Advanced Training Of Teachers Research Articles

Identifying professional and pedagogical deficiencies of a medical university teacher

In this article, the authors presented certain results of a study devoted to identifying deficiencies in the psychological and pedagogical activities of medical university teachers. A definition is given to the concept of professional deficits as a lack (limitation) in professional competence that prevents the effective implementation of professional actions. The purpose of this work was to describe the areas of professional deficits of teachers of higher medical schools. In the article, the authors tried to answer the questions: How ready are the teaching staff of a medical university for changes in the higher education system? What professional deficiencies most often arise among teachers and how to deal with them? A number of studies conducted at the Department of Pedagogy and Psychology of Further Education indicate that university teachers have a number of professional deficiencies. The reasons for these deficits are varied, since the work experience of teachers, areas of professional deficits, etc. vary. The work was based on regulatory documents, such as “Strategic priorities in the implementation of the state program of the Russian Federation “Development of Education” until 2030.” Professional deficits were examined in five main areas of professional pedagogical activity: scientific-theoretical, methodological, psychological-pedagogical, communicative and general pedagogical. Research on deficits in these areas has been conducted and analyzed. Professional deficits were identified through a sociological survey of teachers in offline and online formats using a specially created questionnaire. The questionnaire was developed using tools from various areas of psychological and pedagogical knowledge. The set of these deficits is unique for each teacher. No teacher is immune from professional difficulties: both young and experienced teachers face them. Professional pedagogical deficits depend not only on the personal characteristics and developed competencies of the teacher, but also on the developing educational environment in which he is located. Purposeful work in this direction will help to overcome professional deficits. This activity is carried out by the Department of Pedagogy and Psychology of Further Education during advanced training and professional retraining of university teachers.

Topical Issues of Methodology of Developing Mentor’s Communication Competence Through Teaching Foreign Languages

Introduction. The authors highlight the main problems of the formation and development of the communication training of mentors within the multicultural specifics of the regional education spaces. The paper proposes an analysis of some aspects for improving the methodology of forming the readiness of an experienced teacher to transfer his/her experience for productive interaction with their colleagues. The purpose of the study is to substantiate the model for the formation of communication competence of mentors for teaching foreign languages within the multicultural specifics of the regional education spaces. Materials and Methods. The methodology focuses on the framework of a lingua-didactic approach based on a historical approach, which assumes both the analysis of Scientific Scholarship, and pedagogical experience in terms of a search experiment on the formation of a mentor’s readiness for socially significant and culturally creative communication to develop optimal conditions for the implementation of mentoring within the regional communicative educational spaces. Results. The authors highlight the necessity and possibilities of mentoring in different spheres of professional activities, the significance of communicative competence and readiness of a mentor to share his/her experience with others, and to monitor the post-effects of professional knowledge and skills. The results of the survey will be of use for those who investigate the likely problem areas of current education. Discussion and Conclusion. The results obtained contribute to the development of a mentoring for different areas of professional activity, because it is communicative readiness that facilitates the process of communication, exchange of experience and control of professional activities between a mentor and his mentee. The materials of the article will be useful to heads of educational organizations, representatives (employees) of institutions for advanced training and additional education of teachers.

Training of IT Specialists at the University in Modern Conditions

The article considers the areas related to the training of IT specialists in Russia. Currently, the state pays more attention to the formation and development of the IT industry, official documents have been adopted concerning the training of relevant specialists, budget places for applicants to IT specialties are increasing. Considering that everything is changing and developing rapidly in the IT field, specialists have to constantly study, since the knowledge gained at the university is not enough after a while. The article discusses the main problems that one has to face in the educational process when preparing «IT specialists». Technical and technological support for practical classes and research activities, involvement of business practitioners in the educational process, advanced training of teachers involved in training personnel for the IT industry, interaction «college — university», «school — university» are just some aspects for the successful implementation of training programs in IT areas and specialties.

