Context Of Professional Training Research Articles

Ambientes de trabalho saudáveis e processo ensino-aprendizagem em enfermagem: scoping review

Background: the concept of Healthy Work Environments is part of the context of professional training in nursing as a reference for promoting the health of the subjects of this process. Objective: to identify how professors and students of undergraduate courses in Nursing perceive the “Healthy Work Environments” in the teaching-learning process. Method: scoping review performed in PubMed/MEDLINE, EMBASE, Scopus, Web of Science, CINAHL, LILACS and BDENF, considering studies regardless of type, language and year of publication. The guiding question was guided by the mnemonic strategy: Population, Concept, Context. The data underwent descriptive, bibliometric and exploratory analysis. Results: 386 references were identified, 83 were selected to be read in full, of which 56 were part of the final sample. Thus, two categories were created: “Healthy Work Environments: spaces for teaching and health services” and “Strategies for promoting a Healthy Environment”. Conclusion: the concepts under analysis show the experiences of students in environments of educational institutions and health services. Regarding the teachers' practices, working conditions emerged in areas of infrastructure, subjectivities and institutional organization and work policies.

The Methods for Improving Vocational Education and Training in Modern Conditions

Rapid technological development and globalization in all areas of society today create new challenges to the quality of specialists’ work, which, in turn, toughens the requirements for the professional education of workers in all economic sectors. In the context of strengthening integration processes, the issue of theoretical and methodological justification of the development directions of the specialists’ professional training process acquires high priority. This article aims to analyze the scientists’ opinion concerning the status and existing tendencies in vocational training, as well as to reveal the main development factors, problems, and priority directions of vocational training development methodology optimization in modern conditions. According to the research results, we outlined the normative base regulating the sphere of vocational education; highlighted the importance of the theoretical and methodological basis of personnel training within the context of professional training. Furthermore, as the result of the online questionnaire survey, we determined the opinion of teachers of vocational education institutions concerning the most critical factors, problems, and perspective directions.

Education of the future: from post-war reconstruction to EU membership (Ukrainian case study)

The presented article reflects the results of the study of the prospects for the development of Ukrainian education in the postwar period. In particular, the trends due to the situation of full-scale war on the territory of the state and the results of research work on the plan for Ukrainian educational system innovation in accordance with European standards within the broader process of European integration are taken into account. The method of work with focus groups, formed of teachers of different levels of educational institutions on the territory of the country, was applied when conducting this research. In addition, in processing the results of published research, we used the axiomatic method and considered the existing obstacles (the reduction of the number of institutions, funding sources, incoming; the limitation of processes of innovation, digitalization, and development of methodological materials; the new context of professional training of teachers and academic mobility of education applicants) caused by the situation of full-scale war, as a starting point for the further deployment of perspective. The experience of Ukrainian educators in this case is a substrate for the research work, so the selected categories are designed to form a certain structure of the research process. In addition, a comparative approach was involved due to the need to provide predictions about educational trends of the future. In this paper, we present an attempt to reconcile the existing experience of the development of the institution of education in such a context. The result of the development of the presented topic is a model of educational development in Ukraine, which is based on the above-mentioned basis. The presented theoretical model is prognostic and corresponding recommendations require harmonization with the current norms of educational process management.

