Field Of Professional Development Research Articles

Teaching and Learning Computational Mathematics with Intensive Application of the Virtual Campus

Nowadays, the field of professional development in engineering requires appropriate and relevant training for a satisfactory insertion in the labor market. This requires that educational institutions provide not only the specific knowledge of the career being studied but also must complement it with other skills necessary for adequate performance in the work environment. Based on these premises, this paper describes the design of a classroom experience to be implemented in the subject of Advanced Calculus (AC), a third-level subject of the Mechanical Engineering course. The proposed activities are developed in the Computer and Multidisciplinary Laboratory of Basic Sciences available at the faculty and seek to encourage the use of the virtual campus, where the mediation between the content of the subject and the concrete applications of simple engineering models are the axis to develop the topic: Analytical Functions of Complex Variables (AFCV).

ПОТЕНЦИАЛ ИСПОЛЬЗОВАНИЯ КОУЧИНГА В УПРАВЛЕНИИ КАРЬЕРОЙ ПЕРСОНАЛА

Personnel management at an enterprise using the potential of coaching seems to be a promising direction in the activity of a manager in personnel career management. Relevant is the definition of new HR-decisions on the implementation of this process in the practice of functioning of the enterprise’s personnel management.
 In the theoretical part of the study, the definitions of career, coaching, and the goals of coaching are considered. The process of transformation of the personnel career management system in the application of career coaching technologies is analyzed. The problem is that the use of traditional tools in career management is losing its relevance and does not play a decisive role in the choice of career building strategies by employees. At the same time, the role of corporate coaching is growing in the field of professional development, which is becoming an effective tool for developing organizational culture and non-material motivation of employees. The purpose of the study is to reveal the potential of coaching in personnel career management and to develop recommendations for the use of coaching in the corporate system of personnel career management.
 In the practical part, a study was made of the level of satisfaction of employees of large and medium-sized enterprises in the Tyumen region with a career management system. By the method of interviewing, the reasons for the departure of promising employees from companies were studied and analyzed. Based on the data obtained, practical recommendations were developed for the use of coaching in the corporate system of personnel career management. The novelty of the study lies in the theoretical substantiation and development of the main provisions for using the potential of coaching in personnel career management.
 The practical significance of the study is the possibility of further realization of the potential of coaching in managing the career of the enterprise personnel.

An Analysis of the Relationship Between Professional Autonomy and Professional Motivation of Teachers

The aim of this research is to examine the relationship between teachers' professional autonomy and motivation levels. The sample of this research, which was conducted using correlational survey design, consists of 282 teachers working across Turkey in the 2021-2022 academic year who were sampled by the disproportionate cluster sampling method. “Teacher Autonomy Scale'' and “Teacher Vocational Motivation Scale” were used as data collection tools. In the analysis of the data, t-test, one-way analysis of variance, Pearson Product-Moment Correlation Coefficient and Regression Analysis were used. The results of the research yielded that teachers' professional autonomy and motivation levels are high. It is found that teachers exhibited autonomy in the sub-dimensions of teaching autonomy, curriculum autonomy, professional development and professional communication autonomy, respectively. It has been revealed that teachers consider the physical facilities of the school, intramural and extramural factors, and the aspects of professional development and prestige as the factors affecting motivation. In terms of variables, significant differences were found in the professional autonomy and motivation levels of teachers according to gender, field, graduation and seniority. Finally, moderate positive and significant relationships were identified between the professional motivation of teachers and their autonomy, and the predictive relationships between these variables are also examined. In line with these results, it has been found that all sub-dimensions of teacher autonomy (teaching, curriculum, professional development, and professional communication autonomy) are significant predictors of physical facilities which is one of the teacher motivation sub-dimensions. Therefore, it can be stated that when teachers who can act autonomously both in educational practices and in professional development and communication fields are provided with qualified physical opportunities, their motivation levels increase, too. In order to increase teacher motivation, it is recommended to support teachers' autonomous behaviors in the educational process and their autonomy in the fields of professional development and communication.

QUALIFICATION ASSESSMENT OF MEDICAL SPECIALISTS IN ASPECT OF DEVELOPMENT OF CONTINUING MEDICAL EDUCATION

Continuing medical education (CME) is embedded in the structure of the institutes of qualification assessment. These are institutes of accreditation of specialists and their certification for obtaining a qualification category. CME has become an element of accreditation. So far, an absolute minority of specialists have been accredited. Therefore, the study focuses on the analysis of the implementation of CME. The materials of the expert survey of medical personnel were used. It was found that respondents generally have a positive opinion of the CME system. But its organization has significant drawbacks. Their impact on the provision of high-quality medical services to the population and on the social security of doctors in the field of professional development is negative. Specialists bear the main share of responsibility for the choice of programs and forms of training. And their supply and quality do not always meet the needs of doctors. The system of scoring participation in the CME often forces specialists to make a choice in favor of a set of points, but at the expense of real knowledge. It is revealed that the CME is not built into the institute of certification for qualification category, although the level of qualification of specialists certainly depends on it. This is caused by an unjustified decline in the prestige of this institution.

