Content Of Such Training Research Articles

Formation of Readiness of Future Teachers of Vocational Training to Professional Self-Development by Means of Creative Competition

The relevance of the article is due to the need to train specialists capable of productive work in the conditions of accelerated innovative development, the transition to the use of technologies and equipment of a higher level. This determines the problem of readiness formation for professional self-development, which is especially significant for vocational training teachers who are directly involved in the reproduction of the labor force and are capable of carrying out engineering and technical activities at enterprises and organizations in various sectors of the economy. The authors pointed to the insufficient degree of development of the problem of formation of readiness for professional self-development among future teachers of vocational training, taking into account the multifunctional nature of their work, which is due to the requirements of educational standards. This determined the purpose of the article to identify the essence of professional self-development of a teacher of vocational training and the features of its formation by means of a creative competition. Methods of analysis, synthesis, generalization, systematization, study of pedagogical experience, conversations and observations, as well as leading positions of system and project methodological approaches were used to conduct the research. The author’s definition of professional self-development of the future teacher of vocational training is presented. The potential possibilities of creative competitions in solving the problem of forming the readiness of students of the direction of training “Professional training (by industry)” for professional self-development based on project planning, which underlies the content of creative competitions and corresponds to the nature of the activity of a teacher of vocational training, are indicated. The experience of preparing future teachers of vocational training at the Lugansk State Pedagogical University for participation in creative competitions is characterized. A systematized list of competencies formed by students at different stages of preparation and participation in creative competitions is presented. Ways of organically combining the possibilities of educational and extracurricular processes in the preparation of future teachers of vocational training for participation in creative competitions and the development of the content of such training, which in general will contribute to the formation of students’ readiness for professional self-development, are proposed. Keywords: professional self-development, vocational training teacher, professional and pedagogical activity, readiness for professional self-development of future vocational training teachers, creative competition, project method

Vocal Behavior of Teachers Reading with Raised Voice in a Noisy Environment.

(1) Objective: Teaching is a particularly voice-demanding occupation. Voice training provided during teachers’ education is often insufficient and thus teachers are at risk of developing voice disorders. Vocal demands during teaching are not only characterized by speaking for long durations but also by speaking in noisy environments. This provokes the so-called Lombard effect, which intuitively leads to an increase in voice intensity, pitch and phonation time in laboratory studies. However, this effect has not been thoroughly investigated in realistic teaching scenarios. (2) Methods: This study thus examined how 13 experienced, but vocally untrained, teachers behaved when reading in a noisy compared to quiet background environment. The quiet and noisy conditions were provided by a live audience either listening quietly or making noise by talking to each other. By using a portable voice accumulator, the fundamental frequency, sound pressure level of the voice and the noise as well as the phonation time were recorded in both conditions. (3) Results: The results showed that the teachers mainly responded according to the Lombard effect. In addition, analysis of phonation time revealed that they failed to increase inhalation time and appeared to lose articulation through the shortening of voiceless consonants in the noisy condition. (4) Conclusions: The teachers demonstrated vocally demanding behavior when speaking in the noisy condition, which can lead to vocal fatigue and cause dysphonia. The findings underline the necessity for specific voice training in teachers’ education, and the content of such training is discussed in light of the results.

SOCIAL PARTNERSHIP AS KEY FACTOR OF NATIONAL-PATRIOTIC EDUCATION

The problem of social partnership in the national-patriotic education is not studied enough, the strengths and weaknesses of social professionals to work together on patriotism are not disclosed. The purpose of the article: to reveal the essence and organizational and pedagogical conditions of effective social partnership in national-patriotic education on the basis of identifying the readiness of social professionals to such a partnership. The essence of the readiness of social specialists for national-patriotic education on the basis of social partnership was clarified. Such readiness is characterized by the presence of appropriate ideas, knowledge, values, skills and abilities for partnership in national-patriotic education. The list of specialists-subjects of national-patriotic education is determined. The results of the ascertaining stage of the experiment of all-Ukrainian level on the topic ‘System of Training Social Sphere Specialists for National-Patriotic Education of Children and Youth based on Social Partnership’ are presented. The article presents the results of the survey of 2,309 social professionals and partners in the national-patriotic education of children and youth. The organizational and pedagogical conditions for establishing partnership in national-patriotic education are determined. Emphasis is placed on the need to develop and actively implement interactive training programs for social workers on social partnership. According to the survey results, the content of such training should include such issues as: initiative and choice of partners, dialogue with them to engage in national-patriotic education, concluding agreements on effective / mutually beneficial partnership, creation and implementation of partnership projects.

