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Professional Identity Level of Social Pedagogy Students in the Context of Career Decisions

., Waterman, A. S., Matteson, D. R., Archer, S. L, & Orlofsky, J. L. (Eds.). (1993). Ego Identity: A Handbook for Psychosocial Research. NY: Springer. Mažeikienė, N., & Dorelaitienė, A. (2011). Biografinis metodas: socialinių darbuotojų vyrų profesinio identiteto tapsmas. Socialinis Darbas: Patirtis ir Metodai, 7(1), 51-70. O’Connor, K. E. (2008). ‘You choose to care’: Teachers, emotions and professional identity. Teaching and Teacher Education, 24 (1), 117-126. Porfeli, E. J. (2012). Career Adapt-Abilities Scale-USA Form

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Relatedness of Students’ Work Industrial Experience to the Professional Skills and Competence Development in Engineering Career at Nigerian Universities

., Jamaluddin, N., Kofli, T., & Johar, S. (2013). Industrial training as gateway to engineering career: experience sharing. Procedia-social and behavioral sciences , 102, 48–54. 4. Ballinger, C., & Lalwani, S. (2000). The role of internships in marine policy and integrated coastal management higher education. Ocean & coastal management , 43 (4–5), 409–426. 5. Bullock, K., Gould, V., Hejmadi, M., & Lock, G. (2009). Work placement experience: Should I stay or should I go? Higher education research & development , 28 (5), 481–494. 6. Collins, B. (2002

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The Phenomenon Of The Reasoning On Pupils’ Carer Choice At A Comprehensive School

, 123(1), 118-120. Evans, J. B. T (1995). Relevance and reasoning. In S.E. Newstead & J. St. B. T. Evans (Eds.), Perspectives on Thinking and Reasoning (pp. 147-171). Hove, UK: Lawrence Erlbaum Associates. Greenbank, P. (2011). I'd rather talk to someone I know than somebody who knows’ - the role of networks in undergraduate career decision-making. Research in Post-Compulsory Education, 16(1), 1-45. Harren, V. A. (1979). A model of career decision-making for college students. Journal of Vocational Behavior, 14(2), 119-133. Hirschi, A

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Conceptual Ideas of Masters' Professional Training in International Relations in Great Britain

and be able to do . San Francisco: Jossey-Bass, p. 628. 6. Fennimore, B. S. (1995). Student-centered classroom management . Albany, New York: Delmar Press, p. 126. 7. Glasersfeld, E. (1996). Aspects of Radical Constructivism and its Educational Recommendations . Retrieved 12.09.2014 from: http://carbon. 8. Gottfredson, L. S. (2005). Applying Gottfredson's theory of circumscription and compromise in career guidance and counseling. In: Brown, L. S. & Lent, R. T. (Eds.) Career development and counseling

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Developing Professional Identity of Economics Students Through Foreign Language Learning in Ukraine and Abroad

identity in professional adaptation. Administrative Science Quarterly, 44, 764–791. 5. Imsen, G. (2006). Elevens värld, Introduktion i pedagogisk psykologi. Lund: Studentlitteratur. 6. Larson, M. S. (1977). The rise of professionalism . Berkeley, CA: University of California Press. Retrieved from . 7. Neary, S. (2014). Professional identity: what I call myself defines who I am. Career Matters , 2 (3), 14–15. 8. Schein, E. H. (1978). Career dynamics: matching

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Vocational Training of Future Agricultural Specialists: European Experience


The article focuses on vocational training of future agricultural specialists in the context of European experience. Thus, theoretical framework of the research has been thoroughly justified. It includes the prominent documents of European authorities such as the Charter of European Agricultural Education, CAP context indicators for 2014–2020, European Parliament’s publications, Eurostat statistics such glossary of farmers training level terms, as well as respected researches of many European scholars (A. Miceli, A. Moore, M. Mulder et al.). It has been found that European approach to organizing vocational training of future agricultural specialists is rather multiaspect and strives to fulfill educational needs of majority of learners, namely, through practical agricultural training, basic agricultural training and full-time agricultural trainings. It has been clarified that more and more young people realize the importance of the agricultural sector to the overall prosperity of the European Union; therefore they seek quality vocational training based on relevant vocational schools. It has been stated that European Union constantly develops various strategies for developing the agricultural sector, in particular through enhancing quality of future agricultural specialists’ vocational training. It has been defined that despite the fact that low incomes, certain risks, uncertainties in an economic environment due to globalization processes may somehow discourage younger generations to pursue career in agriculture, the CA implements different mechanisms for sustaining stable development of agricultural education. It has been specified that such countries as France and Germany regularly update the content of agricultural education so that it takes into account the trends in vocational training of future agricultural specialists opportunity and allows applying the most advanced teaching technologies, promoting knowledge significance, widening access to all levels of education, implementing a system of lifelong learning, individualizing agricultural education. It has been outlined that the prospects for further studies are seen in studying the most important aspects in the legal framework of the agricultural education system in innovative experience of European countries, the USA, Canada, Australia, etc.

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The Impact of Digital Technology on Digital Natives’ Learning: American Outlook

technological alteration of the modern mind . New York, NY: Harper Collins e-books. 9. Shtepura, A. P. (2016). Chy potribni pidruchnyky “Tsyfrovym aboryhenam”? Materialy V Mizhnarodnoi naukovo-praktychnoi konferentsii “Innovatsii v osviti: suchasni pidkhody do profesiinoho rozvytku vchyteliv inozemnykh mov”. Nizhyn: Vydavets PP Lysenko M. M. 10. The Generations (2018). Which generation are you ? Retrieved from . 11. Traditional lectures don’t work. (2009). Retrieved from http

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Enhancement of Qualitative Pharmacists’ Training: Canadian Experience

(AFPC) and Association of Deans of Pharmacy of Canada (2010). Position Statement and Joint Resolution on the Doctor of Pharmacy for the First Professional Degree at Universities in Canada . Retrieved from . 4. Austin, Z. (2004). Learning styles of pharmacists: impact on career decisions. Practice Patterns and Teaching Methods. Pharmacy Education, 4 (1), 13–22. 5. Blake, K. B, & Madhavan, S. S. (2010). Perceived barriers to provision of medication

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The Concept of Nontraditional Student

References 1. Andriekienė, R. M., Anužienė, B. (2006). Andragoginiai kompetencijų tobulinimo aspektai tęstiniame profesiniame mokyme . Monografija. Klaipėda: Klaipėdos universiteto leidykla. 2. Adebayo, D. O. (2006). Workload, social support, and work-school conflict among nigerian nontraditional students. Journal of Career Development , 33(2), 125-141 3. Alexander, P. A., Murphy, P. K. Woods, B. S., Duhon, K. E., & Parker, D. (1997). College instruction and concomitant changes in students’ knowledge, interest, and strategy use: A study of

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A Comparative Analysis of Two Qualitative Methods: Deciding Between Grounded Theory and Phenomenology for Your Research

methods (3rd ed.). Thousand Oaks CA: Sage. 30. Robey, D., & Markus, M. L. (1998). Beyond rigor and relevance: producing consumable research about information system. Information Resources Management Journal , 11(1), 7-15. 31. Starks, H., & Trinidad, S. B. (2007). Choose your method: A comparison of phenomenology, discourse analysis and grounded theory. Qualitative Health Research , 17(10), 1372-1380. 32. Stead, G.B., Perry, J.C., Munka, L.M., Bonnett, H.R., Shiban, A.P., & Care, E. (2011). Qualitative research in career development: Content analysis

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