IMPROVING THE QUALITY OF EDUCATIONAL SERVICES AS AN IMPORTANT COMPONENT OF PEDAGOGICAL MANAGEMENT

The article emphasizes that quality education is the key to successful learning for secondary and higher education students. School should provide the necessary knowledge and skills for further education. However, there is a need to update the content and technologies of education to develop students' key competencies, which will help them succeed in life. Particular emphasis is placed on the importance of improving the quality of higher education, as many graduates do not meet employers' requirements. It is emphasized that improving the quality of education is a priority for the state, and quality education is a competitive advantage for the economy. However, there are unresolved issues in the Ukrainian education system. The author sees the need to introduce public control, autonomy of educational institutions, advanced training of teachers, motivation to innovate, introduction of educational institution rankings.

Исследование отношения учащихся начальных школ Китая к использованию в обучении цифровых образовательных ресурсов

The content of the article gives an idea of the introduction of digital educational resources into the educational process of primary schools in China, based on the analysis of the results of a survey among schoolchildren and their parents of the Weinan City District, Shaanxi Province, China.
 Project: Research of ways of development and advanced training of teachers in the field of informatization on the basis of professional certification (No.: 21BY149) Research on the Integration of Information Technology, Thinking and Politics in Colleges and Universities in the Era of Fragmentation (No.: 2022WSYJ100646) Teaching teachers digital information teaching skills in the Context of new Humanities (No.: 20210259442) Strategic Research on Improving the Quality of Digital Online Learning (No.: 2022JYKX12).

Региональная система научно-методического сопровождения педагогических работников и управленческих кадров образовательных организаций общего образования

The effectiveness of the education system in general and general education in particular depends on highly qualified teaching staff carrying out educational activities. A high level of professional training of pedagogical staff implies their continuous professional development (training). In order to create an effective system of ad-vanced training for teachers and school leaders, it is necessary to have a comprehensive system of scientific and methodological support for this activity. Relevance of the problem under study. The relevance of the devel-opment of the system of support for the professional development of teaching staff is due to the lack of a uni-fied approach to the organization of the activities of methodological support services, as well as insufficient scientific methodological justification of this activity, the lack of connection between science and practice. Mate-rials and methods of research. Analysis of normative legal acts on the problem; official websites of federal and regional executive authorities managing in the field of education; analysis of domestic and foreign academic research on the problem. The results of the research and their discussion. The comparative analysis of the im-plementation of the system of scientific and methodological support of professional activity of teachers and school managers was carried out; the main directions of activity for the improvement and development of the system of scientific and methodological support of professional activity of teaching staff were determined; the system of professional development of teaching staff in educational organizations of general education was proposed.

Обеспечение формирования функциональной грамотности на уроках иностранного языка

Functional literacy is an important skill that can be developed in a second language classroom at secondary and high school. This article introduces a functional literacy program of advanced training for teachers of foreign languages. The author used axiological, personal-activity, and interdisciplinary approaches with non-participant observation methods and pedagogical modeling to analyze legal norms, school standards, and foreign and domestic publications. The program offers a single school-university track represented as a course of professional training for teachers of foreign languages at the Siberian Institute of Management, Novosibirsk. Teachers of foreign languages donated their teaching and learning experience in preparing students for state exams in foreign languages and functional literacy development. The study revealed some gaps in the academic standardization, advanced training for teachers, and methodological support for Second Language at school. The author identified vectors of prospective development in the field of functional literacy as school, as well as the reasons behind the passive attitude of most school teachers to functional literacy development. Advanced training in this sphere should be compulsory and interdisciplinary. The connection between functional literacy, state exam diagnostics, and teachers’ competences is of exceptional importance in Russian education and requires more continuity.

Development of practical measures to improve the qualifications of university teachers in a changing educational environment

The growing change in standards in higher education is a consequence of the improvement of technologies, social trends, and growing digitalization. Professional development, which is becoming increasingly important in the field of higher education, is aimed at adapting to such a dynamic development, especially affecting teachers. The purpose of this article is to consider the demand for advanced training of university teachers and efforts aimed at meeting the increased requirements for advanced training of personnel in the higher education system. Thus, the authors consider the process of professional development in the field of improving subject knowledge. The authors conclude that professional development becomes a strategic necessity for teachers in a specific context and can be implemented, on the one hand, by considering the expectations and wishes of the participants and, on the other hand, by ensuring the sustainable institutionalization of the concept of professional development.

