Search Results

1 - 10 of 166 items :

  • Social Sciences x
Clear All
Assessing Teacher Competence and Its Follow-up to Support Professional Development Sustainability

. Directorate of Teachers and Education Personnel. (2015). The Strategic Plan of the Directorate of Teachers and Education Personnel 2015–2019. Jakarta. Directorate of Teachers and Education Personnel. (2016). Guidelines for teachers training by face-to-face (offline), online, and combination mode. Jakarta. Donaldson, G., et al. (2013). Teaching profession for the 21st century . Belgrade: Centre for Education Policy Svetozara Markovica 22/20. Goldstein, I. L., & Ford, J. K. (2002). Training in organizations: need assessment, development, and evaluation

Open access
Philosophy of the Profession and Professional Knowledge in the Structure of Professional Identity of Hei Teachers in Riga and Smolensk

References Beijaard, D., Meijer, P.C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, (20), 107-128. Emerson, C.H. (2010). Counselor Professional Identity: Construction and Validation of the Counselor Professional Identity Measure. PhD thesis. Greensboro: The University of North Carolina. European Commission (2015). The Teaching Profession in Europe. Practices, Perceptions, and Policies. Eurydice Report. Luxembourg: Publications Office of the

Open access
Current Status and Prospects for Development of Nursing Professions in Germany

Nurses. (2018). Definition of Nursing. Retrieved from http://www.icn.ch/who-we-are/icn-definition-of-nursing/ . 20. Make it in Germany. (2018). Nursing Professionals. Retrieved from http://www.make-it-in-germany.com/en/for-qualified-professionals/working/demanded-professions/nursing-professionals . 21. Nursing Now. (2018). Our aims for 2020. Retrieved from http://www.nursingnow.org/our-aims/ . 22. WELT Digital Zeitung. (2014). Fachkräftemangel: Ärzte-Stellen bleiben 167 Tage lang unbesetzt. Retrieved from https

Open access
Foreign Approaches to Determining the Categories of Teachers' Professionalization and Professionalism in the System of Continuing Advanced Training

notes of Nizhyn State University named after Mykola Gogol. Psychological and pedagogical sciences], № 1, p. 44–46 (in Ukrainian). 11. Aldescu-Balas, C. E. (2010). Student’s Initial Training for the Didactic Profession. PhD Thesis. Summary [PhD Candidate]. Cluj-Napoca, p. 41 (in English). 12. Cochran-Smith, M. (2001). The outcomes question in teacher education. Teaching and Teacher Education, No 17, р. 527–546. 13. Hargreaves, A. (2000). Four Ages of Professionalism and Professional Learning. Teachers and Teaching: History and Practice, Vol. 6, No. 2, p. 32

Open access
International Survey in Eight Countries about Teachers and Teaching Profession

International Survey in Eight Countries about Teachers and Teaching Profession

An international team of experts from Belgium, Italy, Poland, Slovakia, Turkey and the USA employed a questionnaire to identify the deontology of teachers from infant to secondary school in eight countries. The survey was implemented between 2004 and 2007. The socio-cultural concept of Verstehen (understanding) as described in the work of Max Weber, points to the clear significance of being a teacher at this time in history. Qualitative and quantitative analysis allow for an understanding that the teacher is exactly that, in any context. The ideal typology of the teacher is the result of training at a university level and working in the school system. Phenomenal differentiations characterise the various situations and broaden the perspective of the study, including an identification of the shared features of the profession. The strong, common core is the responsibility towards fellow teachers balanced out by a weak, yet common note of regret regarding the scant social prestige of being a teacher. There seems to be a lack of communication between the personal and social aspects involved in shaping the professional identity. The social image of teachers weighs heavily on their professional status due to the inevitable political implications it results in and the considerable effect on institutional behaviour. Teachers listen, but they are not heard; teachers are committed, but remain unrecognised; teachers evaluate, but are evaluated in turn. The issue of the social importance of the profession of teachers in our societies emerges as a crucial point in the perspective of educating young generations.

Open access
Action research: The key to inclusive education in Cyprus

References Ainscow, M., Booth T., & Dyson, A. (2006a). Inclusion and the standards agenda: Negotiating policy pressures in England. International Journal of Inclusive Education, 10(4-5), 295-308. Ainscow, M., Booth, T., & Dyson, A. (2006b). Improving schools-Developing inclusion . London: Routledge. Altrichter, H., Feldman, A., Posch, P.. & Somekh, B. (2008). Teachers investigate their work; An introduction to action research across the professions. London: Routledge. Anastasiou, D., Kauffman, J., & Di Nuovo, S. (2015). Inclusive

Open access
The shaping of the Lutheran teaching profession and Lutheran families of teachers in the 16th and 17th centuries

The shaping of the Lutheran teaching profession and Lutheran families of teachers in the 16th and 17th centuries

The article deals with changes in the status of teachers and the shaping of Lutheran families of teachers in the 16th and 17th centuries in the Trenčín, Liptov and Orava districts of the superintendency. It describes the formation of the families and their background.

