Continuing Professional Education: Theory and Practice

Journal Information
ISSN / EISSN : 1609-8595 / 2412-0774
Total articles ≅ 358
Current Coverage
DOAJ
Filter:

Latest articles in this journal

, Lada Petryk
Continuing Professional Education: Theory and Practice pp 50-59; https://doi.org/10.28925/1609-8595.2021.4.6

Abstract:
The article is devoted to the issue of organizing the future primary school teachers’ professional practice within the pedagogical specialty 013 «Primary education» the first (bachelor’s) level of higher education in the content of the optional block «Foreign Language». In the process of the work, the native and foreign special literature on the research problem was analyzed. The normative legal documents and reports on the issues of the primary school teacher training, in particular its practical professional component, in the leading European countries were taken into account. To achieve the goal, a set of scientific methods was used: theoretical ones – studying the state of the investigated problem, determining the essence of future primary school teachers’ professional practice; empirical methods: questionnaires, interviews; pedagogical observations. It was found that the main purpose of professional practice of future primary school teachers within the optional block «Foreign Language» is the formation of their practical methodological competence through the implementation of theoretical knowledge and skills in foreign language teaching methods at primary school, modern technologies and innovative teaching tools. When organizing this type of practice, it is necessary to take into account the following tasks for the development of future teachers’ skills: to use teaching methods, technologies and tools of foreign language teaching at primary school in accordance with the practical purpose of the lesson; to plan a foreign language lesson methodically correct; to select, analyze and effectively apply modern technologies and innovative means of teaching a foreign language in accordance with the practical purpose of the lesson; to develop lifelong learning skills; to develop the ability of future teachers to plan a foreign language lesson and to control the formation level of foreign language knowledge, skills and abilities of primary school pupils. It is proved that the result of effective organization of professional practice within the optional block «Foreign Language» is the formation of future teachers’ professional competencies: the ability to organize foreign language teaching at primary school with focus on modern methodological approaches and leading pedagogical experience; ability to communicate in a foreign language in an oral and writing forms within a certain foreign language topic; ability to use a foreign language in various situations of social, educational and professional communication.
Olesia Stoika
Continuing Professional Education: Theory and Practice pp 86-93; https://doi.org/10.28925/1609-8595.2021.4.10

Abstract:
The article formulates and identifies the problem of digitalization of teacher training in the Republic of Poland, Hungary and Ukraine, highlights research methods, reveals the methodological and theoretical basis of the study, identifies the source base of the study. A set of general scientific methods is used in the process of setting research issues: theoretical: analysis and synthesis in order to determine the main directions of research on the problem of digitalization of higher education; classification and generalization in order to highlight in the processes and phenomena of common features for the Republic of Poland, Hungary and Ukraine on the digital transformation of higher education; comparative analysis, identification and substantiation of trends in digitalization of higher education in the given countries; empirical: study of the legal framework for the digitalization of higher education in the Republic of Poland, Hungary and Ukraine; comparison on one basis, on several bases; description of factual information for the purpose of analytical interpretation and study of specific facts and phenomena. The leading idea of the research is determined, which is based on the position that the system of comparative analysis of the digitalization of teacher training in the Republic of Poland, Hungary and Ukraine requires a thorough monographic study of this problem in each country and substantiation of comparison criteria that determine the direction and content of research on the chosen problem in the Republic of Poland, Hungary and Ukraine.
Tamara Sorochan, , Andrii Hurzhii
Continuing Professional Education: Theory and Practice pp 33-41; https://doi.org/10.28925/2312-5829.2021.4.4

Abstract:
The article highlights new views on the possibilities of teachers’ professional development in postgraduate education system, due to the transition from learning management systems (LMS) to the next generation digital learning environment (NGDLE) as an ecosystem of digital tools to support the activities of subjects of the educational process. For the first time, the authors have revealed the signs of environmental friendliness of the NGDLE, have characterized it as an open, stable, safe and comfortable system for subjects of the educational process, providing information exchange between them, as well as between them and the world around them. Such digital ecosystems are created as digital twins of the real postgraduate education institutions for the efficient lifelong learning and teachers’ professional development. The practical implementation of these new generation concepts has been presented on the example of the Ukrainian Open University of Postgraduate Education, designed to organize and support non-formal postgraduate education. It has become a complex of digital solutions aimed at the implementation of EdTech with a priority in the successful functioning of virtual chairs, conducting the educational process (formal/non-formal education), professional development of students and teachers, attracting people from different regions of the country to training and teaching, highlighting innovative educational practice, etc.
, Oksana Bulvinska
Continuing Professional Education: Theory and Practice pp 25-31; https://doi.org/10.28925/1609-8595.2021.2.3