Assessment of subject and methodological competencies of graduates of a pedagogical university — future teachers of informatics: Deficits and prospects

The article is devoted to the analysis of the assessment results of pedagogical university graduates’ subject and methodological competencies to determine the professional deficits of future informatics teachers, their readiness for professional pedagogical activity, building continuity between the training of pedagogical personnel and the subsequent support of graduates of a pedagogical university in professional activities in the creation and implementation of a continuous system of pedagogical education. 35 students of the Faculty of Physics and Mathematics of the Voronezh State Pedagogical University took part in the study in 2022: 10 graduates in the field of training 44.03.01 “Pedagogical Education” (profile “Informatics and ICT”) and 25 graduates in the field of training 44.03.05 “Pedagogical Education (with two training profiles)” (profiles “Mathematics”, “Informatics”). The maximum number of primary points for diagnostic work is 38 points. In the course of the study, the graduates performed a diagnostic work consisting of 16 tasks: the first part of the work evaluated subject competencies, and the second part assessed methodological competencies of future teachers of informatics. The analysis of the obtained results was carried out using the single-sample Kolmogorov—Smirnov test, the Student’s t-test for independent samples. The results were systematized and visualized in Microsoft Excel spreadsheets; statistical analysis was carried out in the SPSS Statistics 26.0 software. The results of the study indicate that the majority of graduates of the pedagogical university, future teachers of informatics, do not reach the basic level of formation of subject and methodological competencies and that graduates have deficits in subject and methodological training. Graduates of the 4th year of “Pedagogical Education” (profile “Informatics and ICT”) demonstrated higher results compared to graduates of the 5th year of “Pedagogical Education (with two training profiles)” (profile “Mathematics”, “Informatics”). The results of the study show the need for changes in the content and organization of the educational process of training future informatics teachers at the pedagogical university. The obtained results may be of interest to university teachers who train future teachers of informatics, institutes of education development, and centers of continuous improvement of pedagogical skills, providing advanced training and professional retraining of teachers of informatics.

Innovative approaches in the management of an educational institution

The purpose of this study is to investigate the possibility of using digital and other types of innovations in the management of educational institutions in the country. The methods of content analysis of documents and scientific papers, institutional, system-structural approaches, and other means of scientific and theoretical analysis were used in the study. The investigation of the main areas of improving the management of educational organisations in Kazakhstan, various management decisions and attempts to implement state programme measures endows this study with socioeconomic and applied research character. This study shows the shortcomings of the management plan on the development of school curricula for mathematics, natural sciences, and humanities using the results of representatives (schoolchildren) of educational organisations of Kazakhstan passing the international assessment and programme verification (Programme for International Student Assessment, Programme for the International Assessment of Adult Competencies, and Trends in Mathematics and Science Study). The issues of the importance of advanced training of teachers of higher educational institutions, the reform of the entire education system, the problems of technical and technological provision of educational institutions in rural areas of the Turkestan region, digitalisation of the entire learning process were raised. The issues of material and financial security of educational activities in the region and the development of an inclusive education system were also considered. Based on the research of foreign researchers, the peculiarities of the introduction of innovations in education and the informatisation of education were considered.

Study of teachers’ readiness for tutoring support of pre-professional programs for students of psychological and pedagogical classes

