scholarly journals Professionalitätsentwicklung in der allgemeinen, öffentlichen Erwachsenenbildung für Inklusion – ein Systematisierungsversuch der Fortbildungspraxis an Volkshochschulen

2020 ◽  
Vol 2 (4) ◽  
Author(s):  
Simone Krähling
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
General Public ◽  
Teaching Staff ◽  
Further Training ◽  
Persons With Disabilities ◽  
Educational Disadvantage ◽  
Menschen Mit Behinderung ◽  
Adult Education Centres ◽  
Training Practice

Die allgemeine, öffentliche Erwachsenenbildung folgt traditionell dem (inklusiven) Prinzip einer Bildung für Alle. Fragen der Bildungsbenachteiligung, Zielgruppendifferenzierung oder Heterogenität werden sowohl in der Wissenschaft als auch in der Praxis virulent. Diskussionen über eine Steigerung der Bildungsteilnahme von Menschen mit Behinderung finden hingegen eher zögerlich statt und werden vermehrt seit der Ratifizierung der UN-Behindertenrechtskonvention in Deutschland geführt. Die Qualifizierung des Personals – häufig konkretisiert in Fortbildungen – stellt dabei ein zentrales Element für eine inklusive Ausrichtung der allgemeinen, öffentlichen Erwachsenenbildung dar. Der Beitrag behandelt die Frage, wie sich die aktuelle Fortbildungspraxis zu Inklusion gestaltet. Auf der Grundlage empirischer Teilergebnisse eines Projekts zur inklusiven Erwachsenenbildung werden Umsetzungsrealitäten vorgestellt und Impulse für eine Professionalitätsentwicklung diskutiert. Die Befunde beziehen sich auf das institutionelle Feld von Volkshochschule und werden am Beispiel der Fortbildungspraxis von Kursleitungen eruiert. Aus einer Organisationsperspektive werden Möglichkeiten und Herausforderungen einer Professionalitätsentwicklung für eine inklusive Erwachsenenbildung – im Besonderen von Lehrpersonal an Volkshochschulen – erfasst.Abstract General public adult education traditionally follows the (inclusive) principle of education for all. Questions of educational disadvantage target group differentiation or heterogeneity are virulent in both science and practice. Discussions about increasing the participation of people with disabilities are rather hesitant and have been held more and more since the ratification of the UN Convention on the Rights of Persons with Disabilities in Germany. The qualification of staff often specified in further training is a key element for the inclusive orientation of general public adult education. The article deals with the question of how the current training practice on inclusion is organised. On the basis of empirical partial results of a project on inclusive adult education implementation realities are presented and impulses for a professional development are discussed. The findings relate to the institutional field of adult education centres and are determined by using the example of the continuing training practice of course leaders. From an organisational perspective opportunities and challenges for professional development for inclusive adult education in particular teaching staff at adult education centres are covered.

scholarly journals SPECIFIC FEATURES OF ORGANIZATION OF THE EDUCATIONAL PROCESS OF ADULTS IN THE SYSTEM OF CONTINUING EDUCATION

2020 ◽  
pp. 158-163
Author(s):  
Ivanna YAREMCHUK ◽  
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Adult Learning ◽  
Continuing Education ◽  
Continuous Process ◽  
Postgraduate Education ◽  
Practical Experience ◽  
Educational Process ◽  
Teaching Staff ◽  
Continuous Education

