Future Professional Development Research Articles

Volunteer health activity as a form of social formation student youth

The article describes the features of volunteer health care as a promising innovative form of social development of student youth.The authors found that the peculiarity of the volunteer movement in Ukraine is the largest group of volunteers working in the social sphere in general and the development of the health environment. In particular, are students, and the number of young people who are constantly or sporadically volunteering is constantly growing.In general, in volunteering, young people are primarily interested in the development of communication, organizational skills and abilities, as well as in the development of leadership qualities of the individual. Very often they become volunteers to form and develop their professional abilities, which will create opportunities in the future to become competitive and highly qualified specialists.Modern student youth influences all social spheres and processes in society only on their principles of altruism and the desire for change. The relevance of volunteering and its popularity among students explain, first of all, the psycho-physiological features characteristic of student age. Studying in a higher education institution coincides with the beginning of the period of maturity, which is characterized by the strengthening of conscious motives for behaviour. Such personality qualities as purposefulness, determination, endurance, persistence, principled news, independence, initiative, ability to control oneself become more stable. In the process of students' participation in the volunteer movement, these qualities have the opportunity to develop and contribute to the further professional development of future professionals, especially in the social sphere.Volunteer health care as a promising innovative form of extracurricular activities (health, correctional and recreational work, etc.) researchers, theorists and practitioners call a key component in the effective formation of health competence of student youth.Prospects for further research in this area are in particular, innovative areas of volunteering aimed at improving the quality of life, deepening solidarity between people, the realization of basic human needs to build a more just society and more.

Communicating National Disability Insurance Scheme – Exploring Interpreters’ Perspective

ABSTRACT This article reports of a study on 19 Australian community interpreters and their experience in facilitating mediated communication in the National Disability Insurance Scheme (NDIS), which was introduced in Australia in 2016. These interpreters were among those who attended a training workshop comprising of a pedagogical segment explaining this new scheme in detail, and a hands-on segment to translate a selection of NDIS terms into their target language to highlight possible linguistic and cultural challenges they may encounter. The training aimed to enable the interpreters to facilitate NDIS communication with clients from linguistically and culturally diverse backgrounds in ways that make sense to their culture and experience. The purpose of the current study is to understand the extent the participant interpreters applied their learning in NDIS communication, and their perspective about specific challenges in this new contextual area, where certain concepts and terms may be hard to translate, and the understanding of disability may be culturally bound. The aim of the study is to deepen the understanding of multicultural communication in disability services, and to inform similar future professional development during major changes to systems in the disability sector, and more broadly in health and welfare.

On the Construction of Teachers’ Professional Quality-oriented English Practice Teaching System—Exemplified with the English Major of Sichuan University of Arts and Science

Professional quality is the core element of training talents. Developing elegant professional qualities is the thirsty demand for students and the great mission of higher education. With the main purpose to train would-be qualified English teachers, English major is supposed to build an English practice teaching system directed by teachers’ professional quality on the basis of Certification Standard of Secondary Education, so that students can gradually follow professional principles, understand teaching methodology, start educational task and seek self-improvement in practice teaching and learning activities, subsequently helping to lay a solid foundation for students’ future professional ability development.

A Probe into the Professional Development Path of College English Teachers under the Background of Big Data

the concept of big data originated in the field of computer Internet, with people’s increasing understanding of big data, a new diversity of data and information assets has arrived in an all-round way. The arrival of the big data era has not only brought a profound impact on the field of education, but also brought new changes to college English teaching. By combing the current situation and characteristics of college English teachers’ professional development and the path of college English teachers’ professional development under the background of big data, this paper probes into the future professional development of college English teachers, so as to improve the teaching effect and students’ learning ability.