Introduction. Pre-professional pedagogical training of schoolchildren is a relevant issue of international educational policy, since it ensures students’ early professional self-determination based on the principle of individualization and stepwise inclusion in the profession. Obviously, it is necessary to develop a mechanism of support for high school students’ professional self-determination and to organize their psychological and pedagogical training with the use of tutoring and mentoring technologies when implementing individual preprofessional programs. The paper aims to present the results of the study of teachers’ readiness for tutoring support of pre-professional programs for students of psychological and pedagogical classes, as well as to reveal promising ideas and directions for professional training. Materials and methods. The study, aimed at assessing the level of teachers’ readiness for tutoring support of pre-professional programs for students of psychological and pedagogical classes, involved 74 teachers from educational organizations of higher and general education in Chelyabinsk (Russian Federation). The generalization and reflection of their own pedagogical experience made it possible to identify diagnostic tools for revealing the components of teachers’ readiness. Results. Using the developed diagnostic toolkit for determining the level of teachers' readiness for tutoring support of pre-professional programs, it was revealed that only 16.6% of teachers were ready for this activity. A low level of the cognitive-practical component of readiness was revealed in 56.7% of teachers, which is related to insufficient theoretical knowledge and practical skills of tutoring support. The motivation-value component was formed only in 18.9% of teachers who consistently showed interest in tutoring support and understood the importance of tutoring activity in the pre-professional training of schoolchildren. The analysis of the results of the reflexive component showed the basic level of teachers’ readiness (47.3%) and, as a consequence, sufficient skills of organizing reflexive activity in different situations of communication with students of profile classes in the process of mastering the future profession. Conclusion. The results of the empirical study show the relevance of the need to optimize the content and forms of retraining and advanced training of teachers implementing tutoring support for pre-professional programs and individual routes for students of psychological and pedagogical classes. It is required to shift the focus from formal organizational functions to targeted tutoring functions, assuming individualization and personalization of high school students’ professional self-determination.

Some aspects of the formation of new competencies of managers and specialists in the context of digital transformation and ecologization of agro-industrial production

Supplementary agricultural additional vocational education should become a driver of the development of the agroindustrial complex, which means reorienting from the role of a tool for resource staffi ng of the industry to the position of a generator of qualitative changes, technological renewal and expert support for the development of the agro-industrial complex and rural areas. Such changes will boost demand from end-users through the concept of lifelong learning. In this article, the authors stated a number of positions for the modernization of the system of supplementary agricultural additional vocational education aimed at forming new competencies related to the ecologization and digitalization of the agro-industrial complex and its central link — agriculture. What is meant here is the development and implementation of a system of specialized training of attendees (managers and specialists of the agro-industrial complex), focused on rapid adaptation to modern business activities in the agro-industrial complex; creating new content for continuous education, developing and using innovative forms of education, including distance learning; development and testing of methods for assessing the eff ectiveness of acquisition of knowledge by students; expertise on issues of continuous staff training; advanced training of teachers of educational institutions of FVE; joint educational activities of the institutions of FVE of the Ministry of Agriculture of the Russian Federation with scientific institutions and enterprises of the agro-industrial complex.

Development of Professional Competencies of Teachers in the Prevention and Elimination of Bullying at School

The article deals with the problem of bullying, presents the experience of working on the formation of professional competence of teachers in matters related to the prevention and elimination of bullying in the school environment. Professional competence is defined by us as the ability and readiness of a teacher to solve pedagogical problems, which is manifested in the methods of professional actions, in behavior, and in the pedagogical position of the teacher. The problem of the article is what are the effective ways and means of developing the competencies of teachers to prevent and eliminate bullying at school. The purpose of the article is to describe and justify the effectiveness of the proposed ways and means of forming the professional competencies of teachers in the prevention and elimination of bullying at school. Methodology. The article presents a methodological description of activities to develop the competencies of teachers in the interaction “university-school”. The content, structure and forms of activity were designed on the basis of diagnosing the level of formation of psychological and pedagogical competencies of teachers. The assessment was carried out by solving case-tasks. The identified problems of teachers determined the program of advanced training for teachers, the topics of seminars, as well as the choice of intensive forms of work. The analysis of the results of the implementation of the advanced training program was based on data compared “before” and “after” (test-retest) the implementation of the advanced training program for teachers. Case-tasks were used to evaluate the effectiveness of the program lessons. Research results. Discussion. A program of advanced training for teachers is presented, aimed at developing the professional competence of teachers to prevent and eliminate bullying at school. Conclusion. The materials for diagnosing the professional competencies of teachers are of practical value for the development of professional development programs for teachers to prevent and eliminate bullying at school.

