scholarly journals The teacher’s main competencies in modern higher education

2019 ◽  
Vol 3 (I) ◽  
pp. 30-42
Author(s):  
Надія СМОЛІКЕВИЧ
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Active Role ◽  
Teaching Staff ◽  
Creative Potential ◽  
Higher Education System ◽  
Professional Activities ◽  
Teachers And Students

The article has analyzed the problems of teaching and learning at a higher educational establishment, reveals the specifics of the teacher's professional activities, the components of his or her teaching skills and deals with the issue on the necessary competencies of the teacher to provide a favorable and successful learning environment for diverse students. The emphasis has been concentrated on the specifics of teaching, research and professional development of the teaching staff, etc. It has also been emphasized the importance of creating the appropriate conditions for the full realization of the creative potential of teachers, ensuring their professional development, etc. The important characteristics of a favorable university environment have been singled out. It has been noted that teachers and students should be free in scientific research, study, evaluation, accumulation of new knowledge and its understanding. The main tasks, professional abilities and responsibilities of teachers in the global educational environment have been identified in order to help recipients of academic services to succeed in the adaptation and academic process. The successful experience of the American centers of pedagogical skill has been described in order to borrow it by the higher education system of Ukraine to ensure the development of the professional and creative potential of the teaching staff of universities. The main competencies of teachers have been determined and described, because they are necessary for providing high-quality educational services based on the educational philosophy of social-constructivism and postmodernism, which support an active role of students, social interaction and diversity in the class.

ANALYSIS OF MODERN EDUCATION PROGRAMS FOR STUDENTS OF SOCIAL PEDAGOGUES TO STUDY THE PROBLEMS OF CHILDREN IN UNSTABLE CONDITIONS OF SOCIETY

2020 ◽  
Vol 22 (10) ◽  
pp. 20-24
Author(s):  
Lipinskaya M.N.
Keyword(s):  
Higher Education ◽  
Social Protection ◽  
Modern Society ◽  
Educational Programs ◽  
Educational Process ◽  
Teaching Staff ◽  
Highly Qualified ◽  
Higher Education System ◽  
Professional Activities ◽  
Social Pedagogue

Social pedagogue – a specialist in the field of educa-tion who carries out professional activities in educa-tional institutions and social protection of the popula-tion. The child development and positive socialization are the targets in the implementation of social peda-gogue job functions, among which is one of the main socio-pedagogical support of students in the process of acquisition and internalization of social norms, behav-ior patterns, values of modern society. The implementa-tion of the principles of the competence approach in the higher education system involves the activation of ef-forts, coordination of the requirements and interests of subjects of educational relations in the context of ongo-ing changes. Among the main subjects of educational relations, we can distinguish the state, which acts as a regulator of the development and modernization of edu-cation, which is a social customer in relation to the re-sults of education and training; the professional com-munity, which expects competitive highly qualified per-sonnel in the labor market; the teaching staff of the University that implements the tasks of training special-ists; students and the parent community as consumers of educational services. The result of interaction between the subjects of the educational process is educational and professional standards that are the basis for de-signing the main professional educational programs of higher education and are designed to ensure the unity of the educational environment in a rapidly changing social environment. The purpose of this article is to present the results of the analysis of educational programs for students – social teachers depending on the requirements of professional and educational standards, as well as factors that char-acterize the instability of the modern social environ-ment, which creates new problems in the socialization of children.

scholarly journals Facilitating reflective practice: developing built environment educators’ capacity for teaching and learning

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Gesa Ruge ◽  
Lara Mackintosh
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Built Environment ◽  
Reflective Practice ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Professional Staff ◽  
Teaching Staff ◽  
International Studies ◽  
Teaching Philosophy

The international literature on higher education emphasises the importance for academics and professional staff to develop their disciplinary teaching and learning practice. Teaching staff in built environment degree programs tend to focus on ‘what’ subject content is taught and less on ‘how to’ improve and innovate teaching and learning contexts and students’ skills development. To investigate these trends, this research reviewed the higher education literature and relevant international studies on strategies to enhance quality teaching and student learning. Findings highlight that reflective practice and engaging in a personal teaching philosophy and teaching profile provide an important link for individual professional development and basis for improving teaching and learning. The objective of this study was to apply findings from the literature in facilitating professional learning workshops, with a pedagogy for collaborative reflective practice and the development of a teaching philosophy. This research reports on the first stage of professional development for staff in built environment programs to establish a teaching profile through reflection on their personal and discipline specific pedagogies. Initial findings highlight the positive impact of reflection and collegial conversations about learning and teaching, as well as future opportunities for individual and discipline based capacity building for improving educational practice.

