scholarly journals The Center for Continuous Professional Development “Ashmarin-Center” as an Instrument of Individual Trajectory of Professional Development

2021 ◽  
Vol 4 (4) ◽  
pp. 42-46
Author(s):  
Tamara Vasilevna Andrushchenko ◽  
Olga Leonidovna Bogatyreva
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Practical Experience ◽  
Continuous Professional Development ◽  
Teaching Staff ◽  
Professional Skills ◽  
Regional Center ◽  
Effective System ◽  
Training Courses ◽  
Chuvash Republic

The purpose of the article is to present the practical experience of the regional center for continuing professional skills of pedagogical workers in the framework of the national project "Education", to describe the algorithm for the development and implementation of an individual educational route of pedagogical workers and management teams in the Chuvash Republic. Methods. In order to effectively organize the process of continuous improvement of professional skills of teaching staff, monitoring studies and analysis of professional skills of teachers at various levels of the education system - primary, general and secondary vocational - were carried out. Results. Based on the data obtained, advanced training courses for teachers with a focus on the practical part and individual work were reformatted. The practice-oriented component of the courses has been expanded by increasing the number of hours allocated for internships, practical classes and master classes by leading teachers. The methodological work of the Center is inextricably linked with the activities of professional communities, subject associations and methodological services. There is a constant exchange of experience and best practices to solve the problems of professional growth, in the process of discussing significant professional problems. Conclusions. The application of these techniques allows us to build an effective system of continuous professional development, which ultimately contributes to the development and strengthening of education in the region.

scholarly journals Directions and Strategic Guidelines for Continuous Professional Development of Scientific and Pedagogical Collaborators of Ukrainian Medical Stomatological Academy

2021 ◽  
Vol 6 (1) ◽  
pp. 288-292
Author(s):  
A. P. Stepanchuk ◽  
◽  
O. D. Lisachenko ◽  
G. A. Yeroshenko
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Educational Process ◽  
Continuous Professional Development ◽  
Professional Competencies ◽  
Professional Activity ◽  
Teaching Staff ◽  
Research And Teaching ◽  
Pedagogical Skills

Improving the quality of higher education requires constant professional development and growth of both young and more experienced university teachers. Undoubtedly, professional growth is necessary, first of all, for young teachers of higher educational institutions, because they have no experience of working with students and insufficient knowledge of the discipline they teach. The professional growth of a teacher, which takes place throughout his/her creative activity, is aimed at improving the previously acquired and acquiring new competencies within the framework of his/her professional activity. Scientific and pedagogical workers systematically update the acquired professional knowledge and skills, master modern educational technologies and develop their professional and personal qualities. The continuous professional development of healthcare professionals occupies a special place. The systematic process of training and improving professional competencies after specialists receive higher and postgraduate education in internship, gives them the opportunity to maintain and improve the standards of professional activity in accordance with the needs of healthcare. The provision of high-quality educational services in medical universities is carried out by highly professional teachers who constantly improve their knowledge, skills and abilities through continuous professional development. The administration of the Ukrainian Medical Dental Academy constantly and in every possible way contributes to the professional development of the teachers of its institution, creating the necessary conditions for this, and also helps in choosing forms of increasing and improving pedagogical skills. Based on the results of work over the past year, the staff of the academy took part especially actively in the work of international scientific and methodological conferences, international webinars, online seminars, distance courses, courses for improving pedagogical skills, and also have numerous publications of the scientific and methodological direction in publications included in Scopus database, Web of Science and materials of educational and methodological conferences. Research and teaching staff of the Ukrainian Medical Stomatological Academy created a personal educational portfolio based on the results of continuous improvement of pedagogical skills. Each type of work is evaluated by a certain number of credits, which makes it possible to summarize the results of continuous professional growth of scientific and pedagogical staff of the academy for each year of their work. In Ukraine, each university forms its own model of professional development of research and teaching staff, depending on the direction of training of specialists and the specifics of the educational process. Continuing professional development is an integral part of the activities of higher education institutions and contributes to the acquisition of new and improvement of acquired professional competencies by research and teaching staff within their professional activities, which corresponds to modern trends in the educational process

scholarly journals Training of Teachers-Psychologists for the Competition of Professional Skills within the Framework of the Professional Development Program

