Professional Competence Of Educators Research Articles

The Importance of Lifelong Learning for the Development of Professional Competence of Educators

In order for an educator to develop into a competent individual and to continuously strengthen his professional identity, it is of great importance to work on all aspects of lifelong professional development. Since academic year 2009/2010, in the Republic of Croatia, educators have the opportunity to continue their education at university graduate studies in order to acquire and / or develop their competences, knowledge and skills necessary for development of professionalism. It is the responsibility of not just the individual, but a professional community, to enable development of the upbringing profession in all those areas crucial to the advancement of early and preschool education system. Formal education, in this sense, enables acquisition of competences needed to create educational policy within their own institutions. In order to evaluate in which areas and whether educators consider themselves competent, a self-assessment questionnaire for professional competences was developed. The aim of this research is to gain insight into how many educators consider themselves professionally competent for creating educational policy in the institution they work in. Furthermore, this research will examine whether there are differences in self-assessment of professional competences of educators-graduate students who are employed in preschool institutions and educators who completed undergraduate studies, also employed, and on what dimensions there is a correlation between their estimates. Key words: professional competences; educators; upbringing profession; professional identity

Шляхи використання літератури напрямку нон-фікшн у закладах дошкільної освіти: інтегрований підхід

The article discusses the possibilities of using non-fiction childrenʼs literature to be usedby pedagogical staff of pre-school establishment sinorder to implementan integrated approach. The features of contemporary non-fiction works of literature are described and recommendations on their use in the educational process are given. Four dimensions of the integrated activity with modern scientific-cognitive texts for preschool children are out lined: use of non-fiction works on classes of different types, within the limits of both the same and different the maticblocks; expansion of cognitive and emotional communication in the family, parenting self-education; corrective work with children; an additional motivational stimulus for raising the professional competence of educators, a peculiarse to psychological discharges for children and teachers. The methods by which activating cognitive activity of reader sareactivated: the selection of interesting facts, comparison, a series of questions, an explanation on known models, explanation of complex phenomenain experiments, explanations insituations of childhood, intriguing headlines, language linguistic techniques, andothers. Non-Fiction direction literature provides a wide range of integrated use opportunities, but at the same time is a source of future research.

Components of professional competence of educators of pre-school educational institutions: pedagogical excellence, pedagogical creativity

Components of professional competence of educators of pre-school educational institutions: pedagogical excellence, pedagogical creativity

Компетентность в профессиональном образовании по литературе в Киргизии и России

Компетентность в профессиональном образовании по литературе в Киргизии и России

PRACTICE STUDENTS OF THE TOURISM UNIVERSITY IN THE CONTEXT OF THE IMPLEMENTATION OF THE STANDARD

The driving force of the system of higher professional education reform of the tightening of professional requirements. Competence-based approach to the results of higher vocational tourism education has become the subject of educational research and is getting obvious results. The system of higher professional education competence of future professional is evident in his practical activities. The quality of the on-the-job training depends on its proper organization for each course in the learning process of any tourist college. It is vital to observe the order of stages in tutor support, as well as in theoretical and practical training. Peculiarities of the practical training of students in any tourist college determine its significance for high-grade formation of the graduate. In accordance with Federal State Education Standard, the student on on-the-job training is an integral part of the basic education curriculum. It has been and still remains the most vital factor in the formation of professionally important qualities of the graduate, and provides the implementation of practical actions aimed at consolidation of theoretical knowledge.

Board #144 - Research Abstract From ‘There’ to ‘Here’ to ‘Elsewhere’