scholarly journals INNOVATIVE METHODS AND TECHNOLOGIES IN HIGHER EDUCATION OF UKRAINE: MODERN ASPECT

2021 ◽  
Vol 1 (194) ◽  
pp. 101-106
Author(s):  
Olena Dolgopol ◽  
◽  
Olena Kiryanova ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Education System ◽  
Learning Technologies ◽  
Educational Innovations ◽  
Higher Education System ◽  
Professional Activities ◽  
Relevant Today ◽  
Innovative Methods ◽  
Teachers And Students

The integration of Ukraine's higher education system into the European educational space is associated with a variety of challenges and obstacles. It is clear that modern Ukrainian society cannot continue to teach young people according to outdated principles, technologies and methods. Therefore, the issue of educational innovations remains acute and relevant today, especially in the context of Ukraine's European integration processes. The aim of the article is to study the important issue of application of modern innovative methods and technologies in higher education of Ukraine, as well as to determine the benefits of their active introduction in higher education and the challenges for university teachers in the context of forming a new pedagogical paradigm and state policy in higher education. The author determines the essence of innovation in the higher education system as changes within the system, ideas, and processes, and tools, and results, taken in the unity of qualitative improvement of the pedagogical system. Also the author defines innovations in the field of pedagogy as a purposeful progressive change that introduces stable elements (innovations) into the educational environment that improve the characteristics of both its individual components and the educational system as a whole. The author is convinced that pedagogical innovative changes of different nature and scale occur at different levels and in the following areas of the higher education system: review and update specialties and specializations; formation of new educational-professional and educational-scientific programs and their constant updating; formation of new curricula; development and implementation of new learning technologies, in particular distance learning through the introduction of distance learning platforms and services; changes in the activities and images of both teachers and students, changes in relations between them, the creation and development of innovative creative groups. Thus, it can be noted that the basis of innovative technologies and methods of teaching higher education are active methods that help to form a creative and innovative approach to understanding professional activities. And it also develops independence of thinking, the ability to make optimal decisions in different situations.

scholarly journals Influence of the coronavirus pandemic on the financial mechanisms of Kazakhstani universities

2021 ◽  
pp. 224-230
Author(s):  
D. A. Ashirbekova ◽  
G. Zh. Nurmukhanova
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Higher Education Institutions ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Remote Work ◽  
Higher Education System ◽  
Training Materials ◽  
Teachers And Students

This article examines the process of transition of the higher education system to distance learning in the context of the COVID-19 pandemic. Despite the uniform transition to distance learning, higher education institutions differ in the strategy of its organization. As a result, an analysis was made of the country's higher educational institutions and the measures they have taken to transfer teachers and students to online education. The analysis highlighted a number of challenges faced by higher education institutions during the transition to a new format of distance learning, including the lack of infrastructure and material and technical base, difficulties in adapting training materials to the new format, lack of staff qualifications and experience of remote work. Taking into account the above problems, the pandemic showed the need for additional budgetary funds for the development of a digital educational environment, professional development of the teaching staff, as well as for the creation of jobs at universities for students who lost their jobs during the crisis, which allowed them to pay for tuition and related costs. Thus, given all the abovementioned difficulties in the transition to distance learning, for the full functioning of higher education institutions and to prevent a potential increase in unemployment, an increase in costs is necessary. This article also discusses proposals on the need to make appropriate changes in management and financial models in the field of education.

scholarly journals A Study on the Impact of COVID-19 Pandemic in African Universities

2021 ◽  
pp. 208-212
Author(s):  
Elijah Isanda Omwenga ◽  
Peter M. F. Mbithi ◽  
John N. Muthama ◽  
John Mwarabu Chone
Keyword(s):  
Higher Education ◽  
University Students ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Policy Formulation ◽  
University Teaching ◽  
Teaching Staff ◽  
Higher Education System ◽  
The Impact

