scholarly journals Some Peculiarities in Training Future Masters in Technology Education in European Countries

2017 ◽  
Vol 7 (4) ◽  
pp. 126-131
Author(s):  
Olena Samborska
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Technology Education ◽  
Higher Education Institutions ◽  
European Countries ◽  
Paradigm Shifts ◽  
Education Systems ◽  
Future Technology ◽  
Technology Teachers ◽  
Teacher Placement

Abstract In the article, the importance of studying foreign experience in order to improve quality of future Masters’ training in higher education institutions has been justified. The main peculiarities of training Masters in Technology education in European countries, namely, in Germany, Sweden and France have been outlined. It has been revealed that European education systems aim at developing future handicraft and technology teachers’ practical abilities and skills. It has been established that organization of teacher placements in each European country somehow differs: in Germany, teacher placement lasts approximately one or two years; in Sweden, teacher placement is rather cross-cutting; in France, teacher placement contributes to individualizing future technology teachers’ training. It has been determined that syllabi for training handicraft and home economics teachers in Germany are oriented toward not a specific discipline, but toward a set of specialties within the framework of general professional industry. It has been specified that modern challenges and paradigm shifts in education have led to implementation of the latest reform in training Future Masters in Technology Education in Sweden. It has been justified that modern French teacher education, in particular, education of technology teachers, is based on the principles of individualization. It has been noted that syllabi of European higher education institutions are rather variative, yet they always contain three types of disciplines – compulsory, partially elective and completely elective. Based on the research findings, it has been concluded that exchanging experience is extremely necessary nowadays and will contribute to improving Ukrainian system of teacher education. It has been determined that education systems in Germany, Sweden and France possess several advantages, namely, information openness, a diversified network of higher education institutions, favourable conditions for lifelong learning.

scholarly journals Peculiarities of Future Technology Teachers’ Training in Poland and Great Britain

2017 ◽  
Vol 7 (1) ◽  
pp. 51-55 ◽  
Author(s):  
Iryna Androshchuk ◽  
Ihor Androshchuk
Keyword(s):  
Higher Education ◽  
Great Britain ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Professional Activity ◽  
Practical Training ◽  
Future Technology ◽  
Technology Teachers ◽  
Study Results ◽  
Teachers Training

AbstractThe importance of studying foreign experience to enhance the efficiency of teacher training in higher education institutions has been justified. Peculiarities of future technology teachers’ training in Poland and Great Britain have been considered. Special attention has been paid to revealing the ways of enhancing the level of teachers’ professional competency while and after studying at university. The requirements for technology teachers’ have been specified. It has been indicated that apart from the requirements for professional training, future specialists should follow moral rules, cooperate with the participants of the education process and manage information and communication technologies. Qualification categories of teachers in Poland as well as educational routes for future technology teachers’ training in Great Britain have been found out. Based on the generalization of the study results, the authors have singled out the main cycles of professional disciplines needed for professional training of technology teachers’ training in Great Britain. The role of school placements in future teachers’ training for professional activity has been considered. It has been proved that the great amount of hours is allotted for practical training of students and forming of those skills and abilities needed in professional activity. Relative stages of students’ practical training in higher education institutions have been identified.

Educational Policy Reforms and the Politics of Music Teacher Education

2015 ◽  
pp. 77-90
Author(s):  
Gabriel Rusinek ◽  
José Luis Aróstegui
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Music Education ◽  
Higher Education Institutions ◽  
Compulsory Education ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Policy Reforms ◽  
Music Teacher Education ◽  
The Impact

This chapter discusses the politics of music teacher education in relation to the major policies that transnational institutions are promoting virtually all over the world, in relation to national curricula reforms and in relation to the programs developed by higher education institutions. The first section copes with the impact of international organizations on the reforms of national curricula based on an economic rationale and on the shaping of a new role for music and arts education in schools. The second section discusses to what extent higher education institutions in charge of teacher education are assuming these curricular changes. The final section contends that music teacher education programs should consider three major issues to foster social justice: (1) the quality of programs from an educational perspective; (2) the demise of music education as part of compulsory education; and (3) the acknowledgment of politics in music education and music teacher education.

scholarly journals Importance of Motivating Factors for International Mobility of Students: Empirical Findings on Selected Higher Education Institutions in Europe

Organizacija ◽  
2013 ◽  
Vol 46 (6) ◽  
pp. 274-280 ◽  
Author(s):  
Riko Novak ◽  
Anja Slatinšek ◽  
Gabrijel Devetak
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Life Experiences ◽  
Higher Education Institutions ◽  
International Study ◽  
European Countries ◽  
Motivating Factors ◽  
International Mobility ◽  
Significant Difference

AbstractThis article explores the importance of motivating factors for the international mobility of undergraduate students who participated in a mobility programme and completed part of their studies at selected higher education institutions. The empirical research was conducted on a population of 3,539 mobile undergraduate students, who took part in mobility programmes between 2006 and 2011 at three selected higher education institutions in three different European countries (1 - Germany: Duale Hochschule Baden‑Württemberg Karlsruhe, 2 - Norway: University of Tromsø, 3 - Slovenia: University of Primorska, Faculty of Management). The purpose of this article is to present the underlying motivating factors in relation to the selected institution on a sample of 288 undergraduate students during the period studied. On the basis of these findings, we came to the conclusion that most of the students participated in students’ mobility programmes especially to gain international study and life experiences. Furthermore, we established a statistically significant difference in the duration of a mobility period in connection with gender and the satisfaction with the mobility programme.