Introduction. Currently, the system of teacher training continues to actively search for new or- ganizational forms, adjusting the content of the learning process to improve the quality of training. The close attention of scientists is focused on the study of the qualitative organization of the educational process of training teachers for schools. The article is enlighten the research of educational continuing studying which lies in the basis of the system of qualification uprising of educational specialists, the article is enlighten particulars of educational process of specialists which are the mortgage of success in qualifica- tion uprising. The author analyses the education of adults as an integral part of continuing education, factors influencing the attitude of adults to education: the specifics of the motivation of adult learning activities, the nature of the adult's position in learning, the influence of the practical experience of adults in the process of learning. In the article, authors consider the peculiarities of adult education in the system of continuous education. The concept of the results of research of the features of adult learning in the training of teaching staff have been generalized, of the analysis of the process of organization of postgraduate education. The purpose of the article. Based on the study of the system of postgraduate education of teachers to identify features that are inherent in the process of adult learning.The methods of analysis. The theo retical methods of research are used in the article. Results. The article is devoted to the description of the theoretical bases of the research peculiarities of adult education in the system of continuous education of teachers. Originality. The understanding the successful qualification uprising of teachers depends on age and psychological features of a person. Conclusion. It has been proven that adult learning dif- fers significantly from children's education in a clearly perceived need for continuous professional development and growth. It is emphasized that the process of training a specialist-practitioner never ends. The subject who participates in the educational process has a clear goal, is aware of the dependence of its successful achievement on learning, ie on the continuous process of professional development

How Teachers Change: A Study of Professional Development in Adult Education: A NCSALL Research Brief

2003 ◽  
Author(s):  
Cristine Smith ◽  
◽  
Judy Hofer ◽  
Marilyn Gillespie ◽  
Marla Solomon ◽  
...  
Keyword(s):  
Professional Development ◽  
Adult Education

Momentaufnahme: Folgen von COVID-19 für Dienste für Menschen mit Behinderung

2020 ◽  
Vol 59 (04) ◽  
pp. 197-197
Keyword(s):  
European Association ◽  
Service Providers ◽  
Persons With Disabilities ◽  
Soziale Dienste ◽  
Menschen Mit Behinderung

Die „European Association of Service Providers for Persons with Disabilities“ (EASPD) hat ihren ersten „Snapshot Report“ über die Auswirkungen von COVID-19 im April 2020 auf soziale Dienste für Menschen mit Behinderung in Europa veröffentlicht. Die Momentaufnahme nennt die wichtigsten Herausforderungen, mit denen die Leistungserbringer in diesem Zeitraum konfrontiert waren, und bietet einen Überblick über die Verfügbarkeit von Unterstützungsdiensten zu der Zeit. Sie beruht auf Erkenntnissen, die von 47 Mitgliedsorganisationen und Partnern aus 23 europäischen Ländern gesammelt wurden.

scholarly journals Accountability Requirements and Professional Development in the US Adult Basic and Literacy Education System

1970 ◽  
Vol 17 (3) ◽  
pp. 27-41 ◽  
Author(s):  
CRISTINE SMITH
Keyword(s):  
Professional Development ◽  
No Child Left Behind ◽  
Adult Education ◽  
Adult Students ◽  
High Stakes ◽  
National Education ◽  
Southeastern Us ◽  
12Th Grade ◽  
The Us ◽  
Curricular Needs

Even before the 2001 enactment of the No Child Left Behind legislation, the education bill that holds schools in the US accountable for student achievement, ‘adult education [had] become part and parcel of the new federal trend to encourage the setting of national education goals and standards and holding programs accountable for demonstrating achievements’ (Sticht 1998). Now, almost ten years after enacting the Workforce Investment Act (1998), the legislation that required states to report how adult students were making progress towards educational and work goals, the field is just beginning to take stock of whether accountability has helped or hurt our adult education system.In the US school system (kindergarten to 12th grade for children five to 18), several researchers have investigated the effect of stronger accountability requirements on professional development systems. Berry et al. (2003), in a study of 250 teachers and principals in schools across six Southeastern US states found that results were mixed:Although high-stakes accountability systems help focus professional development efforts on the curricular needs of students, little evidence exists to support the claim that such systems help teachers change their practice to enhance student learning...A tendency exists…to narrow the focus of professional development activities to tested subjects or provide general support that is disconnected from curricular needs. (Association for Supervision and Curriculum Development 2004:3)

scholarly journals THE SYSTEM OF TRAINING HIGHER PEDAGOGICAL STAFF AT THE TURN OF THE XIX–XX CENTURIES

2021 ◽  
pp. 44-50
Author(s):  
Olga V. Zakharchenko
Keyword(s):  
Professional Development ◽  
Research Work ◽  
Teaching Experience ◽  
Political Life ◽  
Teaching Staff ◽  
Research Perspective ◽  
Public Defense ◽  
Scientific Potential ◽  
The Moment ◽  
Doctoral Dissertations