2021 ◽  
Vol 18 (2) ◽  
pp. 21-25
Author(s):  
S.K. Pogrebnaya
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Learning Outcomes ◽  
Development Program ◽  
Practical Experience ◽  
Professional Development Program ◽  
Advanced Training ◽  
Professional Skills ◽  
Methodological Aspects

The work reflects the practical experience of training teachers-psychologists for the participation in competitions of professional skills. The organizational and methodological, theoretical and methodological aspects of the training for future competitors are presented. The goals, objectives, planned learning outcomes of the trainees of the additional professional advanced training program on the topic: “Organization the activity of the participant in the professional competition “Teacher-psychologist of Kuban” are reflected. The main content components of the program and profession-al competencies that must be acquired or developed by students as a result of training are de-scribed.

Co-creating spaces on an adventure playground: using participatory action research as an approach to continuing professional development

2017 ◽  
Author(s):  
John Fitzpatrick ◽  
Bridget Handscomb
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Participatory Action Research ◽  
Continuing Professional Development ◽  
Continuous Professional Development ◽  
Story Telling ◽  
Participatory Action ◽  
Adults And Children ◽  
Training Courses ◽  
Adventure Playground

Using participatory action research as an approach to reflective playwork practice and continuous professional development this research took place on an Adventure Playground in London. Key themes include co-investigation; reflective playwork practice; dialogue; mapping; story-telling; and working with meaning. The adventure playground team brought a critical and reflective lens to the production of the Adventure Playground, its everyday rhythms, routines and habits, and the ways in which adults and children co-create play spaces. It also brought opportunities to experiment with approaches that could deepen understandings of play and playwork practice in a variety of situations from training courses to conference workshops leading to more relevant and reflective approaches to adults working with children’s play.

scholarly journals Relationship between Teachers’ Continuous Professional Development Practices and their Job Performance in Secondary Schools in Eobnyi State, Nigeria

2019 ◽  
Vol 6 (6) ◽  
Author(s):  
Paul Nwakpa
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Job Performance ◽  
Professional Growth ◽  
Research Question ◽  
The State ◽  
Continuous Professional Development ◽  
Correction Coefficient ◽  
State University ◽  
The Relationship

The main purpose of this study was to determine the relationship between teachers’ continuous professional development practices and their job performance. It was a co-relational study, and was carried out from the three education zones of the state. Population of the study was 4500 teachers’ from the state public secondary schools. The sample for the study was 450 teachers’ selected from the three education zones of the state representing 10% of the population. Researchers-developed instrument, titled: questionnaire on teachers continuous professional development practices and job performance (QTCPDJP) was used to elicit information from the respondents. The instrument was face-validated by three experts from the department of Educational Foundations of Ebonyi State University, Abakaliki. The reliability of the instrument was established through test retest procedure using twenty teachers in public secondary schools in Enugu State, and the reliability index of 0.87 was obtained using the pearson product moment correlation coefficient. The researcher administered the instrument directly on the respondents with the help of three research assistants. The study was guided by only one research question and one null hypothesis. Data collected were analyzed using pearson product moment correction coefficient. Findings of the study revealed that there is a moderate positive correlation between teachers’ continuous professional development practices and their job performance in secondary schools in Ebonyi State. The study among others recommended that teachers should take interests in professional growth and development through regular workshops, seminars and conferences in order to increase their job performance.

scholarly journals Developing Professionally

1970 ◽  
Vol 1 (2) ◽  
pp. 169-180
Author(s):  
Rubina Khan
Keyword(s):  
Professional Development ◽  
Knowledge Base ◽  
Teacher Development ◽  
Professional Growth ◽  
Continuous Professional Development ◽  
Career Growth ◽  
Effective Performance ◽  
Service Training ◽  
Teacher Associations

