Future Lecturers Research Articles

Distance Learning Technologies as a Modern Resource of Implementing Active and Interactive Methods of Education for the Organization of Independent Work of Students

Purpose of the study. Currently, the issues of informatization of education and the use of information technologies in the educational process are receiving new development. At the same time, high-quality training of future lecturers is possible only if innovative methods are used in the process of their training, reflecting modern, activity-based approaches to the organization of the educational process, forms of educational work, and also assessment methods. In this connection, the aim of the study was to find one of the solutions to the organization of independent work of students of a pedagogical institute using active and interactive learning technologies within the educational information environment of the university, as well as testing the identified innovative methods using distance learning technologies.Materials and methods. To resolve this problem, the authors of the article carried out the analysis of pedagogical literature, practical experience in organizing student learning, as well as self-analysis of the use of distance learning technologies in the process of teaching bachelors in the direction of preparation “Pedagogical Education”, followed by a generalization and systematization of the identified features. The study made it possible to distinguish three areas of educational and informational interaction within the framework of organizing and supporting students' independent work, namely, cloud technologies, social networks and distance learning technologies, as well as identify the strengths and weaknesses of each of the areas. At the same time, it is determined that the use of distance educational technologies has the greatest number of advantages. A questionnaire of 216 first-to-fifth year students of the Stavropol State Pedagogical Institute made it possible to establish the attitude and readiness of students to use distance learning technologies, to identify specific methods (namely, the project method and case method), which were later tested by us in the process of preparing bachelors using the distance learning system of the University, implemented on the basis of LMS Moodle.Results. The implementation of the project method based on the use of distance educational technologies allowed us to organize a comprehensive process of students' project work, which contributes to the manifestation of their independence in the planning, organization and control of their educational and cognitive activities. To implement the project method, the capabilities of such LMS Moodle elements were used and described as: “Hot Question”, “Checklist”, “Forum” or “Chat”, “Groupself-selection”, “Seminar”. It is concluded that the tools of the Moodle system are enough to ensure full-fledged extracurricular work of students on the project and evaluate the effectiveness of such work. LMS Moodle is also a convenient tool for organizing students to complete case studies. As a tool containing case materials and implementing an automatic or semi-automatic check of its solution, such Moodle elements as: “Task”, “Lecture”, “Questionnaire”, “Forum” were revealed and tested.Conclusion. Each of the presented directions for the implementation of active and interactive teaching methods using distance educational technologies has its own didactic and methodological advantages. The choice of this or that method or their integration depends on the goals and objectives facing a particular lecturer.

Исследование вопроса формирования профессиональной компетентности будущего педагога математики

Исследование вопроса формирования профессиональной компетентности будущего педагога математики

Integrating a Gallery Walk in a Nursing Classroom: A Nurse Educator’s Perspectives and Student’s Reflections

Teaching and learning are two important components that travel synchronously in the journey of education.It is also like two sides of a coin that is used in our day-to-day life. Current students need newer andinteractive method of learning. Gallery walk is an active learning approach performed in the classroom,which facilitates students to gain knowledge on a specific subject matter through interaction. The main aimof this active learning experience is to share experience of the Gallery walk as classroom interactive learningmethod: Nurse Educators’ Reflection. The scope is to stimulate critical thinking amongst students that enrichthe teaching learning environment in an optimistic fashion. A trial implementation of gallery walk was donein the nursing classroom of Symbiosis CON during a child health nursing lecture by the second author. Theinstructor gave the basic guidelines about the gallery walk. Every student passed through the six tables,which had a discussion period of 15 minutes each. After all groups finish with all study tables, the instructoror facilitator gathered the class and summarized the topic. The collective reflections from students willbe used for the betterment of this method for future lectures. This paper focuses on the nurse educator’sperspectives beginning from planning, implementing and evaluating the Gallery walk as a classroom basedactive learning approach in a nursing college. To conclude, synchronized learning environment is essentialfor all the undergraduate nursing students in all levels of learning.

