Continuing Professional Education: Theory and Practice

Journal Information
ISSN / EISSN : 16098595 / 24120774
Current Publisher: Borys Grinchenko Kyiv University (10.28925)
Total articles ≅ 261
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Rakityanska Lyudmyla
Continuing Professional Education Theory and Practice pp 23-29; doi:10.28925/1609-8595.2019.1.2329

Abstract:The problem of the unity of the rational and the sensorial, of the cognitive and affective processes in the human psyche has deep roots in prehistoric times, when the civilization originated in the form of the primitive society. That period is considered to be the basis, on which the historically original form of cognizance of the world was formed, i. e. the mythological and pagan worldview of the primitive people. In various forms of collective creativity, the syncretism of their thinking manifested itself that, in turn, testified to the undivided nature of their attitude to the surrounding world in its unity of intellectual, sensorial and volitional manifestations. With the advent of the naively spontaneous philosophical outlook characteristic of the philosophy of nature, the notion of «logos» appeared in the sense of the general law of being, the very foundation of the Universe and the human existence. Ancient Greek thinkers began the centuries-old Occidental tradition of exalting the reason over sensations. In medieval times, philosophical thinking depended on religion and, therefore, in the initial period of its development, the so-called patristic, the leading principle was the recognition of the primacy of faith over reason. At the same time, opposing views were also expressed about the identity of the above notions and their harmonious coexistence. During the era of the Renaissance, the role of the reason and logic was also exalted in contrast to the sensoria. The philosophy of the modern era led to the emergence of the two opposing schools of philosophical knowledge, i. e. empiricism and rationalism, whose representatives, respectively, showed the primacy of either sensory experience or reason in the process of cognition. In that period, the «logic of the heart» emerged that purported to be above both the sensoria and the reason. The heart was seen as a kind of an instrument of the faith endowed with the logic of its own. That period’s sensualist school of philosophy recognized sensations, sensual experience as the only source of knowledge. During the Enlightenment, the power of the human mind was asserting itself as the supreme ideal of the era, although some philosophical views did continue to espouse the «idea of the heart». In the self-same period, a tendency was observed to combine the advantages of rationalism and empiricism, the belief in the cognitive abilities of both the human mind and the human sensorial experience. In the German classical philosophy, with its dominant tendency towards the absolutization of the reason, there was also a parallel development of the tendencies towards the recognition of the priority of human sensations and the harmonization of the reason and sensoria. The whole set of epistemological problems of the modern philosophy is characterized by pluralism, the desire to synthesize the most fruitful ideas, theories, concepts, also including the idea of combining the opposite sides of the cognitive process, i. e. the rational and the sensorial.
Krasheninnik Iryna
Continuing Professional Education Theory and Practice pp 46-52; doi:10.28925/1609-8595.2019.1.4652

Abstract:The actual direction of research in the field of higher professional education is the improvement of the quality of future software engineers’ professional training in a reduced period of study at universities. This is due to contradictions between the list of competencies defined in curricula, fewer numbers of disciplines in the curriculum and the competencies already available to students. We believe that competence oriented tasks are means to gain this point. Such tasks involve the organization of students self-work to solve professional problems. This orientation motivates undergraduates to cognitive activity and contributes to the formation of professional competencies. The purpose of this article is to analyze the use of competence oriented tasks in the process of future software engineers’ short-term training at universities. Scientific publications devoted to various aspects of the use of competence oriented tasks in the training process are analyzed. Their definition, classification, structure, and recommendations for design are given. The concept of professional competence by definition of the TUNING project and professional competence of the software engineer in particular are considered. The characteristics that allow to consider competence oriented tasks as means for formation and evaluation of future software engineers professional competencies are determined. Examples of such tasks aimed at the formation and evaluation of the level of professional competencies in «Programming» course are given. Further research is aimed at evaluation the effectiveness of the implementation of educational and criterion functions of these ones in the training of future software engineers.
Kovalyova Olga
Continuing Professional Education Theory and Practice pp 36-41; doi:10.28925/1609-8595.2019.1.3641