Open access
Comparative Pedagogical Analysis of Professional Training for Masters in Cybersecurity in Ukraine and the UK

Abstract

The article deals with the relevant problem of updating the system of graduate training (master’s degree) in Ukraine. It analyzes the ways of Ukraine’s integration into the European Higher Education Area and the legal framework of higher education in Ukraine and the UK. It also presents a comparative pedagogical analysis of the features of professional training for Masters in Cybersecurity in different areas, as well as the structural, content, organizational and pedagogical principles of master programmes on cybersecurity at the universities of Ukraine and the UK. It is found that the most significant difference is the decentralized management of educational processes at the administrative level. The analysis of the legal framework of higher education shows that it is much better developed in Ukraine than in the UK due to the centralized management of education. The article proves that a significant difference between master programmes on cybersecurity in Ukraine and the UK is their level of specialization. The programmes on the investigation of computer incidents and information technology security are most prevalent at UK universities. It is specified that the number, list and names of educational courses differ significantly, which is explained primarily by the differences in the conceptual framework of the profession itself, the social needs of Ukrainian and British society in such specialists and the ways of promoting this profession in the labour market. Some positive aspects of the organization of master training in cybersecurity in the UK are emphasized. Some promising areas in professional training of Masters in Cybersecurity in Ukraine and the UK are singled out.

Open access
Comparative Analysis of Dual Education in Germany and Ukraine: Approaches and Models

Abstract

The article presents the results obtained from a comparative analysis of the introduction of dual education in Germany and Ukraine. The European tendency towards transforming dual learning from vocational education to higher education is described. It is found that the conceptual basis for the introduction of dual learning is the cooperation between employers, educational institutions and students (employees), who are actively involved in learning, work and development of learning programmes for future specialists. The article discloses certain approaches to dual learning in Germany: combining learning in educational institutions with on-the-job learning, a focus on vocational training, being involved in the development of educational vocational programmes for social partners and the coordination of these programmes with all stakeholders. It also analyzes the main models of dual learning in German higher education institutions: learning- and practice-integrated studies. The learning-integrated model of dual learning includes the following characteristics: theoretical learning in a higher education institution is combined with simultaneous practical learning at an enterprise; such learning should result in obtaining a bachelor’s degree, as well as a document upon the acquisition of practical skills in a particular profession, issued by the Chambers of Commerce and Industry of Germany. The practice-integrated model of dual learning is characterized as follows: theoretical learning in higher education institution, which is combined with different options for practical activities at the enterprise (practical learning, internships, part-time job or part-time learning). The article also considers the programmes of dual learning in certain German institutions offering dual learning and characterizes the peculiarities of their content. It also presents the results of a comparative analysis on bachelor programmes in the field of motor transport of related specialties in Ukraine and Germany, describes the conditions of dual education in Ukraine and outlines the prospects for its further development.

Open access
Educational Management in the Regional Institute of Social Work Aquitaine

Abstract

The article analyzes the organization of the educational process in the Regional Institute of Social Work Aquitaine. It is found that the following departments of the Institute are responsible for organizing the educational process: the department of initial professional training in social work; the department of constant social formations; the department of management training; the research department; the centre for social action learning; the department of internal educational operations; the department of the educational process and symposia; the department of international activities; the centre for evaluation of skills in social professions; the centre for validation of acquired experience in social work. It is revealed that the Regional Institute of Social Work Aquitaine will be merged into the University of Bordeaux between 2019 and 2020 and become part of the National Union of Training and Research in the field of social intervention, which integrates all types of training in social work. The Regional Institute of Social Work Aquitaine is also under the direction of the Regional Association of Social Work. It must be noted that the Regional Institute of Social Work Aquitaine provides the protocol for certification and testing of the Level 3 Modules (ASS / ES / EJE / ETS / CESF). After all, the general conditions of this protocol ensure the support of candidates for such certification and testing. These conditions include the location of certification and testing; instructions and criteria: an invitation to certification and testing, the organization of certification and testing, the organization of module certification, the information about certification and testing committee, the submission of results from certification and testing (results of certification and testing, absence of candidates during certification and testing, module testing, violations and protection means).

Open access