Student Performance on Pharmacology Topics After Integrating Pre‐recorded Video Lectures as an Additional Resource

During the 2018–2019 academic year, OMS‐II students at Rocky Vista University were introduced to pre‐recorded video lectures (PRVL) as a modality of learning and preparing for pharmacology clinical integration sessions. Traditionally, our university uses designated student assignments (DSA), traditional lectures, and clinical integration sessions (CIS) as methods of delivering pharmacology material. The purpose of adding PRVL was to introduce or “prime” students for future lectures and clinical integration sessions. In contrast to a flipped classroom, the PRVL simply highlight important concepts for lecture or introduce difficult subjects. They are meant to augment the other learning modalities, not to replace traditional lecture, which is typically seen in a true flipped classroom. We focused our research on assessing the efficacy of PRVL as measured by performance on exam questions. We hypothesized that access to PRVL would improve performance on pharmacology topics compared to previous classes at Rocky Vista University who did not have this additional resource. To determine whether students utilized the pre‐recorded video lectures, we administered a survey to all OMS II students, focusing on identifying which resources students used most often to learn pharmacology. Survey responses and student performance data were linked using participant numbers that were deidentified. Out of 271 total students, 97 students (a 35.8% response rate) responded to this voluntary survey. We found that 85% of survey respondents utilized the pre‐recorded video lectures >60% of the time. Comparing student performance on 30 pharmacology test items that assessed topics presented in PRVL, students who reported using PRVL <60% of the time scored slightly higher than students who used PRVL the majority of the time. In addition, 97% of students found PRVL to be a useful resource, but when asked whether it was the most useful resource of all modalities available, it was the least favored by students with only 8.2% of respondents preferring PRVL. These results are limited by small sample size, particularly in the group of students who used PRVL < 60% of the time (N=14). We hope to expand these findings by comparing cumulative performance on pharmacology test items before and after PRVL implementation.

LEADERSHIP TRAITS OF FUTURE LECTURERS OF HIGHER EDUCATION INSTITUTIONS

the results of the study of leadership traits of future lecturers of higher education institutions are presented in the article. The description of groups of leadership traits, which are necessary for the future lecturer for the beginning of professional activity and further personal and professional growth, in particular are highlighted: cognitive traits (problem solving, creativity); individual-psychological traits (openness, pleasantness, neuro-psychological stability, motivation for success, inclination to leadership); social and psychological traits (emotional self-awareness, emotion management, self-motivation, empathy, social skills); moral and value traits (honesty, justice). The analysis of results of the survey and testing of undergraduates - future lecturers of higher education institutions, which showed that the average level of development of all leadership traits considered in the study is presented. As a promising research direction, the development of a program of development of leadership traits of future lecturers of higher education institutions is highlighted.

Дослідження рівня сформованості регулятивно-вольового компонента компетентності самоорганізації майбутніх викладачів вищої школи у професійній діяльності

Дослідження рівня сформованості регулятивно-вольового компонента компетентності самоорганізації майбутніх викладачів вищої школи у професійній діяльності

ПРОФЕСІЙНО-ПЕДАГОГІЧНА ПІДГОТОВКА У НАУКОВИХ ОБГРУНТУВАННЯХ УКРАЇНСЬКИХ ВЧЕНИХ

The article presents the approaches of Ukrainian scientists to the professional training of future pedagogues of higher educational institution. The main positions of the state documents on this issue are analyzed. The basic professional knowledges, skills and competences, what a modern lecturer of a higher education institution should possess are described. Requirements for theoretical preparation of the future lecturer, the level of his/her professional knowledge, general professional skills outlined. Considerable attention paid to peculiarities of the future lecturer's personality formation. It indicates professionally significant qualities of the personality of the future lecturer, the functional manifestations of qualities of his/her personality, formation of professional and creative competences. General theoretical problems of the preparation of future lecturers in higher education institutions, the development of students' readiness for pedagogical activity, and scientific research work disclosed.

Formation of professional competence of future teachers in the conditions of the magistracy


 The article analyzes the experience of forming the professional competence of future university lecturers during their preparation in the conditions of the magistracy. The survey data is provided to the students of the Masters and teachers regarding the peculiarities of the formation of professional competence, as well as the self-assessment of the levels of formation of future teachers of universities of professional competence.It is emphasized that the most effective influence on the development of professional competence of future teachers (university lecture) is realized through the implementation of certain organizational and pedagogical conditions in the educational institutions of higher education institutions, namely: development and use of scientific and methodological support of the educational process based on the system approach; provision of professional motivated masters; organization of educational activity of education applicants taking into account their individual characteristics; ensuring the formation of the professional identity of future teachers higher education; organization of the subject environment, which creates comfortable conditions for educational activities.It is determined that the most effective influence on the development of a person and a competitive specialist is carried out through the application in the educational space of institutions of higher education of such technologies of the organization of educational process: design technology, gaming technology, personally oriented technology, training, problem technology, information-communication and interactive methods (studying in discussions, case method, situation simulation method, training). It is proved that the complex use of innovative forms, methods, technologies in the training of future teachers higher education (university lecture) on the basis of the principle of professional immersion contributes to the formation of their professional competence in the conditions of the magistracy.

