there for a long time (G. Tsybuleva) broadcast local traditions. During the years under study, about 100 students studying at the institution, and one graduation took place. Troubles in the personal relationship between teachers and school management and insufficient funding have affected the quality of education. But even in such conditions, students not only mastered special and general education subjects but also participated in exhibitions, made marketable products, engaged in research work. Curricula developed by M. Dyachenko and O. Reisfeld became a model for other craft educational institutions. And the textbook was written by O. Reisfeld - the first Ukrainian-language textbook on the technology of folk weaving. Keywords: Digtyari weaving professional school, Mykhaylo Dyachenko, Pryluky region.

scholarly journals Kultura odgojno-obrazovne ustanove i stručno usavršavanje učitelja

2007 ◽  
Vol 2 (1.) ◽  
Author(s):  
Lidija Vujičić
Keyword(s):  
Professional Development ◽  
Learning Organization ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Practice ◽  
Institutional Development ◽  
Educational Institutions ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Practice Teacher

Referring to many other authors, the author of this paper considers teachers' professional training as the institutional development in changing the culture of an educational institution that increases its capacity for continuous changes of educational practice, and not only the implementation of certain innovations. The particular reason for this is that the existence of new elaborated curriculums, legislations and other regulations, which determine or should direct educational practice, is not adequate for its quality changing. An educational institution is being discussed as an organization, and culture as a characteristic of an organization to which its memebers should adapt in the process of continuous evolution. The author advocates the thesis that threre is a need for different approach to teacher professional training that is aimed at the direct research and changing of personal practice. Teacher professional training is considered here as a strategy in the process of changing the culture of educational institutions. The vision of lifelong learning and continuous professional development demands a teacher who thinks in a critical way, who is trained for reflection and evaluation, who knows how to find or provide the prerequisites for the development of each of their pupils and how to encourage and support them in the process of learning. Above all, a teacher is considered here as an initiator of change, a promoter of learning who cares for their own personal and professional development and who is a part of the developing and learning organization, while at the same timethe reflection is considered to be a significant characteristic of teachers' professional development.

scholarly journals Improvement of the Pedagogical Staff Management in Vocational and Technical Institutions in the Course of Employment

2021 ◽  
pp. 121-128
Author(s):  
S. Odaisky
Keyword(s):  
Personnel Management ◽  
Education System ◽  
Technical Education ◽  
Educational Institution ◽  
Research Work ◽  
Economic Conditions ◽  
Teaching Staff ◽  
Effectiveness Factors ◽  
Effective Leader ◽  
Literary Sources

The article discusses the main issues related to the study of important aspects of management of pedagogical staff in vocational and technical institutions in the process of labour activity. The tasks, principles, organizational forms, content, directions and the mechanism of control teaching staff in the new socio-economic conditions of functioning of vocational and technical institutions are lighted on the basis of the detailed analysis of literary sources by the author and the main concepts of the identified problems are analyzed. The necessity of revitalization of the strategy and policy of personnel management of vocational schools is proved, their essence, tasks and principles of the vocational and technical education system are revealed. The tasks of team personnel management which were given to the conditions of such activities are clarified. In the research work the considerable attention to the main roles and respective functions of the head of the educational institution in the management of the teaching staff is paid; the typical features of activities of effective leader and affecting its effectiveness factors are highlighted; compulsory skills and necessary qualities of the modern leader that form the foundation of effective personnel management  are classified. In the conclusions the author summarized the results of a study on this stated issue.

scholarly journals EVALUASI TERHADAP TENAGA PENDIDIK DAN TENAGA KEPENDIDIKAN DI SMA TUNAS BANGSA KUBU RAYA

2020 ◽  
Vol 12 (2) ◽  
pp. 148
Author(s):  
Sukmawati Sukmawati
Keyword(s):  
Data Analysis ◽  
Data Reduction ◽  
Professional Training ◽  
Evaluation Model ◽  
School Management ◽  
Teaching Staff ◽  
Administrative Staff ◽  
Data Presentation ◽  
Teacher Professional ◽  
Descriptive Method

AbstrakThis study aims to investigate the implementation of standardized school management using a discrepancy evaluation model at SMA Tunas Bangsa. This article seeks if there are any discrepancies between expectation and reality in implementing standardized school management. Drawing on the descriptive method, data of this study were garnered from interviews, observation, and some related documents. Anchored in Miles and Huberman, The data analysis, based on Miles and Hubermen, consists of three steps:  data reduction, data presentation, and conclusion/verification. The findings show that both the teaching staff and the administrative staff fulfill nearly all the required components. This study suggests that either the teaching staff or administrative staff should increase their qualification to postgraduate degrees. All teachers should possess an educator certificate by attending teacher professional training. Keywords: Administrative Staff, Discrepancy, Evaluation, Teaching Staff

scholarly journals RESEARCH ON THE IMPACT OF PARTICIPATION IN THE WORK OF MEDICAL INSTITUTIONS RENDERING ASSISTANCE TO PATIENTS WITH COVID-19 ON THE STUDENTS’ PROFESSIONAL SELF-IDENTIFICATION