INTRODUCTION Simulation is gaining international interest as a way to arrange a safe environment for practicing clinical, communicative and interprofessional competence in professional education within health care. However, simulation was originally developed to support and train professionals. The application of medical simulation in interprofessional education for students is still underresearched and undertheorised (1). Recent research and theory argue that professional learning in simulation is embodied, relational, and situated in social-material relations (2,3). Research on how instructional design of simulation as an integrated part of professional curricula support student learning is needed (4), as well as research focusing on what the relevant characteristics of debriefing that lead to effective learning are (1). The aim of this study is to explore the enactment of debriefing as a support for learning in interprofessional medical education simulation.METHODSThis paper draw on findings from a large research project conducted by research environments at Linkoping University (LiU), Karolinska Institute (KI) and University of Gothenburg (GU), Sweden. The data have been collected by standardised video recordings of all phases in the simulation (briefing, simulation and debriefing phases). Totally 30 simulation sessions were video recorded, 10 sessions by each research team. Out of these recordings, 13 simulation sessions were professional teams and 17 sessions were nursing and medical students simulating as a compulsory part of their education in the last semester before graduation. The student sessions are around 18 hours of recordings and altogether 106 students, 71 females and 35 males, participated in the simulation either as active participants in the simulation or as observers. 66 were nursing students and 40 were medical students. The research project has been ethically approved by Linkoping University, Sweden (Dnr 2012/439-31).RESULTSA framework for the analysis of the video recordings was developed on the basis of socio-material theory, with a particular focus on interprofessional collaboration. Sayings, doings and relatings in the debriefing with regard to specific activities or events during the sequence of the scenario were noted through ethnographic field notes and selected segments were transcribed (5). A purposeful constant comparative qualitative analysis (6) was made in three steps comparing sequences of the scenario 1) within a single video recording 2) between different video recordings of the same scenario 3) between video recordings of different scenarios. The findings suggest that interprofessional learning in medical education simulation can become jeopardised in the debriefing. Three interrelated aspects of lacking support for learning were identified, a) debriefing as algorithm or as laissez-faire, b) neglect of team performance as a topic for reflection, and c) time constraints.CONCLUSIONSThe results raise questions whether debriefing in medical simulation as modelled on training of qualified health professionals provides a useful framework applied in undergraduate education with students learning to become health professionals. The experiences of the simulation ‘there’ are intended to become re-contextualised in the debriefing ‘here’. Our findings indicate that the socio-material arrangements of the debriefing instead risk taking the students ‘elsewhere’. Structure or lack of structure of the debriefing seem both to jeopardise the support of interprofessional learning or even overlook interprofessional collaboration as a topic for reflection. The time constraints of the complex logistics of arranging interprofessional simulation-based education as a regular curricular activity for large classes can potentially turn debriefing into a superficial exercise with little or no connection to the intended learning outcomes.REFERENCES1) Issenberg B. Ringsted C. Ostergaard D. Dieckmann P. Setting a Research Agenda for Simulation-Based Healthcare Education. A Synthesis of the Outcome From an Utstein Style Meeting. Sim Healthcare 2011; 6:155–167.2) Nystrom S. Dahlberg J. Hult H. Crossing locations of enacting and observing simulations: Ways of constructing interprofessional learning. Paper to be presented at the Second International ProPEL conference 'Professional Matters: Materialities and Virtualities of Professional Learning', University of Stirling, UK; 2014, 25-27 June.3) Schatzki T. The site of the social: A philosophical account of the constitution of social life and change. University Park: Pennsylvania State University Press; 2002.4) Motola I, Sullivan J, Issenberg S, Devine L, Chung H. Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82. Medical Teacher [serial online]. October 1, 2013;35(10):e1511-e1530.5) Heath C. Hindmarsh J. Luff P. Video in qualitative research: analysing social interaction in everyday life. Los Angeles: SAGE; 2010.6) Boeije H. A Purposeful Approach to the Constant Comparative Method in the Analysis of Qualitative Interviews. Quality & Quantity 2002; 36:391–409.

Learning with technology: Use of case-based physical and computer simulations in professional education

This presentation will clarify contemporary ideas on the role of technology in education and how it can be employed to improve student learning experiences and outcomes. The paper will emphasise RMIT's role in providing quality education that is relevant to today's world and professional practice. It will examine a specific collaborative (RMIT & ACU), interdisciplinary project ’Pregnancy Simulator: Developing and Enhancing Student Learning of Assessment Skills’. This project consist of a physical pregnancy model connected to a multi-media computer-assisted learning package for the purpose of enhancing student learning of abdominal assessment skills.Our paper outlines an innovative technology-based teaching project and includes current educational issues or problems encountered in professional education, steps already taken to address these difficulties and how this project intends to facilitate learning. It identifies expected learning outcomes for midwives, nurses and medical students, and examines pedagogical principles applied to technological applications designed to provide guided discovery for allowing students to build confidence and competence in professional education. The case-based physical and computer simulations contextualise learning to assist transfer of learning to real world situations. This paper will also discuss how technology-based projects can be evaluated and integrated into university curricula to enhance student learning.

Competency based learning: a literature review

According to recent literature, CBL as a teaching/learning approach is growing in its applications. Despite modifications necessitated by its application to varied learning situations, there was general acceptance of the critical elements of Spady's (1977) definition: the statement of explicit learning outcomes, flexible time parameters, selected instructional approaches and criterion-referenced measurement. The main criticisms of CBL, apart from the political and conceptual opposition encountered, were concerned with measurement of competence and selection of performance criteria. The dangers of perpetuating “mass mediocrity” were noted, as without due care, performance standards could be set too low. Published literature related to applications of CBL notions in undergraduate education (other than teacher education) is sparse. Most of the literature reviewed either discussed CBL theoretically and in very general terms, or dealt with applications in post-graduate courses or continuing education programmes. Avenues for further study in CBL were suggested as follows: The future of CBE may well be linked to its development in three areas — new bases for specifying competencies, linking training procedures with outcome specifications, and competency assessment. (Houston & Warner, 1977, p. 17) As an approach to teaching/learning in nursing, CBL would seem to have some merit, at least in principle. Certainly, the notion of competence in professional education is attractive, because it suggests that students of an educational programme, who are competent, “can, and want to, master the various socially-ascribed and self-prescribed roles they will play on graduation …” (Block, 1978, p. 16). The use of CBL in nursing education could provide a systematic framework for a nursing programme in which the goals of the programme and the standards of nursing performance are explicit. Programme evaluation could be a part of the systematic framework, both for formative and summative uses, because the maintenance of comprehensive records is a component of CBL. And, because competency measurement is necessarily built into a CBL model, there should be congruence between the planned teaching/learning strategies and the measurement of learning outcomes.