Comparative Professional Pedagogy

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EISSN : 2353-9518
Published by: Walter de Gruyter GmbH (10.2478)
Total articles ≅ 304
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Valerii Soroka
Published: 1 December 2019
Comparative Professional Pedagogy, Volume 9, pp 74-81; https://doi.org/10.2478/rpp-2019-0040

Abstract:
The article analyzes the essence of the concept of “digital education”, the way of its formation in the international pedagogical discourse. The modern international tendencies of development of digital education which are shown in the conditions of acceleration of processes of digital transformation of a society and their realization in educational establishments are characterized. An important consequence of the digital revolution is the explosives growth of accessible and potentially useful information in various forms – not only traditionally textual, but also visual, audio. All paper is gradually converted to electronic format. One of the most significant innovations is the active implementation of digital education. The results of the comparative analysis have highlighted a number of major components of the digital education system. It has done the analysis of modern trends, which are today the main ones in the implementation of digital education in different educational institutions. The essence and basic qualities of distance and online learning are revealed. The role and main spectrum of tasks that automated testing in the control of knowledge and skills of education recipients is analyzed. A number of important areas are highlighted, which greatly increase the effectiveness of teaching and at the same time require a revision of traditional approaches to learning using mobile devices. Here are some of the key features of Learning Management Systems (LMS). The technology of adapting computer game techniques to non-game processes and events is discussed to increase the involvement of participants in the educational process. A number of benefits of digital education, combined with adaptive learning and personalization, have been highlighted, which are able to help each educator to achieve an optimal level of intellectual development according to his or her natural abilities and inclinations. It is established that the process of following modern trends and tendencies in the field of digital education will change the traditional plane of problems of education, the process of obtaining education will be wider and more flexible.
Nataliya Bhinder
Published: 1 December 2019
Comparative Professional Pedagogy, Volume 9, pp 29-36; https://doi.org/10.2478/rpp-2019-0034

Abstract:
The article concerns the description of the system of professional training of border guards at the higher educational establishments in the Republic of India and distinguishing its structural components. To achieve the purpose of the research we used two groups of methods: quantitative and qualitative. Quantitative methods include analysis of statistical data, structural method, method of additional analysis of data, study of specific object, and juxtaposition. Qualitative methods concern analysis of normative documents, literature review, observation, method of scientific description of information, and comparative method. According to theoretical findings system approach enables to consider professional training as an integrated system with regard to its subsystems. Also, it is regarded as a specific strategy or set of techniques used to solve the particular problem – training of future expert. In our case, the pedagogical objective is to train highly-qualified border guard. The author described the system of professional training of border guards at the higher military educational establishments in the Republic of India in details. We have found that the system of professional training of border guards at the higher military educational establishments in the Republic of India consists of nine structural components. They are the following: legislative, management, institutional, methodological, targeted, organizational, content, technological, and result. Each component has its own peculiarities and coverage. The combination of all the structural components enables the system of professional training be effective and achieve the objectives. The uniqueness of the study of the system of professional training of border guards at the higher military educational establishments in the Republic of India concerns the fact that its structural components were not described before in one work. And the explanation of interrelation of structural components is very important for professional training itself and contributes to enhancing the efficiency of the educational process.
Vita Khimich, Olena Homoniuk, Mykola Rudnichenko
Published: 1 December 2019
Comparative Professional Pedagogy, Volume 9, pp 14-23; https://doi.org/10.2478/rpp-2019-0032