scholarly journals European Experience in Teacher Education and Pedagogical Mastery Development

2015 ◽  
Vol 5 (4) ◽  
pp. 87-92
Author(s):  
Oksana Romaniuk
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Training ◽  
Professional Training ◽  
Training System ◽  
European Countries ◽  
The European Union ◽  
Professional Competency ◽  
European Experience ◽  
Interdisciplinary Approaches

Abstract In the article the author considers recent trends in teacher education and pedagogical mastery, issues of carrying out improvements to the teacher training system in European countries, analyzes programmes of cooperation in education that facilitate forming of teachers’ professional competency, studies typical problems in teacher education in Europe and possible ways for its improving. Based on the study of European experience in teacher training the author has concluded that lecturers are extremely interested in identifying the patterns of teacher training and pedagogical mastery as a theoretical, methodological and practical problem and has justified the importance of the structural organization and modernization of teacher professional training in higher education, the development of new forms in relations between the teacher training system and higher education institutions, which are based on systematic, scientific, interdisciplinary approaches and the idea of continuity. The importance of special cooperation projects in teacher education launched in the European Union in terms of pedagogical mastery has been emphasized in the article. The author also focuses attention on new ways of solving the existing problems in developing the professional competency of students obtaining teacher education as well as the development of pedagogical mastery. There have been described main directions in the functioning of European countries’ teacher training systems that can be useful in identifying development trends in teacher education in Ukraine, namely, teacher education based on worldwide recognized researches, the shift in orientation of the teacher education philosophy: from quantity to quality, clearly defined educational standards as well as criteria for their assessment, the review of procedures for accrediting teacher training institutions, the use of multimedia technologies.

scholarly journals Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Engin Karadag ◽  
Ahmet Su ◽  
Hatice Ergin-Kocaturk
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Student Satisfaction ◽  
Hierarchical Linear Modeling ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Linear Modeling ◽  
Education Systems ◽  
Face To Face ◽  
Academic Activities

AbstractCOVID-19 pandemic triggered distance education in higher education. Decisions such as isolation, social distancing and quarantine made by countries unexpectedly and suddenly forced face-to-face education to change to distance education within days. All academics around the world had to move online overnight. All the educational and academic activities in higher education (courses, exams, meetings, etc.) had to be conducted online in a few days. Based on these changes, this study aimed to analyze the relationships among student, faculty (adaptations of faculty members to distance education) and institutional (distance learning capacities of the universities) variables that affected satisfaction of the students related to distance education in higher education institutions in Turkey during COVID-19 pandemic using hierarchical linear modeling (HLM). The study group included 14,962 students and 3631 academics from 30 universities. The results showed that universities with higher distance education capacities got higher satisfaction scores. HLM analysis showed that 43% of the variation in satisfaction scores resulted from universities. The second HLM analysis showed that 44% of the overall satisfaction score variance of the students could be explained by the factors of university features (Level 2: distance education capacity and acceptance and use of distance education systems of faculty members). Thus, it was determined that 44% of the university factor calculated as 43% in Model 1 (which is calculated within students’ general satisfaction scores) resulted from the distance education capacity and the acceptance and use of distance education systems of faculty members. The findings of this study provide insights to improve distance education by stakeholders of higher education institutions.

scholarly journals Problems of Modernization of Professional Preparation of the Students of Pedagogical Higher Education Institutions

2020 ◽  
Vol 18 (2) ◽  
pp. 84-91
Author(s):  
Zaruhi ASATRYAN ◽  
Margarit ASATRYAN
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Professional Preparation ◽  
Content Management ◽  
Highly Qualified ◽  
Education Systems ◽  
The Future ◽  
New Graduate ◽  
Teaching Learning

The article touches upon the problems of modernizing the professional preparation of the students of pedagogical Higher Education Institutions (HEIs). It proves that the deepening of market relations and the contemporary level of the development of public life put great demands on the HEIs in terms of preparing highly qualified specialists. Due to the socio-economic transformations,  it is required that the entire education system of pedagogical HEIs should be reformed and a new graduate model should be elaborated. Among the significant problems, the authors single out the modernization of the system of the specialist preparation, the elaboration of new integrated educational strategies, models and technologies for the development of higher education systems, mutual understanding and collaboration among various education systems. Therefore the issues of the future specialists’ professional competency, reflective teaching/learning, the development of meta-competences, competitiveness and media literacy come to the fore. The solution to these problems implies a change in the requirements of the HEI graduate model, approaches and expected outcomes. The problem of developing a new methodology for the preparation of specialists in pedagogy at HEIs and improving the quality of the professional preparation should be considered in terms of functional, systematic, cultural, competence and anthropological approaches. The article provides justification for the claim that the process of the future pedagogues’ professional preparation should be regarded as the integrity of interrelated structural components, including the aim, content, management, operation, outcome. The effectiveness of the professional preparation at contemporary pedagogical HEIs is conditioned by certain managerial functions, principles, methods, implementation of innovations into the management of the higher education policy and the modernization of the content of the graduate model. The article presents social pedagogical conditions for the effective preparation of the HEI students and highlights a number of factors that contribute to the effectiveness of this process.

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