MENINGKATKAN SEMANGAT MENULIS DAN PUBLIKASI KARYA ILMIAH BAGI GURU SE-KECAMATAN SUHAID, KAPUAS HULU

Scientific writing is now an important requirement for teachers in advancing their field of professional development. The general objective of this activity is to increase the enthusiasm of teachers in writing scientific papers and publish them in national journals as part of teacher professional development. Operationally, the objectives of this activity are: increasing knowledge of writing scientific papers for teachers in Suhaid District; improving the ability to write scientific papers for teachers; as well as the development of teachers in preparing research reports and articles until they are published in the mass media or accredited national scientific journals.The method used in this activity was performance and training in writing scientific papers. The expected outcome of this scientific paper writing workshop was that teachers could be motivated and understand how to write correct scientific papers. The results of the activities were proven by the participants’ sending the scientific papers by email to the instructor and the instructor reviewed the papers for revisions to achieve the output target of this activity.

КОНТЕНТ СОЦИАЛЬНЫХ СЕТЕЙ КАК ПРЕДИКТОР КОНСТРУИРОВАНИЯ ЖИЗНЕННОЙ МОДЕЛИ В СФЕРЕ ПРОФЕССИИ

A lot of modern psychological studies point to the inextricable link between the real and the Internet space in the context of the process of socialization of the individual, structuring the life scenario, in particular in the field of professional development. However, the integration of various predictors associated with the characteristics of the modern labor market and, as a consequence of career planning, life scenario is a methodological problem. To solve it, research design was applied, based on a combination of theoretical and empirical, quantitative and qualitative analysis. The aim of the study was the desire to clarify the role of the content of social networks in the formation of the life model of the professional sphere in the personal life space. It is suggested that the components of life models in the field of the profession broadcast on the Internet may be similar to the constructs already available in young people. The empirical research was carried out in several stages. At the first stage, semantic and content analysis of more than 170,000 posts over the past 2 years from the 20 most popular communities of the social network was carried out using special computer programs. The results of the analysis were the identified features of the components of the life model in the field of the profession, broadcast in the information space. At the second stage, the peculiarities of personal ideas of young people about building their own professional path, as well as the perception of the experience of parents’ professional activities were investigated. The sample consisted of 166 respondents; the average age was 21 years. The results obtained confirm the assumption about the similarity of the characteristics of the components of life models in the field of the profession, presented in the posts of Internet communities and the characteristics of the constructed life scenario in the field of the profession by the respondents themselves. The ideas about professional life and its further construction are probably associated with intergenerational transmission and traditional family values, the personal interests of a young person, his/her abilities, as well as with the tendencies learned in the process of intergenerational transmission of values and certain ideas in the circle of contemporaries presented on the Internet.

FEATURES OF TEACHER TRAINING IN ITALY (THE END OF THE XX – THE BEGINNING OF THE XXI CENTURY)

The urgency of studying the European tools for ensuring the quality of pedagogical education is determined by the international recognition of the importance of vocational training and teacher's development, which led to a significant improvement and increase in the educational process quality in the pedagogical education institutions. The key role of teachers in the modernization of European education, which is determined by the framework of all legislative documents that define the essence of the modern educational policy of the EU is emphasized. This causes challenges for the national system of pedagogical education in the context of the implementation of the concept "New Ukrainian School" of the XXI century. In the article the European common directions of ensuring the quality of pedagogical education in the late XX - early XXI centuries and its influence on the modernization of the national system of pedagogical education are analyzed. It is proved, that the main directions of ensuring the quality of pedagogical education in the European countries and Ukraine are: teacher training for educational reform, consolidating the organizational structures in the field of professional development and rationalization of national systems of pedagogical education; improving the quality of teacher training and development; focusing on pan-European joint activities in the area of in-service training for educators. The author established that the key provisions of international and pan-European documents set out a joint program of action to improve the quality of pedagogical education. In this program teachers are considered as the main agents of change in implementing the pan-European strategy for the development of education and training, developing the European space of pedagogical education and forming on this basis a global model of a modern teacher.

