Importance of Pedagogical Practice in Formation of Professional Competencies in Future Teachers

Research relevance: the issues of organizing and conducting teaching practice at Osh State University are relevant in connection with the increase and improvement of teachers and students educational activities in general. Research objectives: to reveal the goals, objectives, content and criteria for assessing adaptation, vocational-base and vocational-profile practice. Research materials and methods: the article construction based on analysis of educational standards on pedagogical practice, on the main goals and objectives definition in adaptational-pedagogical practice. Research results: experience of organizing and conducting pedagogical practice can be theoretically and practically useful for several pedagogical universities. Conclusions: based on specialties specifics, methodological departments of pedagogical faculties have developed educational methodological complexes and syllabuses for each type of pedagogical practice.

Youths’ Posting Practices on Social Media for Digital Storytelling

Most young people spend time online every day in order to access social networks, where not only do they consume, but also produce content. The posting of content ends up reflecting a personal story in which young people recognize themselves. This posting practice requires competences that can be developed in digital literacy-related educational activities. Our research is aimed at understanding the posting habits of young people with the goal of integrating these practices in formal educational contexts. For this purpose, we have qualitatively analyzed the interviews of 21 young people. The results show different posting habits, as well as the motivating factors, perceptions and types of content posted by young people on social networks. An interpretative analysis of the results shows the possibilities of working on the storytelling experiences of young people on social networks from the perspective of the Personal Digital Storytelling educational methodology.

Perceptions of non-native speakers of Arabic language towards cloud-based educational activities based on the entrance of multiple intelligences.

The need to diversify educational cloud activities arose due to social distancing, the widening of individual differences between learners, and the need to employ the possibilities offered by cloud education to achieve language goals. This research identifies the perceptions of non-native Arabic language learners towards the cloud-based educational activities based on the entrance of multiple intelligences. The descriptive approach was used, and a questionnaire was designed, consisting of: (Linguistic, Musical, visual- Spatial, Interpersonal, and Interpersonal). The sample consisted of (33) male and female students. The results showed that learners' perceptions are highly positive on all areas of activities. The highest percentage was interpersonal intelligence activities. Also, there are no statistically significant differences due to the sex. The originality of the research presents a vision of the entrance of multiple intelligences; To benefit from its educational applications in teaching Arabic online to non-native speakers, and to keep pace with global trends in the adoption of cloud education and its activities. It is also expected that the results of this research will benefit the following groups: institutions concerned with teaching foreign languages, experts who prepare curricula for teaching Arabic, and teachers of Arabic for non-native speakers.

EDUCATIONAL WORK AT THE UNIVERSITY

The article deals with educational work at the university. The main goal and objectives of educational work are given. The author determines the main directions of educational activities

SYNERGETIC APPROACH AS A METHODOLOGICAL BASIS OF THE THEORY OF SELF-ORGANIZATION OF PRIMARY SCHOOL STUDENTS’ EDUCATIONAL ACTIVITY

The educational process in a modern primary school involves a change in the position of the student: from the object of study they become active subjects of educational activities, which requires the activation of their self-organization. At the same time, the essence and purpose of education is not in the scholastic increase of information, but in the information support of the constant development of an individual. This problem is especially relevant in the context of distance learning in the New Ukrainian School (NUS), so increasingly popular are learning technologies aimed at enhancing the educational and cognitive activities of students and forming their readiness for independent work. Life in modern society requires that an individual develops the qualities of autonomy and organization: independence, initiative, ability to think creatively, etc. These qualities are considered as components of a single process of self-organization of an individual. Synergetic can be interpreted as a methodological basis for educational, prognostic, organizational and didactic-managerial educational activities. We characterize synergetic as an opportunity to solve problems of education in accordance with modern challenges. Despite numerous studies, the problem of implementing a synergetic approach in the formation of skills of self-organization of educational activities of primary school students remains open. The article describes the synergetic approach as a methodological basis of the theory of self-organization of educational activities of junior schoolchildren. The research of scientists in the field of synergetic, namely the transformation of its ideas in pedagogy as a basic idea of the theory of self-organization of educational activities of primary school students, analyzes the key ideas and positions of synergetic through the prism of interpretation of the educational process. The explication of the problem is carried out in the context of the analysis of the pedagogical system of primary school. The study presents the features of the synergetic approach in the first grade school. The essence of the synergetic approach as an interdisciplinary direction of cognition is considered. It is established that the synergetic approach allows to form self-organization of educational activity. It has been studied that the educational process in primary school can also be considered an open system, as it carries out a continuous process of exchange of information (knowledge) between teacher and students (feedback), and constantly changing the content of education according to society as a whole. The content of educational and cognitive activities during the formation of skills of self-organization of primary school students from the point of view of synergetic approach is revealed. The main regularities of the process of teaching junior schoolchildren as an open and complex system and a complex of multicomponent, interdisciplinary and multilevel knowledge are outlined, providing an opportunity to identify the main areas of synergetic ideas in the educational process. It is concluded that the implementation of a synergetic approach to the management and organization of the educational process of primary school will significantly increase its efficiency, make the educational process more flexible and universal.