Preparation of undergraduates and privat-docents for professorship in the late XIX – early XX century is considered on the example of Moscow University through the prism of the biography of a historian and a jurist Sergei Andreevich Kotlyarevsky. The uniqueness of his example lies in the fact that he defended four dissertations: master’s and doctoral dissertations on foreign history and master’s and doctoral dissertations on public law. This demonstrates some individualism of the trajectory showing his professional development and formation as a scientist and a teacher. The research perspective includes the process of young scientists’ formation from the moment of continuing working at the university’s profile department to prepare a dissertation up to obtaining the degree. Attention is paid to socio-political circumstances and conditions affecting the possibility of becoming a professional scientist and teacher. Both formal and special features of the training scientific and teaching staff inherent in a particular scientific community are noted. The professional development of future scientists and teachers of higher education was associated with active preparation for the defense of the master’s exam, the first teaching experience, scientific and research work. The best graduates were left at the departments with the support of leading university professors who saw new forces and future professionals in them. However, the personal contribution of the applicants themselves was important, since they were required to reveal their intellectual potential, pedagogical and research skills. At this, an important aspect was the opportunity to go on foreign business trips, in which not only the material of scientific research was collected, but knowledge was enriched as well, including getting to know the peculiarities of teaching in European countries and their socio-political life. The preparation process was completed with the public defense of the master’s dissertation and awarding a master’s degree. At the same time, the path to the teaching environment began, which required further disclosure of scientific potential and the defense of a doctoral dissertation in order to obtain a professorship.

scholarly journals A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

2020 ◽  
Vol 7 (4) ◽  
Author(s):  
Viktória Beszédes
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Empirical Research ◽  
International Research ◽  
Professional Training ◽  
Education Professionals ◽  
European Area ◽  
Education Professional

A felnőttnevelési szakemberek szakmai fejlesztésének kérdésköre a 2000-es évek után nyert létjogosultságot Európa-szerte, amelyhez hozzájárult a Making a European Area of Lifelong Learning a Reality dokumentum megjelenése (European Commission, 2001). A tanulmány érzékelteti, hogy a felnőttnevelési szakemberképzés témaköre egyre nagyobb teret nyer a nemzetközi kutatási szférában, a nemzeti szakmai tanulmányok áttekintésének eredménye alapján arra következtet, hogy Magyarországon továbbra is csekély mértékben valósulnak meg elméleti és főként empirikus vizsgálatok a felnőttnevelési szakemberek professzionalizációjának kérdéskörében. The issue of professional development for adult education professionals gained legitimacy across Europe after the 2000s, helped by the publication of the document Making a European Area of Lifelong Learning a Reality (European Commission, 2001).The study shows that the topic of adult education professional training is gaining more and more ground in the international research sphere, with an overview of national professional studies.Based on the results of its work, it concludes that in Hungary, there is still a small amount of theoretical and mainly empirical research on the issue of professionalisation of adult education professionals.

scholarly journals Study of The Teacher’s Readiness Condition to Implement the Idea of Managing the Personal Trajectory of Professional Development Within the Framework of Digitalization of Education

2020 ◽  
Vol 79 ◽  
pp. 01020
Author(s):  
Tatiana Zinovyeva ◽  
Zhanna Afanasyeva ◽  
Antonina Bogdanova ◽  
Evgeniy Leonovich
Keyword(s):  
Professional Development ◽  
Online Survey ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Teaching Staff ◽  
Contemporary Society ◽  
Main Research ◽  
Digital Education ◽  
Moscow City