The System of Training Future Teachers for Organizing Extracurricular Activities of Pupils

The paper defines conceptual principles of future teachers’ professional training in the context of organizing extra-curricular activities for pupils, which contain preliminary statements, methodological approaches (systemic, synergetic, competency-based, activity-oriented, developmental, personality-oriented, cultural, axiological), principles (general didactic and specific) of education. The professional training of future handicraft and technology teachers for organizing extra-curricular activities for pupils is analyzed based on its three stages: organization and motivation, practice and methods, activity and creativity. Given the professional activities of future handicraft and technology teachers, it is essential to distinguish their theoretical, practical and methodological training. The stages of training future handicraft and technology teachers for organizing extra-curricular activities for pupils are reinforced with the content of such training in higher education institutions. The levels of readiness of future handicraft and technology teachers for extracurricular activities can be identified through relevant indicators based on motivational-and-axiological, cognitive, activity-related and creative criteria. Both the qualitative and quantitative analysis of the experiment results shows that the obtained indicators confirm positive dynamics regarding developing readiness in future handicraft and technology teachers to organize extracurricular artistic - and - technical activities for pupils.

Training Future Primary School Teachers in the Context of Developing Constructive Skills in Younger Pupils

Constructive skills help younger pupils to perceive and evaluate the harmony in life, nature, art, understand and create beauty in the surrounding reality and be creative. Therefore, it is crucial to train primary school teachers to develop constructive skills in younger pupils to reinforce their creative development. The paper aims to theoretically justify and experimentally verify the content, forms and methods of effective training of future primary school teachers for developing constructive skills in younger pupils. The students were divided into two groups, namely control group (CG –132 respondents) and experimental group (EG – 137 respondents). It presents the author’s educational and methodical complex, which reveals the content of such training and the use of effective forms for organizing the educational process in higher education institutions. It analyzes the levels of readiness of future teachers to develop constructive skills in younger pupils based on questionnaires, interviews, expert assessment, self-assessment, grading of teachers’ personal and professionally essential qualities, tests, observations and methods for assessing creative thinking and motivation towards learning in younger pupils. The results obtained from the formative stage of the pedagogical experiment in the experimental group (EG) show that a mean value of a low level of future primary school teachers’ readiness to develop constructive skills in younger pupils has decreased by 30.6%; a mean value of a sufficient level has increased by 14.9%; a mean value of a high level has decreased by 15.6%. At the same time, the corresponding values in the control group (CG) have not changed significantly. The results of the experimental work prove the expediency of introducing the author’s model in the training of future primary school teachers.

SOME GENERAL CHARACTERISTICS OF FUTURE PHILOLOGISTS’ PROFESSIONAL TRAINING AT UKRAINIAN UNIVERSITIES

The paper analyzes professional training of future philologists in higher education institutions in Ukraine. It determines and justifies the content of future philologists’ professional training on the example of the degree programme on Germanic Languages and Literature (including Translation), taking into account the new regulatory requirements. It describes the most effective forms, methods and technologies of organizing educational activities of future philologists. It clarifies the components of professional competency of future specialists in Germanic philology. It specifies the procedures and measures for assuring the internal quality of philological education at higher education institutions. Some general characteristics of future philologists’ professional training in higher education institutions in Ukraine, justified in the paper, have proved the need to update the content of such training and introduce effective organizational forms and methods of teaching and learning, which will promote the subject-subject interaction in the educational process, as well as contribute to personality development and assure the quality of education.