Abstract:The article discusses the necessity of widespread implementation of simulation technologies into medical education as a source of forming the professional competence of doctors and reducing the number of medical errors. The article describes the modern classification of simulation training. Modern simulation technologies include verbal simulations (role-playing games), standardized patients (actors), exercise simulators (physical or virtual models), virtual patients (computer technology), electronic patients (mannequins in simulated hospital settings). Simulations are the development and improvement of technical and non-technical skills and abilities through realistic models (biological, mechanical, electronic, virtual or hybrid). Simulation technologies cannot replace the experience gained near the «patient’s bed», but the simulation training provides a number of advantages: the clinical experience gained in the virtual environment does not pose a risk to the patient; objectification of the assessment of the achieved level of skill; unlimited number of repetitions for skills training; practice of rare and life-threatening pathologies; a part of the functions of the teacher takes on a virtual simulator that increases the availability of education; reduction of stress during the first independent manipulations; the training takes place regardless of the schedule of the clinic’s work; development as individual skills and abilities. The advantages of the introduction of simulation technologies into medical education for all subjects of medical education and medical care are analyzed. Modeling clinical situations in conditions close to real, allows students and doctors to be trained, increasing the level of safety for patients. For all subjects of medical education and medical care, the advantages of implementing simulation training have been demonstrated.
Zaskaleta Svitlana
Continuing Professional Education Theory and Practice pp 68-72; doi:10.28925/1609-8595.2019.1.6872

Abstract:The article deals with the conceptual foundations and the search for effective ways of developing the system of higher education in Ukraine. It has been determined that the general tendency of professional training of specialists in the countries of the European Union is the applied interdisciplinary approach. An interdisciplinary approach is analyzed in the process of studying humanitarian disciplines. The quality of professional training depends on the relationship between teaching disciplines, as well as the ability of the teacher to call and support the subjects of learning interest in such relationships. The concept of «integration» is specified, the meaning of «interdisciplinary connections» is substantiated. The strategic directions of updating the learning process based on the application of the principles of interdisciplinary connections in the process of studying a foreign language are determined.
Bulvinska Oksana, Kapralova Irina
Continuing Professional Education Theory and Practice pp 53-59; doi:10.28925/1609-8595.2019.1.5359

Abstract:The article is devoted to the survey results of academic staff of the Borys Grinchenko University of Kyiv on identifying topical subjects for qualification training as part of the didactic, research, leadership modules and the module on ICT. The list of topics for training courses was formed in accordance with certain current trends of higher education institutions academic staff continuing professional development, as well as taking into account the European experience of organizing advanced training courses for lecturers at universities. The survey showed that the lecturers’ choice for continuing professional development is fully consistent with pan-European tendencies. The largest number of choices received trainings related to innovative teaching methods, as an improvement of teaching skills and an innovation establishment in teaching are a priority in the European higher education area. The respondents’ great interest was caused by trainings on internationalization in education, which is an important aspect of both European and Ukrainian educational policy. The research showed that lecturers were less interested in training on general and social competencies, motivation and leadership qualities. As part of the module on ICT, academic staff chose trainings, dedicated to teaching improvement with innovations in ICT, that is, didactic issues of introducing the new technological tools into an educational process. The results of the survey can become a basis for a modernization of universities academic staff qualification improvement program in order to acquire new and / or improve previously acquired competencies within professional activity. The perspectives of the further researches will be a justification of competency profiles within the lecturers training program modules.
Palamarchuk Olga
Continuing Professional Education Theory and Practice pp 80-87; doi:10.28925/1609-8595.2019.1.8087

Abstract:This article is devoted to the analysis of the role of academic staff in the effective governance of the universities in France. Models of governance of the universities of France are analyzed. It is found that in France there is a dual (asymmetric) model of governance. It has been established that in an «asymmetric» dual structure, one of the governing bodies can be considered as the main decision-making body and the other body has more limited powers. The article analyzes the system of governance and the role of academic staff in such institutions of higher education as the University of Paris-Dofin, the Louis-Bachelier Institute, the Curie Institute, the University of Sorbonne. It is revealed that in general, the main governing bodies of the university are three central authorities: the Board of Directors, the Scientific Council and the Academic and Student Life Council. It has been established that all the governing bodies of universities in France include academic staff with a total of 8 to 13 people, depending on the Council to which they belong. It is analyzed that the main functions of academic staff are decision-making at the level of the governing bodies of the University, participation in discussions on financial, strategic issues, decision-making on student associations, student life, research questions, and teaching. It has been found that the activity of academic staff in the effective governance of the universities in France is advisory. It is noted that academic staff can be involved as an external expert in the decision-making process in other universities.
Pavliuk Roman
Continuing Professional Education Theory and Practice pp 73-79; doi:10.28925/1609-8595.2019.1.7379