Understanding the characteristics of professional development programs for teachers’ health and wellbeing: Implications for research and practice

Professional development (PD) provides an opportunity to promote the psychological, social, and physical health tools teachers require to maintain teacher wellbeing. Despite their potential, little is known about PD programs targeting the health and wellbeing of Australian teachers. This study aimed to summarize the characteristics of Australian PD programs targeted at teacher wellbeing, identify gaps in existing PD and make recommendations for future research and practice. Three search strategies, (1) search engine results, (2) a manual search of known Australian education websites, and (3) requests for information from Australian education organizations, were combined to ensure a comprehensive inventory of PD programs was compiled. This study found 63 PD programs promoting health and wellbeing that currently exist for Australian teachers. Of these, only three provided evidence of their evaluation indicating programs are advertised and implemented without evidence of their effectiveness. Future PD should be evaluated with findings of the evaluations reported publicly so evidence-based programs promoting teacher’s health and wellbeing can be recommended and implemented.

When Crisis Strikes, Handle With CARE.

The decision to continue a career advancement program in midst of our health system's response to the COVID-19 pandemic was made after weighing the pros and cons. At a time when high priority was placed on educating the frontline nurses on rapidly changing protocols and supporting mental health, our organization reallocated resources and ways of doing things in order to maintain some form of normalcy. By doing so, we were able to demonstrate our commitment to professional development even in the face of adversity and highlight the resourcefulness of nursing professional development practitioners. As the COVID-19 crisis has laid bare, we live in an increasingly complex and interconnected world, and agility will be essential to future nursing professional development practice.

A Study of Early Career Principals’ Perceptions of Their Induction Program

Due to the dramatic changes in the roles and responsibilities of principals in the 21st century, there has been a need for professional development training and support for novice principals. In response to this need, a school district in a northern state in the USA started offering a Principal Induction Program (PIP) to the early career principals in the district in 2018. Regarding the program, there is a need to gain an understanding of the perceptions of the applications and the impact of the program. For that purpose, this study investigated the perceptions of new principles participating in the PIP. The study adopted a single case research design using qualitative data collected through semi-structured interviews with eight early-career principals and two mentors participating in the principal induction program. The qualitative data were subjected to content analysis. The results indicate that new principals have gained more knowledge about key components of effective practice and felt better equipped to carry out their role as school leaders, to establish positive learning environments in their buildings for all students, and to navigate the range of challenges associated with being a new principal. Based on the findings, recommendations were offered for future professional development programs designed for new principals.

Enhancing Team Learning through Leader Inclusiveness: A One-Year Ethnographic Case Study of an Interdisciplinary Teacher Team

Phenomenon Developing modern medical curricula requires collaboration between different scientific and clinical disciplines. Consequently, institutions face the daunting task to engage colleagues from different disciplines in effective team collaboration. Two aspects that are vital to the success of such teamwork are “team learning behavior” by all team members and “leader inclusiveness behavior” by the team leader. Team members display team learning behavior when they share information, build upon and integrate each other’s viewpoints. The team leader can promote such team learning by exhibiting inclusiveness behavior, which aims to encourage diversity and preserve individual differences for an inclusive workplace, nurturing engagement in teamwork. There is a paucity of in-depth research on leader inclusiveness behavior in the field of medical education. This case study aimed to offer unique insight into how leader inclusiveness behavior manifests itself in a successful interdisciplinary teacher team, demonstrating team learning behavior in undergraduate medical education. Approach We conducted a qualitative, ethnographic case study using different but complementary methods, including observations, interviews and a documentary analysis of email communication. By means of purposive sampling, we selected an existing interdisciplinary teacher team that was responsible for an undergraduate medical course at Maastricht University, the Netherlands, and that was known to be successful. Chaired by a physician, the team included planning group members and tutors with medical, biomedical, and social sciences backgrounds as well as student-representatives. In the course of one academic year, 23 meetings were observed and recorded, informal interviews were conducted, and over 100 email conversations were collected. All data were submitted to a directed content analysis based on team learning and leader inclusiveness concepts. Findings Leader inclusiveness behavior became evident from verbal and non-verbal interactions between the team leader and team members. Leader inclusiveness behavior that facilitated team learning behavior manifested itself in five actions undertaken by the team leader: coordinating, explicating, inviting, connecting, and reflecting. Similarly, team members facilitated team learning behavior by participating actively, speaking up behavior, and mimicking leader inclusiveness behavior. These behaviors demonstrated engagement and feelings of inclusion, and reinforced leader inclusiveness behavior by creating additional opportunities for the leader to exhibit such behavior. Insights This case study responds to the need for inclusive leadership approaches in medical education. Our findings build upon theoretical knowledge on team learning and leader inclusiveness concepts. By studying behaviors, interactions and documents we obtained in-depth information on leader inclusiveness. Our findings are unique in that they demonstrate how leader inclusiveness behavior manifests itself when leaders interact with their team members. This study provides health professionals who are active in education with practical suggestions on how to act as a successful and inclusive leader. Finally, the behaviors identified open up avenues for future professional development initiatives and future research on team leadership. Supplemental data for this article is available online at here.