Дослідження рівня сформованості ціннісно-мотиваційного компонента готовності майбутніх викладачів вищої школи до самоорганізації у професійній діяльності

Дослідження рівня сформованості ціннісно-мотиваційного компонента готовності майбутніх викладачів вищої школи до самоорганізації у професійній діяльності

DEVELOPING CREATIVE PERSONALITY IN FUTURE LECTURERS IN PROFESSIONAL EDUCATION (OCCUPATIONAL SAFETY AND HEALTH) IN THE CONTEXT OF RESEARCH ACTIVITIES DURING PROFESSIONAL TRAINING

The article deals with the issues of developing creative personality in future lecturers in professional education (occupational safety and health) in the context of research activities during professional training. The article proves that the development of creative personality expands the limits of students’ learning and research activities. Professional pedagogical training of future lecturers in professional education (occupational safety and health) for research and creative activities contributes to developing new knowledge and skills in the organization of research in accordance with professional qualities of lecturers. Based on the analysis of scientific sources, the concept of creativity in future lecturers in professional education (occupational safety and health) is regarded as a comprehensive activity and development of something new, which is the opposite to a stereotyped pattern activity, and shapes creative imagination characterized by the high level of creativity, pronounced personal qualities and сapacity for creative and research activities, which contribute to effective professional performance. The readiness for research activities in future lecturers in professional education (occupational safety and health) is defined as the result of professional training and a qualitative characteristic of their creative activities based on relevant abilities and skills required to conduct research activities and projects, which allow them to use the acquired skills when conducting scientific research due to the well-developed theoretical foundations of the essence and content of the research process. The article shows that research activities are a powerful mechanism for developing creativity in future lecturers in professional education (occupational safety and health) and one of the main objectives of higher education in accordance with the new requirements of society for professional training of specialists able to solve professional and research tasks independently, actively and creatively.

USING THE PROJECT METHOD IN PROFESSIONAL TRAINING OF FUTURE LECTURERS IN PROFESSIONAL EDUCATION (OCCUPATIONAL SAFETY AND HEALTH) THROUGH THE COURSE ON PEDAGOGY OF HIGHER EDUCATION

The article analyzes the use of the project method in professional training of future lecturers in professional education (occupational safety and health) through the course on pedagogy of higher education. It presents different approaches to clarifying the essence of the project method, which most scholars define as follows: a method, a type of learning, an educational technology. Based on different views of scholars on the concept of the project method, we consider it as a set of learning and cognitive techniques, which allow students to acquire new knowledge, skills and abilities during independent learning focused on creative self-realization of the individual in the education process and aimed at increasing their professional training in higher education institutions. The article specifies the essence, content and structure of the project method. It is proved the use of the project method in professional training of Master students in comparison with traditional methods has a number of advantages: the learning process is adjusted to practice; students have the opportunity to engage in independent professional activity; students are faced with the need to find and make optimal decisions; students have the opportunity to creatively acquire the necessary information. The article it is the systemic use of the project method in professional training of students, namely in the context of the course on pedagogy of higher education, contributes to developing professional skills and thinking, creative and research skills, problem-solving skills, to develop their core competences (cognitive, communicative, research ones, project), innovation skills and widening social mindset of future lecturers in professional education (015 occupational safety and health).

Relación entre formación universitaria y competencia mediática del profesorado

Este trabajo muestra el vínculo entre los niveles de competencia mediática del profesorado no universitario y la formación recibida por el profesorado de acuerdo con los actuales currículos universitarios en España. A partir de nuestro análisis, que se llevó a cabo a partir de los currículos de todas las universidades españolas con formación en educación (un total de 252 grados) y de un diagnóstico de competencia mediática de profesores no universitarios (906 sujetos) de nueve provincias españolas, llegamos a la conclusión de que existe una relación coherente entre estas dimensiones. En otras palabras, las deficiencias en la competencia mediática del personal docente no universitario son un claro reflejo de la poca importancia otorgada a la alfabetización mediática en los programas universitarios. Como resultado, destacamos la necesidad de revisar y reestructurar la formación universitaria en alfabetización mediática ofrecida a futuros profesores y maestros. Es necesaria una formación coherente y sólida que se centre en todas las dimensiones de la competencia mediática y no sólo en la capacidad tecnológica, en contraste con la oferta actual de las universidades españolas.