Abstract:
The article deals with analysis of undergraduate courses for professional training of future physical culture teachers in Poland, Germany, France, and Ukraine. These countries set a number of requirements to higher educational establishments that have professionally oriented programmes for such specialists and are almost similar in majority of the countries. It has been revealed that the content of studies is oriented on current demands of the labor market and personal needs of future physical culture teachers. Forms of organization of undergraduate courses for future physical culture teachers (lectures, seminars, practical classes, individual and group projects, individual work) have been analyzed. Undergraduate courses in Poland have been analyzed. They are oriented on search of new educational training programs that would correspond to changes on national, regional, and global educational services markets and labor markets. It has been revealed that educational system in Poland includes state and private educational establishments. The research showed that the system of higher education in Poland is regulated by state legislative acts. It has been revealed that all higher educational establishments in Germany are divided into the following groups: universities, higher vocational schools giving specialized vocational training, higher educational schools (colleges) of arts and music. The research showed that each of federal lands has certain autonomy and can independently regulate educational policy and term of educational reforms implementation. It has been revealed that demands are made to teachers, namely to professional competence, knowledge, professional ability, preparedness, and skills needed for teachers to be able to solve certain educational problems. Studies consist of compulsory and elective modules. French system of education that has vivid national specifics has been analyzed in the article. It has been revealed that France has its own system of diplomas and academic degrees. It has been described that in France, university training of specialists in physical education and sport focuses on combination of fundamental theoretical education and professional practice. The author tackles present-day requirements to professional activity of teachers and professional training of future physical culture teachers in Ukraine. The structure of higher education in Ukraine has been built based on the structure of education on developed countries approved by UNESCO, UN and other international organizations.
Larysa Klochko, Olena Terenko
Published: 1 December 2019
Comparative Professional Pedagogy, Volume 9, pp 24-28; https://doi.org/10.2478/rpp-2019-0033

Abstract:
The function of the first women’s colleges in the USA is singled out. They expanded opportunities for women to get higher level of education, taking into account the fact that at that time women were not allowed to enter higher education establishments on equal footing with men. Some structural peculiarities of the first women’s colleges are viewed. By educational level colleges for women in that period were subdivided into two-year colleges, four-year colleges and universities. Financing peculiarities of the first women’s colleges in the USA are analysed. According to the source of financing colleges were private and public. The factors that led to the development of women’s education are analysed. Insufficient number of teachers in schools and widespread printed literature led to the need of involvement women in higher education. Teachers thought that intellectual abilities of men and women were equal, because women were not in social deprivation, and should participate fully in the life of civil society after obtaining knowledge in educational institutions. Due to scientific and technological revolution a number of devices that allow women to save time for economic affairs was worked out and, in turn, for this reason women could focus more on gaining knowledge for mastering future profession. The goals of women’s colleges establishment are analysed. Some teachers tried to train teachers, taking into account the shortage of teachers in schools due to expansion of the school network. Other teachers tried to give scientific and religious education and improve health of girls. The third group of teachers wanted to teach women self-education. The specifics of functioning of the first ɋatholic women’s colleges is analysed. Catholic leaders raised the question of expanding the network of Catholic women’s collegei due to insufficient number of religious teachers who have had some education level, because of the inability of church leaders to leave the church for educational services in colleges. In the USA, a peculiar feature of teaching in Catholic colleges was that the purpose of providing educational services was not only the development of intellectual abilities and training for future careers, but also spiritual development of students, which is the foundation of the Catholic faith.
Usman Hassan, Talat Zahra, Shrish Bajpai
Published: 1 December 2019
Comparative Professional Pedagogy, Volume 9, pp 51-58; https://doi.org/10.2478/rpp-2019-0037

Abstract:
In the industrialized nation, almost every facet of our lives is permeated by technological innovation at an accelerated pace. This is especially true in the areas related to health and medicine, which has further led to the evolution of a health care system that is technologically related and capable of providing a wide range of effective therapeutic and diagnostic treatments. The application of the principles and problem-solving techniques of engineering, biology and medicine is Biomedical engineering. Biomedical engineering focuses on the advancements to improve human health at all possible levels. Biomedical engineering has emerged as a new area of research combining biology and medicine with technology, providing new designs and concepts of medical instrumentation for the diagnosis, cure and prevention of various diseases. Biomedical engineering in the last three decades has sustained growth in human resources along with the emergence of careers as graduates and postgraduates and apart from this research works, health care and technological development are some of its other aspects. The present paper will provide an insight into biomedical engineering and future scopes, specifically in India. Biomedical engineers use and apply knowledge of the modern biological principles in their designing process. A biomedical engineer can work in a wide variety of areas and disciplines. Apart from this, there are several opportunities in industries for innovations, designing and developing new techniques. In the last few years, biomedical engineering has emerged as a booming career as the area of work and research and the possibilities of innovations in this field are nearly endless. Thus, the future of biomedical engineering is tied to both the obstacles we face in the field of medical sciences and its advancements. Hence the use of the biomedical engineering method has become a necessity for human health, research and development.
Ihor Roskvas
Published: 1 December 2019
Comparative Professional Pedagogy, Volume 9, pp 37-44; https://doi.org/10.2478/rpp-2019-0035