The article deals with the topical issue of digitalization of education as a component of the digital transformation of contemporary society and the economy in general. The purpose of the research is to identify the readiness status of teaching staff for professional activity in the context of the digitalization of education. The main research methods were the questionnaire (implemented in the form of an online survey among students of the extramural form of study of the Moscow City Pedagogical University working at educational institutions of Moscow), and statistical analysis of the data obtained. The results of an online survey of teachers allowed concluding that today teachers have acquired a positive experience in the use of recommended tested digital educational resources, the ability to develop innovative digital educational and methodological support for the educational process, as well as recognized the need to build a personal trajectory of professional development in the framework of digital education.

scholarly journals FACILITATIVE SUPPORT OF PROFESSIONAL DEVELOPMENT OF RESEARCH AND TEACHING STAFF IN THE PROCESS OF PREPARING AND HOLDING INTERNATIONAL EDUCATIONAL EXHIBITIONS

2020 ◽  
Vol 2020 (4) ◽  
pp. 24-40
Author(s):  
Olena Ostrianska ◽  
Natalia Zernova
Keyword(s):  
Professional Development ◽  
Educational Institution ◽  
Scientific Work ◽  
State Institution ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Direct Participation ◽  
Research And Teaching ◽  
Detailed List ◽  
Higher Educational

The article analyses the experience of organizing International Educational Exhibitions in Ukraine in 2016 – 2020. The essence of such concepts as "international educational exhibition", "international educational exhibition space", "facilitative support of professional development of research and teaching staff" is defined. The structural elements of the International Educational Exhibition and the stages of a higher educational institution participation in the exhibition activity (preparatory, direct participation, analysis of the achieved results) are considered. The authors of the article present systematized experience of facilitative support of professional development of research and teaching staff provided by specialists of the Department of Scientific Work of the State Institution of Higher Education "University of Educational Management" of the National Academy of Educational Sciences of Ukraine in the process of preparing, holding and analysing results of International Educational Exhibitions, such as "Innovation in Modern Education", "Modern Educational Institutions", "Education and Career – Student's Day", "Education and Career". The types of organizational and coordination activities are determined, a detailed list of actions of the process of facilitative support by the specialists of the Department of Scientific Work of research and teaching staff as exhibitors and visitors of the exhibition is presented. Methodical structuring and algorithmizing of types of organizational and coordination activities and a detailed list of actions of the facilitation process are described in the following stages: 1) preparation of research and teaching staff (exhibitors and visitors) to participate in International Educational Exhibitions; 2) direct participation of research and teaching staff (exhibitors and visitors) in the International Educational Exhibitions; 3) analysis of the results of participation of research and teaching staff (exhibitors and visitors) in International Educational Exhibitions. The authors have created a classification of events of the International Educational Exhibition according to the congress, competition and exponential components. Statistics of the number of planned and conducted events within the International Educational Exhibition activities in Ukraine in 2016 – 2020 are presented. Emphasis is placed on changing the form of exhibitions from offline to online format due to the COVID–19 pandemic and lockdown (quarantine restrictions) in 2020. Recommendations for higher educational institutions to maintain an integrated information base of exhibition educational activities with detailed information on the activities within the exponential, competitive and congress programs of the exhibition.

scholarly journals Readiness for Training Disabled Students in Academic Staff of Universities

2018 ◽  
Vol 23 (2) ◽  
pp. 68-76 ◽  
Author(s):  
N.Y. Sorokin ◽  
T.G. Lukovenko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Staff ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Persons With Disabilities ◽  
Professional Self ◽  
The University ◽  
High Degree ◽  
Special Competence

The readiness of the teaching staff of higher educational institutions for teaching and psychological and pedagogical support of students with disabilities is being considered. We emphasize that the personnel of the educational organization need special competence to work with persons with disabilities of various nosological groups. The issues of creating an accessible environment in the university were studied, the readiness of teachers to apply special educational technologies in the training of students with disabilities, to develop teaching and methodological materials; the ability to establish pedagogically appropriate relationships with students, and provide psychological and pedagogical support in matters of personal and professional self-determination. The results show a high degree of importance of special professional competencies for inclusive education. But, at the same time, teachers assess their own level of preparedness with students with disabilities as insufficient, which allowed to determine the main areas of work.

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