Метапредметный подход к преподаванию географии на примере изучения быта эскимосов

The purpose of the work is to substantiate the meta-subject approach to teaching geography on the example of studying the life of ethnic groups. Based on the methods of analysis of psychological and pedagogical literature and technological maps of lessons taken from teachers' websites; designing the meta-subject content of educational tasks in the course of school geography, the need to use the subject and meta-subject approach in their totality was identified and justified. The author's assignments for the development of basic logical actions among students and the formation of interdisciplinary concepts were developed with the involvement of knowledge, methods of activity and concepts of related disciplines on the example of studying the life and life of the Eskimos in the subarctic tundra. The meta-subject approach made it possible to realize the pedagogical potential of geography in the educational process using the knowledge of history, biology, physics, and chemistry. Interdisciplinary concepts were revealed in the study of the dwellings of the Eskimos. The results of the study were tested in the system of advanced training for teachers of geography, biology, chemistry, physics; in the system of training future teachers of geography and ecology. The developed complex integrated tasks, in which universal learning activities require a logical continuation using interdisciplinary concepts, can be used in the study of disciplines at the bachelor’s-lauric level “Project activity in education”, the master’s program “Formation of meta-subject learning outcomes in geography”.

USING EXPERIENCE OF PROFESSIONAL IMPROVEMENT OF POLISH TEACHERS OF SCIENCE AND MATHEMATICS IN POSTGRADUATE PEDAGOGICAL EDUCATION OF UKRAINE

The article examines the peculiarities of improving the qualifications of Polish teachers as one of the conditions for their professional advancement and obtaining professional degrees. 
 The main tasks of the system of professional improvement of teachers in Poland are characterized – namely, helping young teachers to adapt to the profession, supporting specialists during the period of professional self-affirmation or renewal of the subject, familiarization with the achievements of science, assistance in raising and expanding qualifications. 
 The principles of professional improvement of Polish teachers are defined. They include the relationships between theory and practice, changeability, variety of forms, continuity, multidimensionality, multilevelness and openness. The organizational structure of the system of improving the qualifications of teachers of natural and mathematical subjects in postgraduate education in Poland, which functions at the national, regional, municipal levels, is considered. It is emphasized that the system of improving the qualifications of specialists has a public-state character, is quite variable and flexible; it is created taking into account various needs for continuous professional development and improvement of teachers. 
 Attention is paid to consideration of the forms of professional development of teachers in non-formal education that is aimed at strengthening the internal motivation of specialists, and development of their pedagogical creativity.
 It is defined that teacher training system in Poland is aimed at the performance of tasks that include professional development, methodical work of teachers, self-education and self-improvement, as well as the implementation of general (educational, developmental, educational, diagnostic) and specific (technological, research, prognostic) functions.
 Conclusions are made regarding the directions, forms, and content of advanced training of mathematics and science teachers in postgraduate education of the Republic of Poland and the need to form the readiness of Ukrainian specialists to accept European standards in postgraduate pedagogical education.

Обучение предпринимательству с использованием технологии форсайт-сессии

The article substantiates the development of a program for conducting a foresight session as part of entrepreneurship education. Based on the identification of entrepreneurship learning technologies, a description of the foresight session technology is given. The article describes the methodology for using the foresight session technology in the field of entrepreneurial education. Particular attention is paid to the rationale for using the foresight session technology within the presented ecosystem of entrepreneurial education. Based on the study of the possibilities of using foresight technology within the ecosystem of entrepreneurial education, a description is given of the case of advanced training of teachers specializing in teaching entrepreneurship, which serves as the basis for introducing such technologies into the practice of educational organizations. The article focuses on increasing the level of professional competence of students as a result of the use of foresight session technology in the educational process.