Teaching is a challenging job and teachers need to perform well in order to deliver their lessons effectively. One major prerequisite for effective performance is the need for teachers to engage in continuous professional development (CPD). Professional development (PD) includes a cluster of activities related to the enhancement of career growth and refinement of the skills of the practitioner. It may range from activities like attending pre-service and in-service training, participating in conferences, seminars, workshops, joining teacher associations, reading books and articles etc. This article briefly highlights the key ingredients of professional development, outlines the sources of PD and argues that professional development is essential for promoting individual and professional growth. Keywords: Professional Development (PD), Continuous Professional Development (CPD), Teacher Development (TD), knowledge base, ELT professional, facets of Continuous Professional Development.DOI: 10.3329/dujl.v1i2.3723 The Dhaka University Journal of Linguistics: Vol. 1 No .2 August, 2008 Page: 169-180

scholarly journals Actualization of pre-school teacher’s creativity in the conditions of continuous professional development

2021 ◽  
Author(s):  
А.Н. Виноградова
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Integrated Approach ◽  
Continuous Professional Development ◽  
The Road ◽  
Road Map ◽  
Organizational Work ◽  
Teachers Professional Development ◽  
Educational Path ◽  
Independent Design

В статье рассматриваются некоторые аспекты внедрения механизма развития педагогического творчества воспитателей дошкольных образовательных организаций в ходе непрерывного повышения квалификации на базе ОГБУ ДПО «Рязанский институт развития образования» и стажировочной площадки института. В статье сосредоточено внимание на пошаговой деятельности преподавателя, связанной с применением в работе со слушателями курсов различных методов, интегрированного подхода и компонентов эстетико-ориентированной среды, форм образовательной и организационной работы с целью формирования у педагогов умений самостоятельного проектирования индивидуального образовательного маршрута дошкольников. Раскрыты авторские методы и технология «Творческий пазл». Сделан вывод о том, что введение в процесс повышения квалификации педагогов дорожной карты, включающей совокупность методов и технологий поэтапной реализации формальных, неформальных и информальных форм образования создает необходимые условия для непрерывного совершенствования педагогического мастерства, развития творческого потенциала и профессионального роста. In the article some aspects of introduction of the development mechanism of pre-school teachers’ pedagogical creativity are considered during continuous professional development on the basis of Regional State Budgetary Institution APE "Ryazansky Institute of educational development" and the internship platform of institute. In the article the attention is concentrated on step-by-step activity of the teacher connected with application in work with students of various methods, integrated approach and components of the esthetic-focused environment, forms of educational and organizational work in order to form at teachers the abilities of independent design of an individual educational path of pre-school children. Author's methods and Creative Puzzle technology are revealed. The conclusion is made that implementation into process of teachers’ professional development the “road map” including set of methods and technologies of stage-by-stage realization of formal, informal and non-formal forms of education creates necessary conditions for continuous improvement of pedagogical mastery, development of creative potential and professional growth.

scholarly journals Training of pedagogical and research-pedagogical staff: international aspects

2021 ◽  
Vol 2021 (1 (134)) ◽  
pp. 41-47
Author(s):  
Olena Yakovenko
Keyword(s):  
Professional Growth ◽  
Structural Diversity ◽  
Teaching Staff ◽  
Advanced Training ◽  
Foreign Countries ◽  
The Usa ◽  
Training Courses ◽  
International Aspects ◽  
Further Development