Abstract:
This paper emphasizes the fact that the current socio-cultural conditions in Ukraine put fundamentally new requirements on professional training of future language teachers. Furthermore, the reforms in Ukrainian higher education, including its focus on the implementation of the principles of the Bologna Declaration, expect that continuing teacher training of future language teachers should result in professionally mobile, proactive and independent future language teachers. Therefore, this paper aims to analyze the continuing teacher training of future language teachers in the UK and suggest ways to improve continuing teacher training of language teachers in Ukraine. The paper indicates that the UK is at a turning point today. The country is on its way of leaving the EU, which will significantly change not only its relations with EU countries but also with other countries all over the world. Thereby, the UK needs the skills and capabilities, which will facilitate the understanding of other cultures and languages, to continue to be important for successful international relationships at all levels. The four nations of the UK have approached policy on language education in different ways, which reflect their different linguistic circumstances, and they will continue to do so. The paper states that the model of the UK language teacher includes not only professional qualities but also his or her professional and personal development in the context of professional training and retraining. The paper concludes that the use of the UK’s positive experience in providing continuing teacher training to language teachers and ensuring their professional development discovers some new opportunities for Ukraine. Further research should focus on the peculiarities of the programmes for the professional development of language teachers. It can help to enhance the quality of advanced training of language teachers in Ukraine.
Svitlana Shumovetska
Published: 1 December 2019
Comparative Professional Pedagogy, Volume 9, pp 45-50; https://doi.org/10.2478/rpp-2019-0036

Abstract:
The necessity to research the problem of forming a professional culture of future border guard officers using the experience of military personnel training in the United States has been identified in the article. It has been found that professional culture and professionalism are an important part of the US military education system. The peculiarities of vocational training in the leading educational establishments of the United States of America, first of all the Military Academy (West Point, New York), have been studied. It has been determined that the priority of the academy, as a whole system of military vocational education in the USA, is attention to what is needed in the combat situation: analytical mind, leadership, theory and practice of management, knowledge of military history, operational doctrine, national defense policy, ability to plan and make decisions, perform legal duties, and abide the professional ethics. Experimental, case-based, interactive training with the extensive use of imitation devices and practical applications prevails in teaching methodology, which is needed to improve officers’ ability to analyze and solve problems, effectively interact and apply operational doctrine. To enhance the level of professional culture and military identity in military schools, great attention is paid to the development of officers’ intellectual potential, the ability to think and critically perceive the information needed to act in situations of ambiguity and uncertainty, to achieve intellectual superiority over the enemy. In accordance with the philosophy of military education in the United States, it is stipulated that a graduate of a military school should be first and foremost a highly intelligent person who, in many respects, must outperform a graduate of any civilian university, quickly acquire the chosen specialty. In addition to training for character education, military identity, the US military estalishments also intends to work hard to develop communicative skills and abilities through speaking and writing practice.
Artem Zaika
Published: 1 December 2019
Comparative Professional Pedagogy, Volume 9, pp 67-73; https://doi.org/10.2478/rpp-2019-0039