TEACHERS' READINESS TO USE E-PORTFOLIOS

An e-portfolio is one of the tools for monitoring and evaluating the professional activity of school teachers and their achievements. An e-portfolio can be used for teachers’ professional development. It provides openness and transparency of both teachers’ and educational institutions’ work. The purpose of the study is to analyze teachers' readiness to use e-portfolios for both self-evaluation of their own professional experience and continuous professional development. The article analyzes various approaches to the structure of e-portfolios based on the analysis of international experience, the legislation of Ukraine and the survey of teachers. The purpose, tasks, requirements of normative documents on the use of e-portfolios are generalized.The multi-level structure of an e-portfolio is defined and the requirements for its dynamic content are substantiated. Teachers' needs for advanced training in using a variety of IT tools for creating e-portfolios have been systematized. It has been determined that the use of e-portfolio can satisfy both the needs of evaluating the effectiveness of teachers’ work and the formation of self-esteem and reflection skills, facilitate teachers’ continuous professional development, dissemination of advanced pedagogical experience and teaching practices. Different types of e-portfolios have been analyzed. IT tools for creating an e-portfolio have been identified. The content of the corresponding educational module for teachers in the system of postgraduate pedagogical education has been substantiated. The content of a portfolio is defined by the goals of its creation. For teachers, the emphasis in e-portfolio creation is not on learning, as it is for students, but on professional activity, self-assessment, and marketing. The results can be teachers' understanding of why and how they have learned throughout their careers, the importance of reflection for future professional development.

PRIMARY DIAGNOSTICS OF TEACHERS OF SPECIAL DISCIPLINES OF TECHNICAL COLLEGE

The article raises the issue of readiness for teaching in the Ukrainian Technical College of specialists who do not have pedagogical education. It is determined that the motivating factor is an important factor influencing the work of a young teacher, the formation and development of future professionals, and the problem of determining the readiness of a specialist with engineering education to teach, his motivation for a new activity, ability to acquire knowledge and skills is extremely relevant and needs attention from the head of scientific and methodological work. It is proposed to introduce the primary scientific and diagnostic development of the mechanism of differentiated psychological and pedagogical influence on teachers of special disciplines of the technical college, which will determine the types of teachers, taking into account the level of their motivation for teaching. The algorithm of application of methods, including author’s, is considered, methodical recommendations concerning their application, calculation, use of results of research are given. It is concluded that the application of primary scientific and diagnostic development of the mechanism of differentiated psychological and pedagogical influence in the technical college will help to adjust group and individual scientific and methodical work with beginning teachers and teaching staff as a whole, to plan further stages of development of psychological and pedagogical competence.

Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms

The purpose of this paper is to accentuate teachers’ voice and examine what teachers consider as useful professional development for promoting 21st century skills as presented in educational reforms. The teachers participated in a professional development program designed to support teachers in bridging the gap between visionary reforms and classroom practice. Over a three-year period, 56 courses were conducted, reaching 1187 teachers. Results from this large-scale qualitative study show that teachers highlighted instructional strategies modelled during the course as supportive together with easy access to teaching resources and increased confidence. Implications for future professional development programs are discussed.

A principled approach to designing computational thinking concepts and practices assessments for upper elementary grades

ABSTRACT Background and Context: In today’s increasingly digital world, it is critical that all students learn to think computationally from an early age. Assessments of Computational Thinking (CT) are essential for capturing information about student learning and challenges. When programming is used as a vehicle to foster CT skills, assessment of CT skills needs to measure understanding of programming concepts alongside general problem-solving practices applicable in contexts beyond programming. Objective: In this paper, we discuss the development of and results from separate validated assessments of programming concepts and generic CT practices for 4th-6th grade students. Method: An Evidence-Centered Design approach was used for the development and validation of the assessments, that were used with 15,000 upper elementary students in Hong Kong. Findings: Results from assessment implementation indicate that the assessments worked as designed and reveal student challenges with CT concepts and practices. Implications: These results point to the utility of our assessment as a curricular tool and the need for emphasizing certain CT concepts and practices in future curricular initiatives and teacher professional development.