Eco-Initiatives in Municipal Cultural Institutions as Examples of Activities for Sustainable Development: A Case Study of Poznan

The aim of the study is to demonstrate which pro-environmental initiatives consistent with the idea of sustainable development are undertaken by municipal cultural institutions in Poznan—the largest city in the Greater Poland region in Poland. The diagnostic survey was conducted by means of interviews with directors of municipal cultural institutions or their representatives. A total of 12 (out of 15) municipal cultural institutions from the city of Poznan were surveyed. All were asked to cite specific examples of their activities, visualising their institution’s approach to ecology. The results indicated that the institutions undertake numerous eco-initiatives, which very often fit into the discourse on so-called “deep ecology” and address the sources of the existing environmental crisis. Their activities are also aimed at stimulating a “return to nature” of the city’s inhabitants. In addition to initiatives aimed at the recipients of the offer of individual institutions, many institutions also pay attention to pro-environmental internal activities. In effect, the results could be divided into three general groups, which include internal institutional activities, the implementation of projects on environmental themes, and educational activities in the field of ecology. However, these activities were undertaken individually, as the survey revealed a lack of inter-institutional cooperation on ongoing projects.

E-learning as a modern format of educational activity

Based on the analysis of Russian literature, the article considers e-learning as a modern format of educational activity, as a modern pedagogical technology. The role of digital transformation of education is emphasized, which involves constant updating of the content of education and planned learning outcomes, methods, means and control of educational activities in a dynamically developing digital information and educational environment. The use of new types of educational activities based on the interpenetration of already traditional teaching models and modern digital technologies contributes to the quality training of students. Taking into account the prevailing factors, the most effective in this regard is the creation and use of educational e-courses, the active introduction of e-learning into the professional training of specialists. The implementation of educational activities based on e-learning is accompanied by a specially created information and educational environment, which takes over the provision of training through the use of information and communication technologies, network services for the development of educational programs. Electronic educational resources are presented in electronic form and include a certain structure, the main subject content and output data. Thanks to electronic resources, information interaction between participants in educational relations is ensured, the quality of formed competencies and the knowledge of information culture among students increases. The active introduction of e-learning requires not only the psychological and professional preparedness of all participants in the educational distance learning process, but also its theoretical development and methodological support. The development of e-learning stimulates the need for the formation of professional competencies among teachers for successful activities in the electronic information and educational environment. Electronic educational technologies make it possible to complement and expand existing forms of educational communication, and in this sense, the use of e-learning in education today is not only the use of information technologies and digital solutions in the interaction of the teacher and students, but also defines a new format of teaching.

A review of the continuous professional development system for pharmacists

Background The Portuguese Pharmaceutical Society (PPS) implemented a system of Continuous Professional Development (CPD) for pharmacists in 2004. This system has evolved throughout the years, and currently all active pharmacists in Portugal are required to participate in the CPD program. Each CPD cycle takes 5 years. In each cycle, pharmacists must collect 15 CPD points, through participation in educational activities. The PPS accreditation process is managed via an online platform, where education/training providers, as well as pharmacists themselves, can submit educational activities for accreditation. Pharmacists may access their CPD status and assess their development at any point. The objective of this study was to analyze and review the educational activities submitted by providers over a 11-year period (2009–2019). Methods Data from activities were retrieved from the PPS CPD online platform. All educational activities were labeled according to the area of pharmaceutical professional focus, type of promoter, and activity type. Results During the study 3685 activities were analyzed. Over the last decade, submitted activities for accreditation increased in 52.6%. A significantly high proportion (98.9%) of these activities has been accredited. Promoters of activities were mostly pharmacies sectoral associations (29.6%), consultancy/training companies (19.6%), the PPS (18.5%), pharmaceutical industry (17.7%) and wholesalers’ consortia (9.0%). Academia represented only 2.3% of the total amount of educational activities. The most frequent topics were related to “pharmacology & pharmacotherapy” (9.9%), followed by “counselling” (9.8%) and “management & administration” (7.2%). The most accredited type of activities was face-to-face (68.9%) and e-learning trainings (13.1%). Conclusions This study shows increasing interest in submitting CPD activities for accreditation between 2009 and 2019, but it also demonstrates that Academia could play a more interventive role in the lifelong learning education of Portuguese pharmacists.

DUbbing Language-therapy CINEma-based in Aphasia post-Stroke (DULCINEA): study protocol for a randomized crossover pilot trial

Background Communication is one of the most important predictors of social reintegration after stroke. Approximately 15–42% of stroke survivors experience post-stroke aphasia. Helping people recover from aphasia is one of the research priorities after a stroke. Our aim is to develop and validate a new therapy integrating dubbing techniques to improve functional communication. Methods The research project is structured as three work packages (WP). WP1: development of the dubbed language cinema-based therapy: Two research assistants (a speech therapist and a dubbing actor) will select the clips, mute specific words/sentences in progressive speech difficulty, and guide patients to dub them across sessions. Words to be dubbed will be those considered to be functionally meaningful by a representative sample of aphasic patients and relatives through an online survey. WP2: a randomized, crossover, interventional pilot study with the inclusion of 54 patients with post-stroke non-fluent aphasia. Patients will be treated individually in 40-min sessions twice per week for 8 weeks. Primary outcomes will be significant pre/post differences in scores in the Communicative Activity Log (CAL) questionnaire and Boston Diagnostic Aphasia Examination (BDAE) administered by a psychologist blinded to the patients’ clinical characteristics. Secondary outcomes: General Health Questionnaire (GHQ)-12, Stroke Aphasia Quality of Life Scale (SAQOL-39), Western Aphasia Battery Revised (WAB-R), and the Stroke Aphasic Depression Questionnaire (SADQ10). WP3: educational activities and dissemination of results. WP3 includes educational activities to improve public knowledge of aphasia and dissemination of the results, with the participation of the Spanish patients’ association Afasia Activa. Discussion This pilot clinical trial will explore the efficacy of a new therapeutic tool based on dubbing techniques and computer technology to improve functional communication of patients suffering from post-stroke aphasia with the use of standardized test assessment. Trial registration ClinicalTrials.govNCT04289493. Registered on 28 February 2020.