Social security of medical specialists in the field of professional development

The duration of the cycle of human capital accumulation in the workplace, as well as the need to constantly master new technologies and practices of medical and preventive care for the population, require professional development of healthcare professionals. The implementation of this need requires the provision of appropriate social protection of medical personnel. The purpose of the study. Development of approaches to the analysis of social protection of medical professionals in the world of work concerning working conditions that contribute to the maintenance and development of their professional level. Material and methods. The concept of social work-related security was used as the theoretical basis of the study. The methods of qualitative and quantitative analysis of the data of sociological and economic surveys were used as a methodological basis. The data were obtained based on the materials of sample questionnaires of medical specialists conducted throughout Russia and in Moscow. Results. The ratings for assessing the characteristics of social protection of medical specialists have been determined. The highest rating was given to assessments of the stability of employment and wages, the lowest - assessments of labor safety (in terms of intensity), and wage size. Another group of reasons for the average rating was the identified advantages and disadvantages of the system of additional professional education. Discussion. The main characteristics of the work, which contribute to and complicate professional development, have been identified. They create a basis for finding and justifying ways to improve them. A complex of objective and subjective factors has been formed that affect the participation of medical specialists in additional professional education and its qualitative results. Conclusion. Many scientific prerequisites are presented for expanding the possibilities for a more successful integration of continuing education in health care into the general system of continuing professional education.

Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives

ABSTRACT A major area of interest within the field of professional development is the concept of motivation. However, research explaining how to enhance motivation in participants during training is scarce. Grounded in Self-Determination Theory, this study aimed to gain insight into the design approaches of professional development initiatives in higher education. Based on semi-structured interviews with 16 Ecuadorian university authorities in charge of professional development, design features that likely satisfy or frustrate university teachers’ basic psychological needs for autonomy, competence, and relatedness were identified. Results pointed to a stronger, yet limited focus on the needs for autonomy and competence, when compared to the need of relatedness. These findings are expected to initiate a discussion on guidelines aimed at enhancing the motivation of professional development participants and to respond to calls for design approaches centred on the learner.

PRINCIPLES OF TRAINING OF PEDAGOGICAL STAFF UNDER THE PARADIGM OF THE NEW UKRAINIAN SCHOOL

Under the concept of the New Ukrainian School,requirements for modern teachersare higher. The basic competencies of the new teacher comprise openness, dedication to the profession, the ability to work on the basis of the subject-subject principle, social activity and unindifference. In addition, it is important to be able to apply the latest teaching technologies, be creative and strive for self-improvement. What should be the key principles of training such teachers remains the key question posed in the article. The subject of research is training of teachers in the context of the new paradigm. The purpose of the article is to determine the principles of training of the basic competencies in a new teacher according to the paradigm of the New Ukrainian School. The methodology of studying the attractiveness of the school is based upon the use of systematic, logical, historical and dialectical approaches and methods. The results of scientific research. Key principles of pedagogical training: meaningful (philosophical and pedagogical content of activity), dynamic (field of professional development through the identification to creative self-realization), institutional (organization of a positive humane environment), technological (adequate forms, methods and means of professional development of the teacher's personality, based on cooperation). Professional development of the teacher is impossible without constant self-education, participation in programs of training and any other kinds and forms of professional development. The practical value of the results. Professional competence of the teacher is a prerequisite for the improvements in education and successful development of the New Ukrainian School. In order to prepare a quality competitive specialist, the teacher must react quickly to changes in the socio-economic environment and adapt their professional activity to new conditions.

How much does the quality of teaching vary at under-performing schools? Evidence from classroom observations in Chile

The present study aims to determine how much the quality of teaching varies among and within under-performing schools. 1266 classroom observations were conducted in 260 schools across Chile. An index of teaching quality was constructed to analyze its variance. It was found that only 4.8% of the variance is explained by the teacher’s school. This suggests that the variance in the quality of teaching is not among schools, but within teachers from the same school. These results are important for public policy, especially in the field of professional development, as they suggest that best practices can be found at under-performing schools.