Reconsidering Journalist Safety Training

Safety training courses and manuals are designed to provide journalists with guidance to assess and mitigate risk. In this article, we ask whether content of such training and guidance is informed by actual threats and risks relevant to journalists working in the field. Departing from our own previous research about threats and dangers faced by journalists working in conflict zones or covering dangerous beats, and a review of the literature addressing the issue of safety manuals for journalists, we evaluate the content of five safety-training documents. Of these, two are descriptions of internationally-focused safety courses, two are safety manuals produced for a national audience, and one is a handbook focusing specifically on safety for women reporters in the Arab region. The purpose is to identify various aspects of safety addressed in training and manuals offered to locally and internationally-deployed journalists—and illuminate how they may differ in focus and approach. Through a comparison of the content of the selected manuals and course descriptions, we conclude that these trainings and manuals to some extent address specific variations in context, but that detailed attention towards gender differences in risk and other personal characteristics are not given equivalent weight. The international training focuses excessively on physical environment issues (such as those of a ‘hostile environment’), while the manuals with national or regional focus are practice-oriented and largely take a journalistic point of departure. We argue that training and manuals can benefit from considering both these aspects for risk assessment, but recommend that addressing journalistic practice and personal resources is fundamental to all journalist safety training since it is at the personal, practical, and media organisational levels that the mitigation encouraged by these trainings can happen.

Interdisciplinary scientific communication in the content of teaching applied mathematics

Problem and goal. Today, graduates studying in the physical and mathematical areas of training in the profile of applied mathematics have high requirements [23; 24]. Such graduates should have not only fundamental knowledge in the disciplines of applied mathematics, have a scientific outlook, skills and research of applied tasks with the help of mathematical modeling, but also strive to implement applied research through environmental technologies. The achievement of such goals in teaching students applied mathematics requires the use of various pedagogical and information technologies in the educational process, the development of learning content, new forms and methods of training, the involvement of specialists in applied mathematics in teaching. Methodology. In the process of training specialists in applied mathematics, implemented the idea of developing their mathematical creativity, strengthening the motivation for the formation of deep theoretical and practical knowledge in the disciplines of applied mathematics and the foundations of humanitarian culture. The implementation of these important ideas is carried out on the basis of extensive use of interdisciplinary scientific relations in the conditions of humanitarization of university mathematical education. The formation of students’ fundamental knowledge of applied mathematics, the foundations of humanitarian culture is achieved by developing the content of such training on the basis of modern scientific achievements of applied mathematics, the implementation of scientific and educational, scientific and educational and humanitarian potential of teaching applied mathematics. Results. The obtained fundamental knowledge in applied mathematics, formed scientific worldview and humanitarian culture will allow graduates in their future professional activities to show a humane attitude to nature and the world, to apply environmental technologies in the implementation of applied research. In addition, with such a wealth of knowledge, graduates are able to be worthy members of the modern information society with a humanitarian culture. Conclusion. In the process of teaching applied mathematics, using innovative pedagogical technologies, it is advisable for students not only to give fundamental scientific knowledge, but also to instill the foundations of humanitarian culture.

Graduate Qualitative Methods Training in Political Science: A Disciplinary Crisis

ABSTRACTMost political scientists conduct and publish qualitative research, but what training in qualitative methods do political science doctoral programs offer? Do scholarly views converge on the proper content of such training? Analysis of methods curricula and syllabi from 25 leading US political science doctoral programs reveals a troubling gap: only 60% of top departments offer any dedicated graduate training in qualitative methods. Departments can remedy this disjuncture between scholarship and training by enhancing their basic qualitative methods curricula. Our research shows that scholars agree broadly on the content of such training, effective pedagogical practices, major alternatives for curriculum design, and a menu of focused topics. Graduate programs that aspire to train professionally competent qualitative and multi-method researchers now can orient their reform efforts on shared disciplinary standards for qualitative methods training.

Psychotherapeutic skills training for nurses on an acute aged mental health unit: A mixed-method design.

This study examines the need for, and outcomes of, a psychotherapeutic skills training programme, within an acute psychogeriatric unit. Nursing staff were surveyed to explore their training needs in psychotherapeutic skills with inpatients diagnosed with depressive, anxiety, or neurocognitive disorders. Staff were then invited to participate in a focus group (n=6) to identify content of such training, possible barriers, and an implementation strategy. Next, to ascertain the feasibility and acceptability of such training, materials and schedules were developed and piloted with a small group of nurses (n=8), before being administered to nurses across the unit (n=23). Impacts of training on the confidence and competence of nurses to use such skills were investigated. Of nurses surveyed (n=20), 80% wanted to use psychotherapeutic skills in routine practice, but only 35% had received training in such skills in the last 5years. Focus group results identified that nurses wanted training in skills related to engaging patients, responding to resistance from patients, problem solving, reminiscence, relaxation, and cognitive behaviour therapy. Nurses who underwent the pilot training reported increases in confidence and competence in using such skills. These findings were replicated in the unit-wide training programme and were found to be durable across a 3-month follow-up period. This study highlighted the training needs of nurses working in an inpatient psychogeriatric setting, approaches to implementing new skills, and benefits of training for nurses' levels of confidence and competence in using psychotherapeutic skills.