This paper presents a study on how University students, lecturers, administrators and managers perceive the impacts of the of COVID-19 crisis on various aspects of University teaching and learning in Africa, and particularly in Kenya. The sudden closure of campuses as a preventive measure to community transmission shifted face-to-face classes to virtual learning modes. With a sample of 1,236 University students and staff from 18 universities in Kenya and Nigeria, the study reveals that amid the worldwide lockdown and transition to online learning, expectation by 44% of the students were met. Students were mainly concerned about issues to do with internet connectivity, computing devices and electrical power. In addition, utilising e-Learning tools and platforms for effective student engagement posed limitations of accessibility and affordability for many students. The teaching staff on the other hand were mainly concerned with access to the teaching resources, conducting online teaching, capacity to handle the online mode of teaching, devices and eContent development. The pandemic has exposed the shortcomings of the current higher education system and the need for enhanced policy formulation and implementation on digital infrastructure to adapt to the rapidly changing education ecosystem of the world. In the post-pandemic situation, the use of eLearning and virtual education may become an integral part of the higher education system. Key factors influencing students’ satisfaction with the role of their University are also identified as internet access, quality of e-content and e-content development. Policymakers, stakeholders and higher education institutions in Africa may benefit from these findings while formulating policy recommendations and strategies to support University teaching and learning during this and any future pandemics. Universities need to plan the post-pandemic education and research strategies to ensure student learning outcomes and standards of educational quality.

scholarly journals Students’ assessment tools of professional activities of scientific and pedagogical workers of higher education institutions: foreign and domestic experience

2019 ◽  
pp. 108-118
Author(s):  
Yurii Skyba ◽  
Lebedynets Hanna
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United States ◽  
Higher Education Institutions ◽  
The United States ◽  
Assessment Tools ◽  
Teaching Staff ◽  
Professional Work ◽  
Professional Activities ◽  
Personal Qualities

Considering the external and internal challenges, including accession of Ukraine to the European Higher Education Area and the European Research Area, the adoption of the Laws of Ukraine «On Education» (2017), «On Scientific and Technical Activities» (2016), «On Higher Education» (2014) the systematic reforming higher education began. One of the directions of reforming higher education is to increase the requirements for the professional level of scientific and pedagogical workers, since only a highly qualified specialist is able to provide a high level of training for the applicants for higher education and, accordingly, to prepare a competitive specialist. The article is aimed to identify the tools for students to evaluate the professional activities carried out by the scientific and pedagogical workers in foreign and domestic higher education institutions. To achieve the aim and solve the set tasks, we used a complex of methods of scientific research: theoretical analysis of academic literature - to clarify the achievements of the scientists on a particular topic of research; structural and system analysis - to identify the tools of evaluation used by the students to assess professional activity of scientific and pedagogical workers of foreign and domestic higher education institutions; comparative method - to carry out a comparative analysis of the content of domestic and foreign instruments for evaluating the professional activities carried out by scientific and pedagogical workers. Summarizing the results of the study indicates that there is a positive experience in the market economies, including the United Kingdom, Australia, and the United States of America (USA) regarding the involvement of students in evaluating the professional performance of teaching staff. The reasonability of engaging students in evaluating the professional work of students' teaching staff is primarily due to the fact that they most often contact with the teaching staff and they are the direct consumers of their services. Based on an analysis of the best university practices in the UK, Australia, and the United States for assessing students' professional work and their personal qualities, it has been established that the main tools are: an online assessment system; student ratings; feedback from students to improve teaching and learning, including student letters prepared from the whole group or course; feedback from alumni (including masters and PhD students, as well as graduate assistants) and more. The analysis of domestic practices showed that instruments such as anonymous questionnaires and student rankings are mostly used to evaluate the professional activities of academic staff of higher education institutions and their personal qualities. The introduction of foreign experience of the use of various tools for assessing the professional activities of the scientific and pedagogical workers in domestic higher education institutions will contribute to the self-reflection of their own professional activities, the development of a trajectory of professional development focused on the areas that require professional development and improvement of quality.

scholarly journals PROFESSIONAL DEVELOPMENT OF ACADEMIC STAFF IN SWEDEN ON EXAMPLE OF RESEARCH UNIVERSITY

2021 ◽  
Vol 2 (14) ◽  
pp. 27-29
Author(s):  
Ilona Mariuts ◽  
◽  
Veronica Bovsunovska ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Training ◽  
Doctoral Students ◽  
Teaching And Learning ◽  
Research University ◽  
Academic Staff ◽  
Teaching Staff ◽  
National Strategy ◽  
Educational Activities