PROFESSIONAL DEVELOPMENT: PARALLEL TEACHING AND COLLABORATIVE MENTORING

This paper aims to identify certain common issues in the field of professional development, namely, its’ main focus is on the issue of collaborative learning and teaching. The effects of parallel teaching and collaborative feedback are noticeably positive in the recent years of development. Reflective feedback, self-reflections and observations all serve as indicators of overall professional development and of course, provide teachers with insights regarding their teaching methodology. The term collaboration (which might also be found as cooperation), stands for equal treatment and understanding of the individuals in the classroom and implies “working together to achieve a certain, common goal.” Participants in the case study are MA students of Faculty of Education, English Language Teaching at IBU, which were engaged in parallel teaching in one of my courses. The procedure was followed by observation, self-reflection and self-criticism. The first procedure was implemented in order for students to observe each other in their teaching styles, namely, to observe how two different students teach the same lecture. The second part of the procedure, namely the self-refection part was intended for students to make a comparison between themselves and their colleagues by noticing what was lacking in their teaching and the third procedure, self-criticism served as a starting point in admitting that criticism is regarded as positive feedback in teaching, rather than negative. The whole procedure of events was followed by a round-table discussion, in which, students accepted their colleagues’ remarks. Questions that students responded to were questions such as: “What could I improve?” and “What was lacking in my lesson?” “How did the experience help me improve my theory?” “What did I enjoy in this experience?” etc. Also, statements that followed the experience were such as “I advise you to…” and “I would differently apply the following (in my teaching)” etc. The experience with the obtained results, student remarks and future recommendations will be presented below.

Современный взгляд на проблему повышения квалификации и подготовку кадров в условиях развития рынка труда

The study discusses the current issues of proficiency enhancement and personnel training in the context of labor market development. The labor market is a multilayered phenomenon that today should be addressed in various ways. In particular, it is reasonable to suggest that proficiency enhancement and personnel trai-ning are an important regulatory component on the labor market. The empirical basis includes the results of a sociological study on Challenges and Opportunities of the Russian Labor Market conducted by the author in 2018 by means of in-depth expert interviews. The purpose of this research is to identify the key transformation problems of the Russian labor market. The experts (N = 20) were current and potential employers, i.e. managers of companies and organizations under differ-rent forms of ownership and economic sectors as well as university professors. The theoretical and methodological basis is represented by the theoretical principles of general sociology, sociology of labor, and economic sociology. At the same time, the following concepts and trends are of great importance: Marxist met-hodology, institutional and sociological school of labor market research (T. Veblen, J. Galbraith, J. Dunlop, L. Ullmann), the concept of a flexible labor market (F. Blanchard, R. Boyer, G. Standing, S. Clark). The study revealed 26 storylines and described a storyline related to the experts’ views on the problems of modern proficiency-enhancement system. First-hand experience in the field of professional development allowed the author to analyze the empirical material from the perspective of a systematic approach and certain provisions of institutional theory.

IMPROVEMENT OF THE NATIONAL SYSTEM OF PROFESSIONAL DEVELOPMENT OF TEACHING STAFF WITH THE EXPERIENCE OF THE UK

The urgency of the problem investigated in the article is due to the urgent needs in updating the system of advanced training of teachers in Ukraine. Despite the efforts and changes that have occurred in this area in the past few years, the process of renewal is complex and controversial. Accelerate positive changes can appeal to the British experience and its application in the domestic realities. The purpose of the article is to summarize the experience of the UK in the field of professional development of teaching staff for further use in domestic practice. In the process of preparing the article, historical, comparative, systemic and interdisciplinary methods, an interdisciplinary approach, as well as other scientific methods and approaches were used. The article summarizes the experience of the UK in the field of professional development of teaching staff. It has been established that this is a holistic and continuous process with the goal of constantly improving professional knowledge, skills, personal qualities, continuous improvement throughout the entire period of the teacher’s activity. Analyzed the state of affairs in raising the qualifications of teachers in Ukraine and identified shortcomings. It was stated that the existing system of professional development of teachers in Ukraine, which was based on the institutes of postgraduate pedagogical education, is gradually becoming a thing of the past and has been undergoing positive changes in recent years. However, the success in solving this system of problems is hindered by the still certain conservatism of the situation in the field of advanced training of teachers. It was concluded that further reforms in this area are needed for successful reform. To do this, the article suggests ways to improve the system of professional development of teaching staff in Ukraine, taking into account the experience of the UK

The role of the school principal as educational supervisor resident in the professional development of new teachers in the secondary schools of the Directorate of Education Kasbah Irbid: دور مدير المدرسة كمشرف تربوي مقيم في التنمية المهنية للمعلمين الجدد في المدارس الثانوية لمديرية التربية والتعليم قصبة إربد

The aim of the study was to identify the role of the school principal as educational supervisor in the professional development of new teachers in secondary schools in the Directorate of Education of Irbid, in the fields of (planning for teaching, classroom assessment, classroom management and human relations). The study was based on the descriptive method. The sample of the study consisted of (170) teachers for the academic year (2018/2019), and after excluding the survey sample of (20) teachers, (150) teachers of the new teachers who were appointed at the beginning of the academic year (2018/2019) of different disciplines and educational qualifications. To achieve the objectives of the study, the researcher prepared the questionnaire tool, consisting of (32) paragraphs distributed evenly on the four areas of the questionnaire. The results showed that the role of the school principal as an educational supervisor in the professional development of the new teachers in the fields of professional development as a whole obtained an average of (3.59) and (moderately). On the field level, (3.72), both with a grade. The field of teaching planning has a mean (3.47) and a grade grade average (3.45), both of which are intermediate. The results also showed that there were no statistically significant differences between the estimates of the role of the school principal as educational supervisor in the professional development of the new teachers due to the variables of qualification and specialization.