PROFESSIONAL TRAINING OF MUSIC AND CHOREOGRAPHY TEACHERS: ARTISTIC-COMMUNICATIVE CONTEXT

The article highlights the importance of artistic communication in the process of professional training of teachers of music and choreography. The purpose of the article is to analyze the artistic and communicative context of professional training of music and choreography teachers. The study used theoretical methods: analysis of psychological and pedagogical literature, synthesis, comparison, generalization of research results; diagnostic methods: interviews, questionnaires, surveys, observations; methods of processing experimental data for quantitative and qualitative analysis of the results of diagnostic studies.The meaning of the concepts is specified: communication, pedagogical communication, communication, artistic communication, artistic-communicative process. The method of introduction of art-communicative context in practice of preparation of teachers of music and choreography is developed, the directions of its realization are defined - art-pedagogical, performing, directing-staging; the levels of interpersonal interaction are highlighted, the communicative, interactive and perceptual aspects of communication are characterized.The results of empirical research have shown that in the process of professional training of teachers of music and choreography, the artistic and communicative context is insufficiently relevant. In individual lessons in instrumental classes and choreography classes, only certain elements are used: information or messages. Innovative technologies and methods of formation of communicative skills and stimulation of artistic communication are offered.Among the innovations of art education are the technology of personification, design technologies, coaching method and start-method of cooperative learning. We are convinced that artistic communication is a powerful and effective means of developing social skills (soft skills), as it allows to involve students in various types of artistic creativity: music, stage, choreography.The study confirmed the importance of activating the artistic and communicative context in the process of professional training of teachers of music and choreography.

Analysis of Basic Education Concepts in Ukraine and Canada (in the Field “Advertising and Public Relations”)

The aim of the article is to conduct a comparative analysis of basic research concepts in the Ukrainian and Canadian scientific space related to the concepts that characterize the general context of professional training, in particular in the field of advertising and public relations.
 The research methodology is based on general scientific and terminological methods, the comparative method.
 As a result, the comparison of the basic research concepts in the Ukrainian and Canadian scientific space are considered, namely, education, professional education, vocational education, continuing education, lifelong learning, competence, profession, trade, professional training, professional competence, advertising education, integral competence of a specialist in advertising and public relations, general competencies of a specialist in advertising and public relations, etc. The results of the research, first of all, can be used in systematization of the accumulated scientific knowledge in the field, synthesis and generalization of scientific achievements of the field, ensuring the successful application of scientific achievements in practice.
 Conclusions. The comparative analysis of basic research concepts in Ukraine and Canada that characterize the general context of professional training, in particular, in the field of advertising and public relations is done. The experience can be taken into account when reforming education in Ukraine and Canada.

Approaches to Teaching in Professional Training: a Qualitative Study

Teaching approaches have been shown to be an important aspect of teaching in school or higher education. Although differing approaches to teaching may play a role in the outcome of professional trainings, they have not yet been further studied in this context. It is first necessary to determine whether the existing approaches to teaching construct can be transferred to the context of professional training and how approaches to teaching can be operationalized for future studies. For a multi-perspective view, we conducted 45 interviews with trainers, human resource development practitioners and trainees. The interviews were analyzed by qualitative content analysis. Our results show that the construct can be transferred to professional training. However, to apply the approaches to teaching construct to professional training, some of the underlying categories must be modified. Furthermore, we discuss the need to include new aspects, such as the category of transfer. Implications for further research are presented, including the development of a measurement instrument based on the results.

MODERNIZATION OF PREPARATION OF FUTURE PROFESSIONALS OF LAW ENFORCEMENT BODIES TO PROFESSIONAL SELF-IMPROVEMENT

Under new challenges of Ukrainian society, modern domestic and world standards, the need to change a paradigm of professional training of law enforcement officers is becoming more actual. The practice-oriented context of professional training focuses on future law enforcement professionals to actively develop their own personality, continuous professional development, self-improvement through acquisition of necessary knowledge and skills, in particular, the mastery of skills for self-improvement throughout life.The author substantiates a psychological and pedagogical problem of professional self-improvement as the basis for forming readiness of future law enforcement officers, a prerequisite for ensuring a high level of professionalism and professional achievements, ability to personal, professional, creative self-development and productive activity in the law-enforcement sphere.It is proved that professional education of future law enforcement officers should be based on humanistic philosophy and promote a disclosure of a creative potential of subjects of a pedagogical process. The analysis of methodological approaches, in particular: synergistic, axiological, acmeological, activity, competence, anthropological in a system of professional training of future specialists of law enforcement bodies is carried out.The outlined methodological approaches were analyzed as a conceptual foundations of self-improvement, which reveal its structure (competence, values, etc.) and mechanisms of implementation, provide a holistic understanding of the said phenomenon.It is determined that a formation of professional self-improvement of future specialists of law-enforcement bodies requires appropriate pedagogical conditions and methodological support, which involves a mobilization of a future specialist’s personal resources, synergy of efforts of specialists of various sciences and branches (philosophy, psychology, pedagogy, culturology, sociology, valeology, genetics, ecology, medicine, etc.) and so on.In addition, formation of an ability to self-improvement ensures that future law-enforcers develop their own system of goals, values, benchmarks, ideals that increase a level of their professional training, activities in professional environment, direct the logic and dynamics of professional development and life-creativity.