Abstract:
The development of human civilization convincingly proves to us that a person, being born in a certain historical epoch in a certain country, prepares not for life in general, but for life in specific social and cultural conditions. Analysis of the available philosophical, pedagogical, sociological literature and areas of scientific and educational research indicates that researchers focus their attention on the problem of social responsibility of modern Universities. In particular, interest in this issue has grown significantly in recent years. The activities of Universities are never limited to the training of future specialists. Universities perform the social function of reproduction and development of society and its systems through the processes of translation of cultural norms in changing historical circumstances, each time on the basis of new social relations. Although among researchers there is no consensus on the definition of social responsibility of the University and the areas of its implementation, there is a general understanding of this phenomenon as a certain obligation of a higher education institution to society. That is why it is important to realize that the social responsibility of Universities should be considered in the context of the general social and cultural dynamics of a particular society. And if there were times when the social responsibility of the University could be represented by the concept of «literacy», then modern world makes completely different demands on education in general and on understanding of the University social responsibility in particular. The social responsibility of the University to society as a social institution, its individual groups and strata, is its commitment to contribute to the solution of important social problems.
Lidiia Vashchenko
Continuing Professional Education: Theory and Practice pp 55-63; https://doi.org/10.28925/1609-8595.2021.2.7

Abstract:
The article considers issues related to the need to modernize the current system of assessment of academic achievements of primary and secondary school students, due to their transition to study according to the new state educational standards. The results of the research of teachers’ and students’ views on the current assessment system, on its role in the individual approach to the student’s personality in the learning process are presented. The obtained results testify to the participants’ understanding of the shortcomings of the current assessment system and the need to develop such an approach to the assessment of educational achievements, which would eliminate the existing contradictions. The problems of the current assessment system highlighted in the article can be solved by implementing modern world practice of introduction of so-called formative assessment in the domestic educational environment, which will track individual progress of students in the learning process for timely correction, active involvement of students in the assessment process. It draws attention to the students’ understanding that the objectivity of assessment, self-assessment of educational activities, dialogic feedback should become tools of modern education. The results of the survey of students show a difference in views on assessment depending on their age. Based on the comparison of the results of the survey of participants in the educational process, the similarity of their views on the problems of the current assessment system is shown. This article is a continuation of the scientific search for ways to improve the system of monitoring and evaluation of student achievement in general secondary education.
Petro Saukh
Continuing Professional Education: Theory and Practice pp 7-15; https://doi.org/10.28925/1609-8595.2021.2.1

Abstract:
Based on a systematic analysis of the rapid changes in the information society related to the pragmatics of «leader» technologies of the fourth industrial revolution (industry 4.0), the article reveals the role and importance of critical thinking as one of the basic human skills of the 21st century. It is proved that the development of critical thinking has become a leading trend in the modern educational process and requires not only an in-depth understanding of the phenomenon of critical thinking itself, but also new technologies for its implementation in teaching. In the specified discourse, the basic «pain points» of the development of critical thinking in the theory and practice of domestic pedagogical activities are defined and mechanisms of solving existing problems are outlined. It has been stressed that critical thinking is not a separate skill, but a synergy of many skills. Critical thinking is a specific form of evaluative activity in the process of cognition, which is focused on identifying the level of reliability of a fact recognized as a model or standard and produces purposeful self-determination on the way of its reconstruction and productive transformation. Four postulates of critical thinking are formulated and the algorithm of a critical thinking development technology is offered, which provides a number of specific techniques at various levels of education, in various subject fields, kinds and forms of pedagogical activity. It has been determined that the implementation of the technology for the development of critical thinking presupposes the sequential implementation of a three-level algorithm: Evocation, Meaning Realization and Reflection. Each of these three levels has its own goal and objectives, as well as a complex of pedagogical methods, techniques aimed at enhancing research, creative activity, and then on comprehending and generalizing the knowledge gained.
Oleksii Sysoiev
Continuing Professional Education: Theory and Practice pp 79-85; https://doi.org/10.28925/1609-8595.2021.2.11

Abstract:
The article is devoted to a comprehensive analysis of the curriculum of professional training of bachelors in circular economics at the Silesian Polytechnic of the Republic of Poland. It is shown that such training, which was first introduced in Poland in 2018, has a practice-oriented nature and is aimed at systematic training of bachelors to implement the tasks of the circular economy. The structure of the curriculum, the number of hours devoted to the study of individual subjects and modules of choice, the sequence of study of subjects, types of practical training, project activities of students, forms of study and their ratio are analyzed. The «step» structure of the curriculum complexity of subjects, their professional orientation and study in separate semesters; a significant amount of hours devoted to learning English, the availability of internships with the implementation of the production project. Analysis of curricula for specialists in circular economics at the bachelor's level shows that the professional training of bachelors is practice-oriented using modern learning technologies, in particular the implementation of both training projects and projects in specific industries (production projects). It is concluded that the study of the experience of the Republic of Poland, in particular the analysis of curricula for the training of specialists in circular economics, allows us to use the experience of our neighbors to create, if not a holistic system of training such specialists then at least separate training courses for the implementation of the ideas of a green economy in Ukraine.
Continuing Professional Education: Theory and Practice pp 37-45; https://doi.org/10.28925/1609-8595.2021.1.5