The article revises the issue of studying foreign experience in improving the professional development of teaching staff. Remarks are made on the need to modernise the system of advanced training of pedagogical and research-pedagogical staff. Updating the system of advanced training, the creation of new structures is one of the priority directions of state policy in any country; it is aimed at ensuring the professional growth of a specialist. The achievement of a new quality of education is associated with the reorientation of education for preparing people for life, for solving the issues related to guaranteed employment, for the requirements of a fleeting society and technological changes. Education is viewed as a lifelong process that needs not only to be corrected, but also changed and transformed. The main features of advanced training have been analysed; the peculiarities of advanced training intended for research-pedagogical staff in such foreign countries as the USA, Great Britain and Germany have been investigated. The author emphasises that postgraduate pedagogical education in these countries is distinguished by a structural diversity, a variety of content, forms and methods of education, which is grounded by the specific features of the countries’ historical development, national traditions and priorities of educational needs of research-pedagogical staff (RPS). At the same time, external factors significantly influence the systems that have formed in modern Ukraine: the processes of globalisation of society, the internationalisation of education, the activities of international organisations that accumulate progressive pedagogical ideas and put forward urgent requirements for its improvement. As the author notes, in Ukraine, the work to improve the system of advanced training of domestic RPS, as well as in other countries, is carried out in all directions, using modern forms and methods. However, the author singles out two problems: 1) unsatisfactory technical support; 2) some resistance to innovation due to the human factor. The author sees the further development of the subject in expanding the range of studied countries, studying the content of advanced training courses and in analysing advanced training programs intended for research-pedagogical staff.

On the issue of forms of professional development of scientific and pedagogical workers

2020 ◽  
pp. 20-25
Author(s):  
Julia Chupryna
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Vocational Education ◽  
Informal Learning ◽  
Professional Growth ◽  
Higher Education Institutions ◽  
Teaching Staff ◽  
Advanced Training ◽  
Technological Support ◽  
Research And Teaching

Problem setting. Current trends in education, related to the social importance of the development of human resources in science and education, ready for continuous professional growth and mobility require modernization of the professional development of research and teaching staff, which entails the addition of existing mechanisms with new formats and technologies of formal , non-formal, informal learning, implementation of flexible modular training programs. Analysis of recent research. Research on the professional development of employees can be found in the works of such scholars in the field of labor law: M.G. Alexandrov, A.S. Barsky, Y.M. Burnyagina, N.M. Vapnyarchuk, K.M. Gusov, V.V. Zhernakov, V.L. Kostyuk, O.M. Krymska, O.S. Pashkov, K.M. Plesnyov, O.I. Protsevsky, A.M. Slyusar, V.I. Shcherbyna, O.M. Yaroshenko, and etc. The purpose of this article is to consider the issues of professional development of research and teaching staff of higher education institutions. Article’s main body. Orientation of Ukraine to the innovative economy, state-initiated changes in the system of vocational education (level model of higher education, employer participation in the development and implementation of programs, etc.). Require a new quality of scientific and pedagogical activities, and, accordingly, ways of training and professional development of personnel for higher education. Effective professional development will help improve the employment potential of staff in higher education. One of the traditional mechanisms for the development of research and teaching staff of higher education institutions is the system of advanced training, represented by both internal in the institution of higher education and field additional professional educational programs. The article considers the problem of formation of actual directions of professional development of scientific and pedagogical workers of institutions of higher education. The main directions of professional development of scientific and pedagogical workers on the basis of the analysis of a situation in system of professional development of scientific and pedagogical workers, normative-legal base are allocated. The conclusion about necessity of updating of the maintenance and forms of realization of programs of advanced training of scientific and pedagogical workers, development of new courses, educational modules in the context of the allocated directions is made; increasing the role of research and teaching staff, management staff of higher education institutions in the formation of orders for professional development programs of research and teaching staff of higher education. Conclusions and prospects for the development. We must emphasize that in addition to instrumental, technological support of innovative system of professional development, taking into account all forms and types of education, it is necessary to develop validation of independent non-formal, informal learning and certification of modern programs of additional vocational education. We see that this should be regulated in the context of the development and adoption of the Law of Ukraine «On Adult Education».

scholarly journals Mediadidactics in on-line basic geometric and graphic training of students of technical universities

2021 ◽  
Author(s):  
Е.В. Усанова
Keyword(s):  
Professional Development ◽  
Practical Experience ◽  
Teaching Staff ◽  
Media Technologies ◽  
Technical Creativity ◽  
The Future ◽  
Training Format ◽  
On Line ◽  
Systematic Professional Development ◽  
Cognitive Design