Ресурсы правового контекста профессиональной подготовки бакалавра психолого-педагогического образования

The article analyzes the resources of the legal context of professional training of bachelors of psychological and pedagogical education. The relevance of the chosen topic is due to the introduction of the theory of contextual learning and the implementation of innovative technologies and interactive methods in the learning process. The author of the article draws attention to pedagogical technologies of the activity type, highlights case method and game technologies, elective courses, traditional and modern methods of monitoring the professional training of students.

Pedagogical Conditions and Structural and Functional Model of Developing the Professional Identity of Future Foreign Language Bachelors

The relevance of the research is explained by the modernisation of the educational process and the focus on the professional identity of future specialists in the context of their training in accordance with current needs. The aim of the study is to determine the totality of pedagogical conditions and substantiate the elements of the structural and functional model of developing the professional identity of future foreign language bachelors. The research was conducted based on systematic and structural approaches using methods of analysis, synthesis and systematisation. The article highlights a set of effective pedagogical conditions and substantiates the main components of the structural and functional model of developing the professional identity of future foreign language bachelors. The content of the categories “condition” and “pedagogical condition” is analysed. The definition of the concept of “model” and the main methods of its classification are considered, according to which the author’s structural and functional model was developed. It is established that the effective influence on the process of development of the studied phenomenon will be provided by the following pedagogical conditions: the development of a positive “I-image” of a professional in the minds of students through the use of the case method; ensuring the development of a professional worldview of future foreign language bachelors based on expanding the content of academic disciplines with information of an interdisciplinary nature; using the educational context of professional training of future foreign language bachelors as an environment for the development of professional identity; organizing reflexive and creative educational activities of students. The practical value of a scientific article is to create an author’s structural and functional model based on four components and then implement it in practice

Collective Health Nursing: desires and practices.

To discuss and reflect on collective health nursing practices, presenting the work-related experience of nurses. This was a reflection paper based on the labor process theory. Studies conducted in research groups, discussions at scientific events, and professional experiences point to the importance of recognizing the intentionality of health work. Furthermore, it is essential t understand the health-illness-care process adopted and advocated by health professionals, and the role of social determinants and the entire historical, political, economic and social context of professional training, healthcare service organization and society. Collective health nursing practices play an important role in the health care provided to the population. Nurses are reference professionals in health care in all stages of life; however, further reflection is required on professional training, politicization, and the concepts of health and illness that guide professional practices.

Methodological grounds of the formation of conflictological culture of future specialists of technical specialties

The article deals with the importance of methodological approach to the formation of conflictological culture. The author notes that the methodological basis for the development of a harmoniously developed personality in a technical institution of higher education is the formation of conflictological culture of future engineers, which is a component of professional competence and is based on humanitarian grounds of an educational institution. The process of formation of conflictological culture of future specialists of technical specialties, within the context of professional training, from a methodological point of view is considered from the position of systematic, activity-based, culturological and creative, and competent approaches. The systematic approach in the methodology of formation of conflictological culture is regarded as the systematization of knowledge of culturological and conflictological orientation in the hierarchy of specialized knowledge and its use during the educational process as gaining further experience of their application in professional activity. In the formation of conflictological culture the activity-based approach is a professional and creative direction, through which the skills and abilities of the components of conflictological culture based on the knowledge acquired are formed. An active-based approach in the methodology of conflictological culture will allow motivating knowledge related to the humanitarian and culturological direction, teaching students to make decisions independently and to assess the situation, to form the ability of self-control in any situation, to promote the creative mindset. The culturological approach is not only the basis of methodology in the formation of conflictological culture, and its implementation should be clearly traced throughout the whole period of young person’s studying in higher educational institution. In the implementation of culturological approach during the formation of conflictological culture, considerable attention is paid to directing young people to an understanding of national traditions and culture that are not opposed to other cultures, but bear cultural development and the ability to apply it properly in the professional field; personality’s capacity for cultural self-development and cultural realization; the creative development of future engineer, based on the cultural and technical heritage of society. This approach is basic and on the basis of this approach the methodology of formation of conflictological culture is built. In the methodology of formation of conflictological culture, the competence-based approach is considered as a basic top for the professional development of future engineer, which will allow effective interaction between the teacher and the student in the formation of necessary competences based on conflictological culture as a component of professional competence. The competence-based approach is important for the formation of professional competencies, but without using other pedagogical approaches, it is not possible to form conflictological culture as we consider. For the improvement, development and self-realization of student, the interrelation of all the approaches is required, and for their effective application in the methodology of formation of conflictological culture they should be applied in a certain order.