����-�������㳿 � ������ ��������� �������� �������� ������� ����� �� ������������ ��������� ������������ �����������

The article analyzes the features of the use of case technology in the process of preparing future heads of general secondary education institutions for use in further practical activities of pedagogical management technologies. The purpose, algorithm of application are defined, the example of a case with reflective questions to it is resulted, efficiency is outlined, shortcomings and advantages of application of case technology in professional training are specified. It is revealed that this technology is a set of a whole system of methods. Among them: modeling, structuring, algorithmization, analysis, synthesis, role play of the situation, abstraction, concretization, idealization, decomposition, imaginary experiment, problem method, discussion, compromise, comparison, argumentation, generalization, etc. It was found that the use of case technology in the system of training future heads of general secondary education on the one hand, allows to establish a synergy of theoretical and practical aspects of learning, stimulates individual activity of applicants, forms a positive motivation to learn, interest in management, reduces the number of �passive� and insecure students, provides high efficiency of training and development of future professionals, forms certain personal and managerial qualities and competencies; and on the other hand, it enables the teacher himself: to improve himself, to think and act differently and to modernize his own professional potential. Key words: case, technology, professional training, future leader, pedagogical management.

Вплив моделі "MUSIC" на формування іншомовної комунікативної компетентності в майбутніх викладачів іноземних мов у процесі фахової підготовки

The methodological influence of B. Jones’ model “MUSIC” on the process of professional competence development in prospective foreign language teachers in the process of professional training is studied in the article. The definitions of “educational environment” and “educational space” are considered; it is concluded that the process of professional training of prospective teachers of foreign languages should be aimed at the development of their professional competence. In the course of the research it is established that the five-level model “MUSIC” of B. Jones, which is presented from the author's point of view, can help to optimize the impact of the environment on the process of professional competence development in the course of professional training of prospective foreign language teachers. At the first level, it is suggested to provide extended powers to prospective teachers of foreign languages in order to exercise their self-control over the process of developing thier professional competence during professional training. At the second level, it is necessary to make sure that prospective foreign language teachers recognize the importance of the material offered to them for mastering for their future professional development. At the third level, prospective foreign language teachers must be clearly aware that the success of their learning also depends on the right strategies. The fourth level is closely related to the sincere interest of prospective professionals in acquiring professional qualities. At the fifth level, it is essential to take care of students, to take into account the environmental factors that may affect the level of their professional development. It is concluded that in the focus of professional competence development of prospective foreign language teachers it is vital to create such an environment that would promote friendly relations between prospective professionals and the faculty staff, as it will have a positive effect on the quality of training of prospective foreign language teachers.

Blended Learning Technology "Flipped Class" in the System of Higher Vocational Education

This article is devoted to the implementation of the blended learning technology " Flipped Class" into the educational process of higher vocational education. From the position of the systemic approach, the authors’ view on the development of the competitiveness of the future specialist with the help of traditional (classroom) and digital (distance) forms of training is revealed; the necessary pedagogical conditions for using the " Flipped Class " blended learning technology in higher vocational education are described. The authors present the peculiarity of organizing the educational process with the use of the " Flipped Class " technology. The article justifies the importance and relevance of this educational technology application due to the world socio-economic challenges. The authors of the study conclude that the implementation of the " Flipped Class" technology causes improvement of the forms and methods of the educational activity aiming professional development of future competitive professionals in the sphere of the agro-industrial complex. A structural model of organizing higher vocational education with the use of the " Flipped Class " blended learning technology was worked out and substantiated. The pedagogical conditions of using this technology are described in the article.