2021 ◽  
Vol 20 (4) ◽  
pp. 89-97
Author(s):  
A.V. Shulmin ◽  
◽  
A.A. Gerberg ◽  
N.V. Tikhonova ◽  
◽  
...  
Keyword(s):  
Professional Training ◽  
Respiratory Infections ◽  
Educational Institution ◽  
University Teaching ◽  
Teaching Staff ◽  
Medical Institutions ◽  
Professional Self ◽  
Decision Tree Method ◽  
Medical Teams ◽  
The Impact

Objectives. To study the impact of participation in the work of medical institutions providing assistance to patients with COVID-19 on the professional self-identification of students. Material and methods. The study was carried out on the basis of the educational institution «VSMU». Inclusion group: medical students of the 4th-6th years who took part in the work of medical teams providing assistance to patients during the period of an epidemic rise in the incidence of respiratory infections, including SARS-CoV-2 coronavirus one. The survey was conducted in the form of an anonymous questionnaire. To segment the respondents according to certain criteria, depending on their answers, the «decision tree» method was used. Results. In the course of the study, it has been found that 1.8 times more often the question «To what extent did you manage to combine your work and studies?» the answer «everything turned out well» was given by the students who indicated that they had a curator who helped them to cope with their professional adaptation difficulties. The higher the self-esteem of the personal level of knowledge and skills was, the more often students chose the answer that they were definitely not going to leave medicine and change their profession. Conclusions. Based on the survey data, one of the most significant factors influencing the adaptation and development of practical skills is the high-quality work of university teaching staff and a physician-curator. An important role in professional adaptability is played by the solution of psychoemotional problems of working students through the establishment of their close interaction with the social, pedagogical and psychological service of the university, professional training centers.

scholarly journals Economic and legal aspect extra-budgetary financing of higher education institutions of Ukraine

2021 ◽  
pp. 276-281
Author(s):  
V.V. Tymchak
Keyword(s):  
Higher Education ◽  
Asset Management ◽  
Financial Support ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Legal Aspect ◽  
Research Work ◽  
Financial Resources ◽  
Educational Services ◽  
Teaching Staff

Effective implementation of higher education policy is impossible without adequate financial support for higher education institutions. Given the deficit of budget funds, the higher education institutions faced significant difficul-ties in the formation of financial resources for the implementation of their functions, which forced them to look for sources of additional funds, especially extra-budgetary sources of funding. The purpose of the article is to study the economic and legal aspect extra-budgetary financing of higher education institutions, in particular to substantiate the feasibility of diversifying financial resources of higher education institutions in in conditions of reducing budget funding; coverage of certain areas of extra-budgetary activities of higher education institutions and attraction of charitable assistance (fundraising). It is substantiated that the diversification of sources of funding for higher edu-cation institutions is associated with chronic budget underfunding, increased competition between higher education institutions, the need to increase the salaries of research and teaching staff, etc. It was found that extra-budgetary sources of funding for higher education institutions are divided into funds from extra-budgetary activities and earmarked funds. Certain areas of extra-budgetary activities of the higher education institutions are identified: the field of educational services (paid education, preparation for admission to the higher education institutions, and in-dependent external evaluation, retraining, advanced training, training of foreign students, providing individual paid consultations, paid short courses and seminars, etc.), research and production activities (contractual research work, consulting activity; innovation incubators, scientific and technical parks, etc.), commercial activity (publishing of textbooks, rent of areas and scientific equipment, etc.), services for students and staff (paid services for nutrition, treatment and rehabilitation), financial asset management. It is noted that the main source of extra-budgetary funds of higher education institutions of state and communal forms of ownership are funds from the provision of paid educational services. The content of fundraising as a new direction of attracting attraction of financial support by the educational institution is considered. The expediency of creating an endowment (permanent free economic fund) for the purpose of financing scholarships, research grants and other programs has been proved.

scholarly journals PROFESSIONAL PEDAGOGICAL TRAINING OF SCIENTIFIC SUBSTANTIATION OF THE UKRAINIAN SCHOLARS

2020 ◽  
pp. 27-31
Author(s):  
A. Marushkevych ◽  
I. Mariuts
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Educational Institution ◽  
Research Work ◽  
Education Institution ◽  
Pedagogical Training ◽  
Scientific Research Work ◽  
The Future ◽  
Scientific Substantiation ◽  
Development Of Students

The article presents the approaches of Ukrainian scientists to the professional training of future pedagogues of higher educational institution. The main positions of the state documents on this issue are analyzed. The basic professional knowledges, skills and competences, what a modern lecturer of a higher education institution should possess are described. Requirements for theoretical preparation of the future lecturer, the level of his/her professional knowledge, general professional skills outlined. Considerable attention paid to peculiarities of the future lecturer's personality formation. It indicates professionally significant qualities of the personality of the future lecturer, the functional manifestations of qualities of his/her personality, formation of professional and creative competences. General theoretical problems of the preparation of future lecturers in higher education institutions, the development of students' readiness for pedagogical activity, and scientific research work disclosed.

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