Abstract:
The article analyzes the tendencies in the development of digital literacy of citizens of European Union member states in educational institutions. The urgency of the study is driven by the need to develop the skills needed to communicate effectively in the epoch of 4 – the Industrial Revolution. This study focuses on analyzing the approaches needed to build digital literacy, as well as identifying its key development criteria in the education systems of the UK, Slovenia, the Netherlands, Lithuania and Estonia. Attention is drawn to the existing documents and programs that formulate conceptual trendsways for digital literacy across Europe. At the same time, in the European Union there is no common model that reflects the ways and methods of digital literacy, each country defining its priorities for achieving the goals. It is noted that digital literacy is characterized as one of the key skills for developing the professional competencies of a teacher and a competitive specialist. Based on the study of digital literacy experience abroad, it is possible to define a clear public policy focused on high levels of digital literacy and digital skills. The digitalization status of educational establishments and the population of Ukraine, which is defined as low, is compared. The main directions of the concept of development of the digital economy and society of Ukraine for 2018–2020 are described which aim to bridge the “digital divide” in comparison with the developed EU countries. It is concluded that it is precisely the educational institutions need significant reform. Based on the analysis of digital literacy approaches abroad, this study identifies priority areas for reforming education systems in the European Union in line with current labor market and digital society requirements.
, Nataliia Nykonenko
Published: 1 December 2019
Comparative Professional Pedagogy, Volume 9, pp 1-13; https://doi.org/10.2478/rpp-2019-0031

Abstract:
Carrying out a research within the field being a part of a meta-science, which has the object of the whole education system with relevant educational processes at different levels, educational institutions, factors, dominant and trends in its development, resources, including human capital, and other elements together with the mechanisms of interaction between them, we use the term “educational comparative studies” as more adequate to define the research field mentioned above. It is stated that modernization of the national educational system in Ukraine in the framework of the world mainstream is not possible without unified and well-defined terminological bases, methodological foundations, principles and criteria for comparative studies that meet the current level of the science development and the needs of society. It is proved that the most effective way of fulfillment a comparative analysis of education systems in different countries is a detailed study of theory and practice of their teachers’ preparation for the systems under consideration. Having analyzed different scientific approaches to identifying criteria for a comparative study, the criteria on the development of teachers’ preparation are introduced. It is highlighted that the defined criteria will be applied in the research work on the development of special education teachers’ preparation systems in the USA, the UK and Ukraine. They are introduced in the article: legal support of the educational system for individuals with special needs; national and regional standards of special education teachers’ preparation; curriculums, methods, and technologies for special education teachers’ preparation; system of retraining and licensures of special education teachers; informative and scientific subsystem of special education system; subsystem of special education teachers’ pre-service preparation and in-field practical work management; financial and economic subsystem of training and retraining of special education teachers.
Yuriy Dutchak, Ludmila Kravchuk
Published: 1 December 2019
Comparative Professional Pedagogy, Volume 9, pp 59-66; https://doi.org/10.2478/rpp-2019-0038

Abstract:
The analysis of legislative and regulatory framework regarding educational process in higher educational establishments of Kazakhstan allows to state that training of academic staff in physical culture and coaching personnel is done within “Physical culture and sport” specialty. There is no division into “Secondary education. Physical culture” and “Physical culture and sport”. In the Republic of Kazakhstan, fundamental academic education in “Physical culture and sport” is obtained at graduate course. Curricula of the second level in “Physical culture and sport” are implemented by 9 higher educational establishments of various forms of ownership. Training at graduate course is done on the basis of higher educational curricula in two areas: academic and pedagogical (at least two years) and profile (at least one year), full-time only. Graduate-course program by academic and pedagogical area in “Physical culture and sport” in the Republic of Kazakhstan corresponds to graduate-course program in “Secondary education. Physical culture” in Ukraine. Second-level educational program in “Physical culture and sport” includes cycles of basic and profile subjects that are further divided into components of a higher educational establishment and optional subjects. Overall volume of credits in this program is 120 ECTS. Upon completion of studies, students are awarded the degree of a master in pedagogical sciences in “Physical culture and sport”. Completion of this curriculum provides formation of highly qualified, competitive academic and pedagogical staff needed at labor market, able to act professionally in any social and economic situations at a higher academic and pedagogical level.
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