The article deals with the professional development of teaching staff in Sweden on the example of Lund Research University. The author reveals the national strategy for the development and support of higher education staff in Sweden, as well as the features of the educational activities of Swedish higher education teachers on the example of Lund University. The author reveals the university's approach to improving the activities of teachers, namely the introduction of a teaching course in higher education is mandatory for all who teach at Lund University. We are talking about the course "Teaching and learning in higher education" or "Development of a course in higher education". Accordingly, teachers who supervise doctoral students must undergo special teacher training.

scholarly journals Impact of COVID-19 on Higher Education. A case study of Uzbekistan

2021 ◽  
Vol 10 (2) ◽  
pp. 51-66
Author(s):  
Izabela Cytlak
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Decision Makers ◽  
Educational Institutions ◽  
Higher Education System ◽  
Aged People ◽  
Teachers And Students

Purpose – To identify the main challenges experienced at local Higher Educational Institutions by students while studying online during the pandemic. The research will find out the difficulties faced, and detect the areas to improve in further implementation of distance education in the country. Motivation - Only about 11% of applicants have been accepted to High Educational Institutions in Uzbekistan for the last two years. The integration and development of distance learning will create opportunities for more young and middle-aged people who do not have enough resources to study in a traditional way. Due to the pandemic, all the educational institutions had to transfer into the online teaching system. This unexpected situation made both teachers and students of Uzbekistan face the challenges. At the same time, it created an opportunity to experience remote teaching and learning, which can become a groundwork on approval and application of distance education in Uzbekistan. Design/Methodology/Approach – Quantitative type of research was implemented. The questionnaire was designed and the students who experienced remote learning during the pandemic at least for one semester were invited to participate. Implications – The results of the research can be implied to develop educational policy in the Higher Education system of Uzbekistan. The outcomes of surveys were analyzed to understand how the findings can be implemented in the Higher Education of Uzbekistan. Moreover, the conclusions of the research may constitute recommendations for decision-makers in the field of higher education (rectors and dean's authorities of universities).

scholarly journals SOME ASPECTS OF PERSONALITY OF SPORTS TEACHER

2017 ◽  
Vol 13 (1-1) ◽  
pp. 102-104
Author(s):  
Irina Yu Aksarina ◽  
Ivan V Aksarin
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Education System ◽  
Personal Characteristics ◽  
Market Environment ◽  
Professional Skills ◽  
Higher Education System ◽  
Professional Activities ◽  
The Individual

This article discusses a number of personal characteristics of a sports teacher. The development of higher education system in the sports market environment imposes new demands on the sports teacher's personality, his professional skills, moral potential psychological and physical readiness to perform professional activities. In this regard, the study of characteristics of the individual pedagogical activities of sports teacher is especially important and it will be the basis of their professional development.

scholarly journals Psychological Features of Pedagogical Interaction in the “Teacher-Student” System

2021 ◽  
Vol 7 (3) ◽  
pp. 78-86
Author(s):  
Olga O. Hreilikh ◽  
Natalia O. Vydolob
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Individual Characteristics ◽  
Educational Process ◽  
Qualitative Assessment ◽  
Teaching Staff ◽  
Teacher Student ◽  
Teachers And Students ◽  
Higher Educational ◽  
Psychological Features

The relevance of the chosen topic is determined by the importance of interaction between teachers and students in modern higher education, as well as the need to cover the psychological features of such interaction from the point of view of developing a qualitative assessment of their role and place in the educational process of a higher educational institution. The purpose of the study is to formulate psychological aspects of “teacher-student” communication within the educational space to identify methods of its regulation. The leading approach of the research is a combination of theoretical analysis of the main aspects of pedagogical interaction between teachers and students in an educational institution taking into account the main functions and tasks of each of the groups under consideration and structural synthesis of the features of this type of interaction based on psychological factors of communication on the scale of a higher educational institution. The research considers issues related to the psychological features of pedagogical interaction between teachers and students in modern higher education. Qualitative indicators of communicative relations of subjects of the educational process, in particular teachers and students, are determined. The key psychological features of pedagogical interaction in the “teacherstudent” system are highlighted, including the development of trust in the authority of the teacher, taking into account students' individual factors in the process of studying subjects within the programme, maintaining a positive psychological climate in subject-subject relations. The necessity of developing a qualitative assessment of the level of communication between teachers and students as an objective factor for further assessment of the overall level of their pedagogical interaction effectiveness and the psychological characteristics of each of the groups under consideration is emphasised. The results and conclusions of the research are of practical value both for modern applicants for higher education and for representatives of the teaching staff of modern higher educational institutions concerned with the problems of building high-quality communication among each other, taking into account the individual characteristics and qualities of each group

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