The Practice of Inclusive Education of Children with Disabilities: The Quality of Competence Support

Introduction. The aim of this paper was to look into the status of competence-based support for the inclusive education of children with disabilities from the standpoint of the unity of the competence-based approach to the preparation and professional activity of a teacher at an inclusive educational organization. Its relevance is defined by the need to determine the level of formation of inclusive competence of teachers in its direct correlation with the competence models embedded in the programs of inclusive-oriented university’s training of teachers. Materials and Methods. The study involved 1 340 teachers working in inclusive educational organizations of general and additional education. They do not have university training in the field of defectology. The diagnostic and methodological basis for assessing the level of formation of inclusive professional competencies of a teacher was the authors-developed test that combined test tasks to identify the readiness of teachers to implement the right professional actions and decisions in conditions of inclusion. Results. The results obtained indicate the imbalance in the formation of the key components of the professional competencies of teachers for inclusive education. Teachers have the most pronounced inclusive competencies in the field of individual or joint support with other specialists of a child with disabilities in the educational process and the organization of an individual learning route for him/her. The least pronounced component of inclusive professional competencies is the knowledge about development of children with disabilities. The success of solving situational problems is mediated by the nature of teachersʼ activities and their inclusive practice experience. Discussion and Conclusion. The research materials may be in demand when designing training programs, professional retraining and advanced training of teachers of inclusive educational organizations, as well as in the framework of express diagnostics of the level of formation of inclusive competencies of teachers.

Восстановление системы школьного образования Сталинградской области после освобождения от немецко-фашистских захватчиков в 1943–1945 годах

The article highlights the peculiarities of restoring the system of school education in the Stalingrad region in the years 1943–1945 as part of the solution of the following problems: generalization of resources for the revival of the regional school network, having material and non-material nature; characterization of sources for recruiting teaching staff; the selection of causes affecting the success of general education in the region at the final stage of the war. The study showed that the task of building schools and providing them with equipment as well as educational supplies was solved mainly at the expense of local reserves and patronage assistance from the regions of the RSFSR and the republics of the USSR. One of the most effective ways of using the local labor potential has become the method of folk construction. The issue of forming the teaching staff of educational institutions was especially difficult and ambiguous in the region. One of the sources for the formation of the teaching staff was the network of pedagogical universities in the Stalingrad region, which was reviving simultaneously with the school system of education. The main breeding ground for teaching staff was short-term courses for high school students and employees at institutes for advanced training of teachers. During the recovery period, the role of the school increases in solving the everyday problems of students, the successful implementation of which directly depended on the attendance of schoolchildren at educational institutions. As a result, in 1943–1945, the foundations were laid for the further productive development of school education in the Stalingrad region in the post-war years.

Spiritual and moral values in the professional culture of a modern teacher

The article presents the results of a theoretical analysis of the importance of spiritual and moral values in the professional activity of a modern Russian teacher of a general education organization. General education as an important social institution performs the functions of reproduction of spiritual and moral values of the younger generation. We substantiated the relevance and theoretical model of the study of the content of the teacher’s professional culture, spiritual, and moral values as the basis of its formation (it is based on a brief analysis of the publications of the science-intensive Scopus database). In the empirical part of the study, the developed theoretical model is tested on the example of the pedagogical community of the South of Russia (Stavropol Krai). The survey of the pedagogical community is organized in electronic form. 153 teachers of educational organizations of Stavropol Krai were invited to participate and took part in expert assessments. The obtained research data are used in improving the process of formation of spiritual and moral values in the process of professional training and advanced training of teachers. We formed strategic approaches in preparing the pedagogical community for the challenges in accordance with the demand of modern Russian society for the transformation of educational work and teachers’ values.

Development of professional competencies in students of pedagogical classes in the collaboration system "school – university”

The study describes the development of professional competencies in students of pedagogical classes in the collaboration system “school-university”. The significance of the issue is due to the lack of a program for the flexible entry into the teaching profession and the lack of a clear and variable system of professional orientation for students. The study used the research methods such as theoretical analysis, review of scientific literature and information from Internet resources, comparative analysis and interpretation. The study revealed a positive dynamics of indicators. The arithmetic mean value of the level of development of the EG competencies was 73.87 %, which was 29.47 % more than the results of the entrance test. And the average score of the same EG on the basis of control testing was 82 points. This result indicates the high efficiency of the methods and the format of interaction between the ChSPU and general educational organizations of the Chechen Republic. The study offered a program for the phased development of professional competencies in students in psychological and pedagogical classes, which can serve as the basis for developing a program for advanced training of secondary school teachers to organize specialized psychological and pedagogical classes in schools.