Риторична компетентність учнів: зміст, структура та шляхи формування

The article examines the formation features of students’ rhetorical competence. The essence of rhetorical competence as the individual ability to rhetorical activity in order to realize himself in professional and socio-cultural life is revealed. The methodological scholars’ views on the content and structure of rhetorical competence are presented. Based on the analysis of works on the research topic it is identified the main rhetorical competence components: motivational component (awareness of the importance of rhetorical activity in future personal life and professional development, students’ readiness and ability to perform rhetorical activities successfully); cognitive component (systemic rhetorical knowledge that is basic for the rhetorical competence formation), activity component (rhetorical skills and abilities that ensure the rhetorical activity effectiveness). Methods of rhetorical competence formation are presented: methods of theoretical rhetoric study, methods of practical rhetoric study, methods of theoretical and practical rhetoric study. The exercises system of analytical, speech-communicative, creative character and rhetorical tasks is characterized. The gradual rhetorical competence formation through the application of tasks aimed at teaching the logical, linguistic and psychological and psycholinguistic rhetoric foundations is proposed.

EDUCOLOGYCAL TRAINING IN ENSURING THE QUALITY OF EDUCATION AT THE UNIVERSITY

The article is devoted to the analysis of the content of educologycal training in the educational programs «Preschool Education», «Primary Education», «Management of Educational Institutions» full-time and part-time at Borys Grinchenko Kyiv University, which involves studying the interdisciplinary course «Educology». The article emphasizes the contribution of educology as a scientific phenomenon in ensuring the quality of university education due to its integrated and interdisciplinary nature. A significant difference between the object of study of education and other humanities is that educology is a kind of educational synergy for the study of education, which generates a systematic set of educational sciences such as philosophy of education, history of education, educational policy, educational law, education management, economics of education, sociology of education, culturology of education. The authors analyzed the effectiveness of teaching the discipline «Educology» on the basis of a survey of undergraduates of the university, in which special attention was paid to the development of critical thinking; awareness of patterns, trends, sources of education and educational systems; application of a synergetic approach in education management; formation of the ability to find means of solving current problems in the field of education; understanding of education as a specific sector of the economy, mechanisms of competitiveness of educational institutions, understanding of education as a social institution, the role of legal aspects in the development of education, etc. It is proved that the study of the course «Educology» will contribute to the development of future professionals in the field of education skills to systematically solve the multifaceted problem of ensuring the quality of education at the university; consider prospects and forecast changes to improve it.

СТВОРЕННЯ ЦІННІСНОГО СЕРЕДОВИЩА ЗАКЛАДУ ВИЩОЇ ОСВІТИ ЯК УМОВА ОСОБИСТІСНО-ПРОФЕСІЙНОГО ЗРОСТАННЯ МАЙБУТНІХ ВИХОВАТЕЛІВ

The topicality of creating value environment of higher educational institutions as a condition for personal and professional growth of future educators in preschool education is substantiated in the article. The significance of the problem is argued by the Law of Ukraine «On Education», «On Higher Education», by the Standard of Higher Education of Ukraine at the first (bachelor's) level of specialty 012 – Preschool Education, by scientific works of teachers and psychologists. The purpose of the article is to present the results of the author's research in the problem of development of the personal and motivational components for the readiness of higher education students in specialty 012 – Preschool Education to the development of benevolence in children of senior preschool age. The peculiarities of implementation of various forms and methods of work are revealed, namely trainings «Goodness begins with you», «Benevolent teacher – benevolent children», «How do we perceive ourselves?», «Road to ourselves as a teacher», «Benevolent communication – the basis of humanity», «Doing good together»; volunteer activities «There's no such thing as other people's children», «Random acts of kindness day», «Being a good Angel for a week» etc.; extracurricular communication (consultations, excursions, travels, leisure activities); keeping diaries in the context of developing your practice of self-awareness; drawing up a program of self-improvement «I am a benevolent person»; organizing of joint activities of students and teachers. Emphasis is placed on the fact that emotional well-being in the process of obtaining higher education is a prerequisite for personal development, the key to the success in educational activities and professional development of future professionals. It is concluded that the above mentioned forms and methods of work contribute to the development of benevolent relationships and value orientations of participants in the educational process which is a determining factor in preparing future educators to development of benevolence in senior preschool children. The substantiation of pedagogical principles of personal and professional self-improvement is considered as a promising area of scientific research as well as continuous self-education of future educators of preschool education.