When school-based, in-service teacher training sharpens pedagogical awareness

Research in the field of professional development (PD) stresses the importance of the development of professional learning communities (PLCs) designed to promote the process of inquiry in teaching. PLCs are of great importance with regard to both school improvement and in-service teacher training. This article shows that it is possible to teach teachers to reflect on their beliefs and actions, making them visible to teachers and their colleagues during a cooperative process of inquiry in the classroom. The empirical data stem from a 2-year, school-based, in-service teacher-training program involving 16 teachers at two Danish high schools. The research question is ‘how can teachers’ reflections, pedagogical awareness, and perspectives on their beliefs be sharpened by in-service teacher training?’ With regard to school improvement, two conclusions are drawn: (1) teachers’ pedagogical awareness is sharpened and their classroom behavior and educational thinking change when their routine actions and thinking are questioned and scrutinized; (2) teachers who experiment systematically with their own teaching alongside their colleagues find the process and product rewarding.

Supporting teacher educator professional learning about assessment: insights from the design and use of a task analysis tool in a first year BEd programme

While there is an extensive literature in the field of professional development for teachers, much less has been researched and written about professional development for teacher educators (Smith, 2003). In this article we present and discuss findings from an assessment research project in the School of Education at the University of the Witwatersrand which offered opportunities for professional development to teacher educators in a B Ed programme. The research project focussed on first year assignments and examinations because of concerns about the underpreparedness of many first year students for the cognitive and academic literacy challenges of university study. We present a tool for the analysis of formative and summative assessment tasks and then describe and discuss its use in the analysis of (i) a first year assignment and (ii) a first year examination question. In the concluding section we argue firstly, that the collaborative design and use of the task analysis tool enabled professional learning for teacher educators and secondly, that such learning can lead to the adoption of assessment practices that both transmit criteria of knowledge being taught and test students mastery of these criteria at an appropriate cognitive and academic literacy level.

YouTube as a Teacher Training Tool

High-stakes student testing, accountability for students' outcomes, new educational trends, and revised curricula and standards are only a few of the reasons that teachers must learn to teach complex material with skilled and intentional practices. As a result, professional development for educators is in critical demand. Nevertheless, research in the field of professional development indicates that most teachers do not experience effective teacher training (Desimone et al., 2002; Guskey, 2002). Therefore, the purpose of this paper was to examine one professional development opportunity using the video-sharing tool, YouTube, as a training modality for in-servicing teachers. For this study, the researchers conducted interviews with six teachers currently teaching in Western Pennsylvania to analyze their perceptions about the YouTube teacher training method. The results of the study indicated that the YouTube training tool is a quality training tool to assist teachers in the implementation of higher-order teaching strategies. Additionally, the results indicated that YouTube training videos could reinforce in-person training.

A collaborative action research approach to professional learning

The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR) theoretical framework, founded on an action research philosophy. CAR components include: motivation – teacher orientation and self-efficacy; knowledge – adding to knowledge bases about disciplines and students relevant to teachers’ interests; action – change in teaching practice perceived to improve student achievement; and reflection – the cornerstone of the entire learning process in which teachers are afforded time and support to connect new experiences to their teaching practice. This article argues for professional learning developers to consider utilizing these four CAR components as a framework. A current professional learning project that was based on the CAR framework is employed to illustrate how it can be implemented.

Burrowing into the reciprocal learning collaboration of two instructors in an English-medium university in Turkey

This paper explores the authors’ experiences as an early career teacher educator and English-language instructor in an English-medium university in Turkey. The theoretical framework shaping their collaboration draws upon a narrative view of teacher knowledge as an embodiment of teachers’ experiences in schools in close relationship with their identities. Inquiring into moments that disrupted what the authors knew as instructors, they demonstrate how thinking narratively was vital to their professional development and understanding of the complexities shaping the backdrop of their higher educational context. They situate their learning in the field of professional development at the university level and propose that thinking narratively enables instructors across the career phases and disciplines to draw upon their range of experiences in ways that offer potential opportunities for support, reflection and self-growth. This interactive process, the authors suggest, suits the aim of professional teacher development and emphasizes reciprocal learning possibilities for early career and experienced instructors working collaboratively.