Abstract:The article deals with the educational systems of research-based training for preparation of specialists of social sphere in Germany. On the basis of the research of foreign scientists and previous researches of the author it was set that the system of research-based training is defined as a complex of pedagogical purposes, which are combined with the main tasks in the development of research competence of students (development of skills for setting the research task and finding ways to solve it). The system of research-based training for preparation of specialists of social sphere in two leading universities of Germany (University of Cologne (Cologne, Germany) and Humboldt University (Berlin, Germany)) has been analysed. It is established that not every Master’s program involves studying with the use of research techniques. However, it was found that the research-based training system of study in its proper application encompasses not just the student’s research activity partly detached from the educational process, but is reflected in each student’s discipline. Each discipline reveals one of the aspects / tasks / areas of student research and in parallel serves as a practical basis for the development of professionally meaningful competences. Prospects for further research we see the study of the individual research and educational trajectory of the student through the entire period of training in the research-based training system for specialists of the social sphere and the development of methodological recommendations for the use of such a trajectory and system in the Ukrainian system of higher education.
Tryhub Ilona
Continuing Professional Education Theory and Practice pp 88-92; doi:10.28925/1609-8595.2019.1.8892

Abstract:In the article has been singled out features of the classification of Eastern Europe countries according to the professional training of experts in the field of education (systematicity and length of training); founded the tendencies of professional training of experts in the field of education in countries of Eastern Europe: general tendencies (in particular: orientation of training of experts in the field of education in quality assurance; implementation of professional training of experts in the field of education in masters training, postgraduate education and non-governmental organizations; the introduction of seminars, workshops and conferences as forms of training of experts in the field of education; election of future experts in the field of education among experienced teachers; election of candidates are offered by universities, rectors conferences, schools and universities, students parliaments, national academic associations and employers’ organizations; implementation of the official Code of Ethics in professional activities of experts in the field of education; introduction of state and public control over the activity of experts in the field of education; exchange of experience of expert activity in the international cooperation); specific tendencies (in particular: entrance examination / briefing by experts in the field of education (the Republic of Lithuania); preparation of experts in the field of education at the level of the master’s degree in higher educational institutions (the Republic of Latvia); professional training of experts in the field of education in different forms (seminars, advanced training courses, postgraduate studies) (Russian Federation) etc.
Lopina Nataliia, Zhuravlyova Larysa
Continuing Professional Education Theory and Practice pp 60-67; doi:10.28925/1609-8595.2019.1.6067

Abstract:The article discussed the necessity of implementation the latest information and educational technologies of education into the medical education based on the modern state strategy for the development of medical education and the need for continuing professional development of physicians. The experience of domestic medical educational institutions in conducting training, retraining medical educators has been analyzed. The modern possibilities of medical education with the use of informational and educational web-technologies are described. Taking into account the modern possibilities of providing continuous medical education with the use of information and educational web technologies, a program of improvement of qualification of higher medical educational institutions medical educators on the use of informational and educational web technologies is proposed. Based on own experience of implementation of information and educational web technologies in medical education, clinical departments of higher educational institutions can be organized with the help of: a site of clinical departments and institutions, a channel of departments and educational institutions on YouTube, groups of faculties of Facebook (groups on target audiences - students ( undergraduate stage of training), postgraduate medical students, advanced training courses for medical educators of the department, etc.), room for conducting webinars, an electronic database of clinical cases (training regimen on structured topics, examination mode in the absence of information on subjects), learning management systems (Moodle), or their dynamic combination. Information and educational web technologies for providing medical education can be represented by the following educational materials: dynamic web pages with informational content, a blog with thematic sections, presentations, an electronic library of educational materials (publications, textbooks), video collections, audio collections, test simulators, flash-cards, electronic courses, electronic clinical cases, web quests, simulators of practical skills, clinical simulators, medical. The program of advanced training of the medical educators of the higher medical educational institutions on the use of informational and educational web technologies is proposed, which consists of combining six thematic modules of education: administration of the site of the department, additional services, principles of pedagogical design, case study method in medical education, designers of electronic courses / clinical cases, Learning Management System (Moodle).