Research of volitional efforts in a structure of a regulatory-volitional component of readiness to self-organization in professional activity of a future lecturer in higher education

The article substantiates the role of volitional efforts as an important and effective motive for master candidates’ in improving their level of academic and professional experience, as well as their readiness for self-organization in professional pedagogical activities for the purpose of professional self-development and self-improvement. It is noted that the volitional efforts of an individual carry out a regulatory and mobilizing effect within mental and physical self-organization of a future specialist in professional activities.The diagnostic study of volitional efforts formation indicators of future lecturers in higher education is carried out on the basis of reflective introspection usage and self-assessment of the formation of appropriate abilities and properties. Also utilized were techniques developed by H. Levenson, a questionnaire for self-organization research by O. Mandrykova, and a self-certification questionnaire. According to the results of the diagnosis, there is a lack of formation of the following factors within future lecturers in higher education: self-control of actions, states, and emotions in situations of interaction; self-control of actions in stressful situations; fulfillment of educational / professional tasks on time; the ability to refuse to perform excessive tasks; and planning forms and methods of self-development and implementation of self-education. Organizational and pedagogical conditions of volitional skills development within future lecturers in higher education are stated as: creation of a corresponding reflexive and evaluative developmental environment by providing problem-oriented training content; organization of reflexivity and regulatory of master candidates in process of classroom and out-of-school activities; acquaintance of master candidates with methods and techniques of self-regulation and self-control; systematic self-examination and self-control by a master candidate of their own methods and techniques in educational work, self-evaluation and self-correction of their activities in a process of training and self-training. The organizational and didactic possibilities of a discipline Fundamentals of self-organization in professional activity are presented in formation of skills of volitional self-regulation within master candidates. У статті обґрунтовано роль вольових зусиль як важливої дійової спонуки активності магістрантів у підвищенні ними рівня набутого академічного і професійного досвіду та їх готовності до самоорганізації у професійній педагогічній з метою професійного саморозвитку і самовдосконалення. Зазначено, що вольові зусилля особистості виконують регулятивну та мобілізаційну дію в психічній та фізичній самоорганізації майбутнього фахівця у професійній діяльності. Здійснено діагностичне вивчення показників сформованості вольових зусиль у майбутніх викладачів вищої школи на основі використання рефлексивного самоаналізу, самооцінки сформованості відповідних умінь та властивостей; методики Х. Левенсона, опитувальника самоорганізації О. Мандрикової; самосертифікаційного опитувальника. За результатами діагностики встановлено недостатній рівень сформованості у майбутніх викладачів вищої школи таких показників: самоконтроль дій, станів, емоцій у ситуаціях взаємодії; самоконтроль дій у стресових ситуаціях; своєчасне виконання завдань навчальної / професійної діяльності; здатність відмовлятися від виконання надмірних завдань; планування форм та методів саморозвитку і здійснення самоосвіти. Названо організаційно-педагогічні умови розвитку вольових умінь у майбутніх викладачів вищої школи: створення відповідного рефлексивно-оцінного розвивального середовища шляхом надання змісту підготовки проблемного характеру; організація рефлексивно-регулятивної магістрантів у процесі аудиторних та позааудиторних занять; ознайомлення магістрантів із методами та прийомами саморегуляції й самоконтролю; систематичний самоаналіз та самоконтроль магістрантом методів і прийомів власної навчальної праці, самооцінка і самокорекція своєї у процесі навчання та самопідготовки. Представлено організаційно-дидактичні можливості навчальної дисципліни Основи самоорганізації у професійній діяльності у формуванні в магістрантів умінь вольової саморегуляції.

Improving Medical Education by Coupling Basic Science Lectures With ICD-10 Codes.