РОЗВИТОК ДУХОВНОЇ КУЛЬТУРИ ТА ЦІННОСТЕЙ ПЕДАГОГА В СИСТЕМІ НЕПЕРЕРВНОЇ САМООСВІТИ

The article deals with the spiritual culture and values ​​of teachers in the system of lifelong self-education. The spiritual culture of the individual is a system of worldviews and beliefs that are realized in relation to themselves, other people and the world around them. This is an essential basis for the development of future professionals. The values ​​of the teacher can be a source of motivation, action planning, constructive guidelines of consciousness. It is usually based on the ideals of Goodness, Beauty, Truth, and Love. It defines the norms of the individual and usually has an individual and a social framework. It can be the basis for addressing the purpose of man, the meaning of life, the highest achievements of mankind, which determine the success of society: economic, ideological, cultural, social, political, etc. Determining the level of development of spiritual culture and values ​​of teachers, it is found that there is a relationship, interaction, mutual determination between the level of development of a personal and professional component of spiritual culture and need-emotional orientation of personality, spiritual potential, value orientation. There is an average correlation between the development of the spiritual culture of teachers and orientation, character, communication, intelligence. There is a high correlation between the development of spiritual culture and self-awareness (0,734) and orientation (0,625) of teachers. It is noted that the psychological peculiarities of the development of teachers’ values should be taken into consideration. Psychological peculiarities are interconnected with cognitive, emotional, motivational and volitional processes. The actualization of higher mental functions of the individual and the psychological mechanisms of spiritual development of the individual is of great importance as well.

Clinical Skills of Graduated Nurses

Nursing schools are facing an increasing challenge in providing students with high-quality education and important clinical skills so that they can practice as graduates. According to several research, graduate nurses believe they are underprepared with insufficient skill levels to operate in the real world of clinical practice. Nurses are the most numerous members of the healthcare workforce, and their clinical abilities have a direct impact on the quality, safety, and efficiency of their nursing practice for all patients. Clinical skills relate to any type of nursing care that has a measurable impact on clinical outcomes, and they encompass technical, non-technical, and cognitive abilities, such as clinical assessments, coordination, and communication, as well as decision-making abilities. Designing and implementing learning activities that allow students to successfully enhance their clinical abilities while simultaneously including patient safety principles is a significant problem in nursing education. However, these concerns must be balanced against health systems' and the profession's need for new nurses to be ready to hit the ground running right after graduation. New graduate nurses with less than one year of clinical practice experience can execute regular patient care activities employing technical, non-technical, and cognitive abilities if they have essential clinical competencies. New graduate nurses frequently struggle to write nurse notes, lack competency in nursing assessments, and are unable to forecast patient symptoms or adjust evaluations in response to current patient symptoms. Second, they lack intravenous administration, discharge procedures, basic life support, and cardiac resuscitation measures. Then there are issues with anxiety. Temperamental coworkers and emotions of failure induced by working inefficiently and having trouble adjusting to the work environment were found to have a detrimental impact on fresher nurses' work performance. Finally, they exhibit leadership and communication issues, including a lack of confidence in their ability to perform as a nurse who must deliver information to coworkers and a poor response to unforeseen challenges. Fundamental skills, health promotion and disease prevention skills, rehabilitation skills, and abilities in specific areas are the important clinical skills components that new nurses should possess upon entering hospital practice. These elements can help shape nursing interventions and curricula in Thailand to prepare graduates for work in a variety of settings, as well as the skills taught in various programmes in Thailand and worldwide. In order to attain patient safety and nursing care quality, essential clinical skills components are needed to drive nursing practice and nursing education. Moreover, components of essential clinical skills of graduate nurses could provide a way to assess and recruit graduate nurses with sufficient clinical skills and help administrations to better manage the nursing workforce for complicated client populations. Evidence related to the significance of graduate nurses’ essential clinical skills for clients, healthcare organizations, and healthcare systems could then be further identified, which could be used to guide future professional development initiatives for the nursing profession.