Актуальность статьи обусловлена необходимостью анализа эффективности применения медиатехнологий в базовой геометро-графической подготовке инженеров в формате on-line обучения. Целью статьи является анализ применения технологий медиадидактики в базовой геометро-графической подготовке в условиях on-line обучения. Представлен практический опыт ее применения в интеллектуально интерактивном дистанционном on-line формате. Показано, что результаты такого обучения сопоставимы с результатами, полученными ранее с применением когнитивных проектных методик. В перспективе, с целью повышения эффективности обучения в технических вузах и геометро-графической подготовке в частности, требуются дальнейшие исследования в плане использования более совершенных инструментальных средств, возможностей развития технического творчества с развитием базы творческих заданий, совершенствования технологий обучения графическим дисциплинам. В контексте этих исследований предлагается систематическое повышение квалификации преподавательского корпуса. Статья предназначена для обсуждения научно-педагогическим сообществом. The relevance of the article is due to the need to analyze the effectiveness of the use of media technologies in the basic geometric and graphic training of engineers in the on-line training format. The purpose of the article is to analyze the application of media didactics technologies in basic geometric and graphic training in the conditions of on-line training. The practical experience of its application in an intelligently interactive remote on-line format is presented. It is shown that the results of such training are comparable with the results obtained earlier with the use of cognitive design techniques. In the future, in order to improve the effeciency of training in technical universities and geometric and graphic training in particular, further research is required in terms of using more advanced tools, opportunities for the development of technical creativity with the development of the base of creative tasks, improving the technologies of teaching graphic disciplines. In the context of these studies, a systematic professional development of the teaching staff is proposed. The article is intended for discussion by the scientific and pedagogical community.

scholarly journals Improving the system continuous professional development of the health workers

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
V Koikov ◽  
Z Baigozhina ◽  
A Abdrakhmanova ◽  
G Kabdullina ◽  
A Mergentai ◽  
...  
Keyword(s):  
Professional Development ◽  
Formal Education ◽  
Health Workers ◽  
Continuous Professional Development ◽  
Care Needs ◽  
Effective System ◽  
Accumulation Mechanism ◽  
Training Activities ◽  
Additional Education ◽  
Education Courses

Abstract Issue In modern conditions of the labor market, there is a need to implement an effective system of continuous professional development (CPD) of health workers (HWs) in accordance with existing and emerging health care needs. The system of CPD of HWs should be aimed at maintaining and improving the competencies (knowledge, skills, abilities) of each individual specialist, important to meet the changing needs of patients and the health system. Description of the Problem The lack of effectiveness of the CPD system of HWs in the Kazakhstan is due to the lack of accounting for many types of training activities in the system for confirming the qualifications of HWs (with certification of HWs every 5 years). So at present, when confirming a certificate, only formal additional education courses are taken into account, however, they do not correspond to the qualification level of a HW. Such types of activities in the CPD are not taken into account: non-formal education (fellowships, master classes, online trainings, etc.), activities that are aimed at developing and maintaining professional competencies such as mentoring young specialists, publication articles, participation in conferences, etc. Changes: We have developed a new system for the CPD of HWs, harmonized with the procedure for regularly confirming the certificate of a HW (physician, nurse, pharmaceutical worker, specialist of the sanitary and epidemiological service), which gives access to professional work. The new CPD system is based on the credit accumulation mechanism in which Professional Development Units are assigned for each type of activity of formal and non-formal additional education and other types of activity aimed at professional development (mentoring, articles, conferences, expert activities, etc.). Lessons The introduction of a new CPD system allows for the effective maintenance and improvement of the qualifications of health workers. Key messages The lack of effectiveness of the CPD system of HWs is a serious barrier to maintaining the HWs qualifications at a sufficient level. The introduction of credit accumulation mechanisms for recording achievements in non-formal and non-formal additional education has enabled the formation of an effective system for the CPD of HWs.

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