Компетентнісний підхід в контексті професійної підготовки психологів (спеціальних, клінічних)

Компетентнісний підхід в контексті професійної підготовки психологів (спеціальних, клінічних)

Історичні передумови розвитку інструментального виконавства у професійній підготовці майбутнього вчителя музичного мистецтва

Стаття присвячена основним питанням історії народноінструментального виконавства як педагогічної проблеми. Мета статті полягає в дослідженні та визначенні загальноісторичних аспектів розвитку народного інструментального виконавства при професійній підготовці майбутніх учителів музичного мистецтва. Предметом статті є визначення та оволодіння необхідними теоретичними знаннями щодо історії народноінструментального виконавства. У статті автор використовує різноманітні методи науково-педагогічного дослідження, а також надає класифікацію етапів ставлення української музично-педагогічної освіти.

The research of theoretical principles of psychological and pedagogical training of professional judges in the system of judicial education

The article studies the essence of theoretical principles of psychological-pedagogical principles of training of professional judges in the system of judicial education; it was proved, that in the context of professional training of judges the notion “pedagogical mastership of judge” is a system-creating function, directed on setting of effective pedagogical interaction within realization of tasks of judicial education. The author paid attention to the fact that since the beginning of formation of the Highest Justice Council the priority direction of its activity is a provision of formation of effective, modern system of professional selection and training of judges, oriented on the real needs of judge staff. However, evaluating the quality of judicial system of the country, it is impossible to get the objective indicator without taking into account the state of existing system of selection and training of judges, and the set system of functioning of these institutions is a node parameter at determination of justice quality. The conceptual principles of psychological-pedagogical training of judges were grounded. The main idea, main positions and psychological-pedagogical strategy of training judges for teaching activity were concretized that provided the phased realization of main conceptual theses

Ethical Issues in Parent Training Programs

There has been a steady increase in the design and implementation of training programs that teach behavior-modification techniques to parents. This paper addresses the broad issue of ethical problems in behavior modification and specific problems in the area of parent training programs. The author has examined both parent training programs conducted by professionals and implemented by parents, and books on behavior modification written for parents to implement with their children. Four areas of concern are discussed. First, what constitutes an appropriate target for intervention and are there potential conflicts between parents' and children's rights? Many of the programs analyzed offered parents little guidance in selecting significant goals, and most selected goals focused on eliminating undesirable behaviors. Second, problems related to the nature of intervention are discussed — problems associated with both positive contingencies (how are reinforcers chosen and evaluated?) and with the sanctioned use of punishment. The third issue is that of conflicts between experimentation and therapeutic intervention. Conflicts between parents and researchers concerning the use of techniques (such as reversals, returning to baseline, and the triggering of undesirable behaviors) are analyzed in terms of ethical and methodological ramifications. A final issue concerns the level of training provided to parents who are instructed to design and implement behavior-modification programs with their children. How such training is given and evaluated is raised as an ethical concern. The paper concludes with a plea for consideration of ethical issues and places this discussion within a broader context of professional training.