Abstract:
The article is devoted to the analysis of the content of educologycal training in the educational programs «Preschool Education», «Primary Education», «Management of Educational Institutions» full-time and part-time at Borys Grinchenko Kyiv University, which involves studying the interdisciplinary course «Educology». The article emphasizes the contribution of educology as a scientific phenomenon in ensuring the quality of university education due to its integrated and interdisciplinary nature. A significant difference between the object of study of education and other humanities is that educology is a kind of educational synergy for the study of education, which generates a systematic set of educational sciences such as philosophy of education, history of education, educational policy, educational law, education management, economics of education, sociology of education, culturology of education. The authors analyzed the effectiveness of teaching the discipline «Educology» on the basis of a survey of undergraduates of the university, in which special attention was paid to the development of critical thinking; awareness of patterns, trends, sources of education and educational systems; application of a synergetic approach in education management; formation of the ability to find means of solving current problems in the field of education; understanding of education as a specific sector of the economy, mechanisms of competitiveness of educational institutions, understanding of education as a social institution, the role of legal aspects in the development of education, etc. It is proved that the study of the course «Educology» will contribute to the development of future professionals in the field of education skills to systematically solve the multifaceted problem of ensuring the quality of education at the university; consider prospects and forecast changes to improve it.
Continuing Professional Education: Theory and Practice pp 99-106; https://doi.org/10.28925/1609-8595.2021.3.10

Abstract:
The article identifies and reveals the content of current scientific approaches to the process of praxeological competence formation of future masters in dentistry. Analysis of native and foreign scientific sources, comparison of research results, discussions with teaching staff of medical universities determined the benefit of applying systemic, student-centered, activity, competence, contextual, synergistic approaches in the educational process of medical universities. The systemic scientific approach is implemented by creating a system of components with established relationships between which there is an interaction. The system of future dentists’ professional training involves components of educational process that, in turn, are the subsystem of Higher Education system of Ukraine. The student-centered approach aims to implement the individual approach to each student. It allows to help each student think creative and critically. The activity approach assumes the maturity of a graduate of a medical university to manage nonstandard professional situations. This approach identifies the precise ways of certain competence formation. The competence approach ensures the implementation of skills in professional activity. The contextual approach requires creating real life environment. The last is synergetic approach that promotes self-realization and self-development of the future dentists by establishing cooperation between the participants of the educational process. The article also describes peculiarities of mentioned scientific approaches implementation into practice of medical universities’ educational process. Moreover, the article proves that the combination of these scientific and methodological approaches into the complex will improve the quality and effectiveness of the process of future dentists’ praxeological competence formation.
Nataliia Khanykina, Dana Sopova, Oksana Bulvinska
Continuing Professional Education: Theory and Practice pp 46-55; https://doi.org/10.28925/1609-8595.2021.1.6

Abstract:
The article analyzes the experience of introducing academic integrity on the example of an intellectual educational game – a debate at the Borys Grinchenko Kyiv University. Such work has become traditional for the University residents on the basis of the educational circle «Educological Discourse» of the Research Laboratory of Educology and the Pedagogical Institute of the University. The purpose of the scientific article is to present the experience of conducting Educological debates on the introduction of academic integrity and their impact on improving the quality of higher education. The theoretical basis of the «Educological Debate» is the scientific direction of integrated research in the field of education – Educology, which is a synergy of such educational sciences as philosophy of education, history of education, educational policy, educational law, education management, economics of education, sociology of education, cultural education. These educational sciences make up the content of educational training, provide an opportunity to analyze and reveal various aspects of academic integrity. The «Educological debates» have polemical nature. The teams are able to demonstrate the main areas of work during the «Educological Debates». The principles, mechanisms of academic integrity introduction which can improve quality of education are resulted. The role of meetings in the format of an intellectual educational game is emphasized. The game serves as an impetus for awareness and desire to continue working on the creation and search for tools and mechanisms for the academic integrity introduction in the academic space. The conclusions of this work on the importance of informing students about the normative and legal, moral and ethical principles of combating plagiarism, teaching students the rules of ethical behavior in the academic environment are made. It is mentioned about the interactive teaching method of debates, which is effective for the development of both professional and general competencies of students. It helps to increase the level of critical thinking and communication skills.
Back to Top Top