An audit of the use of breakaway techniques in a large psychiatric hospital: a replication study

This paper describes an audit study of the effectiveness of breakaway training conducted in a specialist inpatient mental health hospital. Breakaway techniques comprise a set of physical skills to help separate or break away from an aggressor in a safe manner, but do not involve the use of restraint. Staff (n= 147) were assessed on their ability to break away from simulations of potentially life-threatening scenarios in a timely manner, and using the techniques taught in annual breakaway or refresher training. We found that only 14% (21/147) of participants correctly used the taught techniques to break away within 10 s. However, 80% of people were able to break away from the scenarios within 10 s but did not use the techniques taught to them. This audit reinforces questions about breakaway training raised in a previous study. It further demonstrates the need for a national curriculum for physical intervention training and development of the evidence base for the content of such training as a priority.

Global and Local Issues in the Training of ‘Overseas’ Social Workers

The recruitment of ‘overseas’ workers is becoming commonplace in England (and other parts of the UK). This paper is based upon the author's experience of providing training for Eastern European social workers, who were recruited as a result of staff shortages. The analysis turns on a consideration of global and local issues, and argues that as part of a recruitment policy, training should be routine and focused upon the specific aspects of ‘local’ need, given the broader ‘global’ aspect of European social work education. The paper identifies the content of such training to ensure it meets employer and employee need. Its conclusions place this within the wider context of social work education.

Executive summary: Developing objectives, content, and competencies for the training of Emergency Medical Technicians, Emergency Physicians, and Emergency Nurses to care for casualties resulting from Nuclear, Biological, or Chemical (NBC) incidents

Study objective: The task force assessed the needs, demands, feasibility, and content of training for US civilian emergency medical responders (paramedics, nurses, and physicians) for nuclear/biological/chemical (NBC) terrorism. Methods: A task force representing key professional organizations, stakeholders, and disciplines involved in emergency medical response conducted an iterated instructional-design analysis on the feasibility and content of such training with input from educational professionals. We then analyzed 6 previously developed training courses for their congruence with our recommendations. Results: The task force produced descriptions of learning groups, content and learning objectives, and barriers and challenges to NBC education. Access to training and sustainment of learning (retention of knowledge) represent the significant barriers. The courses analyzed by the task force did not meet all objectives and challenges addressed. Conclusion: The task force recommends training programs and materials need to be developed to overcome the identified barriers and challenges to learning for these audiences. Furthermore, the task force recommends incorporating NBC training into standard training programs for emergency medical professionals. [Waeckerle JF, Seamans S, Whiteside M, Pons PT, White S, Burstein JL, Murray R, on behalf of the Task Force of Health Care and Emergency Services Professionals on Preparedness for Nuclear, Biological, and Chemical Incidents. Executive summary: developing objectives, content, and competencies for the training of emergency medical technicians, emergency physicians, and emergency nurses to care for casualties resulting from nuclear, biological, or chemical (NBC) incidents. Ann Emerg Med. June 2001;37:587-601.]

Technology transfer to hotels in China by multinational hotel enterprises in Hong Kong

Foreign direct investment in China's hotel industry was regarded by China's government as both a major channel to attract funds from overseas and as an important mechanism to introduce foreign management technology which was almost non-existent in hotels before 1979. The main players in this process were multinational hotel enterprises (MNHEs). A common transfer mechanism used by MNHEs is a specific type of training, "cross-training". This paper identifies those MNHEs in Hong Kong which provide cross-training, describes the form and content of such training, according to personal interviews with MNHE training managers and human resources directors in Hong Kong, estimates its effectiveness based on the results of a survey of actual trainees from hotels in China, and offers recommendations aimed at improving the effectiveness of cross-training as a technology transfer mechanism.

Professional training of child psychologists

Abstract The present authors address the need for specialized professional training for psychologists who primarily work with the problems of childhood. It is argued that the area of child psychology is an amalgam of selected components of developmental, educational, and clinical psychology, and further that it is sufficiently discrete to warrant specialized training programs for child psychologists. Questions concerning the particular content of such training, and the level at which the training should take place, are raised. Various options regarding the answers to these questions are discussed, and a specific recommendation is presented.