At the Edward Via College of Osteopathic Medicine (VCOM), students are taught through a systems-based block education process organized according to separate organ systems. The block education lectures provide instruction on these various organ systems and their associated diseases and potential for diagnosis and treatment. A curricular initiative implemented at VCOM incorporates International Classification of Diseases, 10th Revision (ICD-10) codes into the preclinical curriculum to enhance student learning and recall of basic science information and to prepare them for patient encounters during clinical rotations. In constructing this curricular initiative, diseases and procedures mentioned in all lectures during the first 2 years were evaluated and matched with their corresponding ICD-10 diagnostic and procedural codes to illustrate to students how this information would be used in a clinical setting. Of 994 lectures with 36,105 slides, 4331 opportunities to associate ICD-10 codes were identified. Information was given to instructors to update their future lectures. This initiative aims to enhance the preclinical educational experience and prepare preclinical students for documenting patient care. After students have been fully exposed to this new learning component, a study is planned to analyze the effects of the curriculum.

Shaping Information and Communication Competence of Future Lecturers of Professional Education (Occupational Safety and Health) through the Course «Pedagogy of Higher Education»

The article deals with theoretical approaches to shaping information and communication competence of future lecturers of professional education (occupational safety and health) during professional training in higher education institutions, in particular through the course on pedagogy of higher education. The concept of the information and communication competence is defined as a special quality, which requires future specialists to have relevant knowledge, abilities and skills to navigate in information space with the aim to obtain and apply information sources and information and communication technologies in future professional activities. It is found that vocational training of future lecturers of professional education (occupational safety and health) should be aimed at shaping information and communication competence. Therefore, it is important that innovative information and communication technologies should be incorporated in the educational process. It is clarified that the process of shaping information and communication competence of future lecturers of professional education (occupational safety and health) should be understood as a professional ability to navigate in information space in order to obtain (search, select and analyze) information sources and effectively apply information and communication technologies in future professional activities. It is specified that there are some effective ways to shape information and communication competence of future lecturers of professional education (occupational safety and health) through the course on pedagogy of higher education during professional training in higher education institutions. Thus, master students in professional education (015 Occupational safety and health) from Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University were involved in the research. It is proved that the effective method of shaping information and communication competence of future lecturers of professional education (occupational safety and health) is the project method, which combines theoretical knowledge and their practical application when solving professional problems. It contributes to developing cognitive skills, shaping the ability to independently construct their knowledge, navigate information space, etc.

Readiness formation of future lecturers of institution of higher education for professional self-realization

In the article different approaches to the definition of the essence of the concepts of «self-realization», «professional self-realization» have been considered. The factors influencing the process of lecturers’ selfactualization, pedagogical conditions of self-actualization of the lecturer’s personality have been singled out. In view of the concepts and approaches analyzed, in our study self-realization is understood as a specially organized activity by the subject, the purpose of which is the realization of their own purpose, as well as the result of this activity, is closely connected with self-development and self-affirmation of the individual. Under professional selfrealization, we mean the socialized way of harmonious development of the individual, combined with the acquisition of professional and practical experience in the process of obtaining a qualification by a future specialist during the period of initial professional formation (studying at a higher school) and improving professional growth in the process of fulfilling professional roles and responsibilities, which is an inalienable attribute of the disclosure and implementation of personal and professional potential. In the article, the professional self-realization of the future lecturer of a higher educational institution has been disclosed as a pedagogical problem, the essence of which is the constant self-improvement and self-development of their own potential. It has been determined that the formation of readiness, the nature of the process of professional self-actualization and its outcome depend on both internal and external conditions. External conditions have a certain impact on the internal, thus changing the level of readiness of the student to professional self-realization. Significant influence on the formation of readiness for self-realization in the professional sphere has a set of pedagogical conditions provided in the process of professional training: actualization of students’ subjective experience and its inclusion in the content of professional training, ensuring communication between the subjects of the educational process on the basis of dialogical interaction, the formation of value guidelines of future lecturers for professional self-realization. It has been established that the effectiveness of the self-realization process is related to the success of a master student’s pedagogical activity in the process of assistant practice and positive future professional benchmarks, which reveals possible career prospects.

Competencies in the structure of professional and pedagogical mobility of the future lecturer

Competencies in the structure of professional and pedagogical mobility of the future lecturer

Incorporating evidence-based principles in medical training. Sharing experience with McMaster.

This article was migrated. The article was marked as recommended. Background: This workshop was the second activity of the collaboration between the McMaster University, Botucatu Medical School- São Paulo State University (UNESP) and Pontifical Catholic University of Minas Gerais - PUC Minas that took place in Botucatu, Brazil between March 27th to 28th 2017. Aims: Its prime purpose was to share with the Brazilian professors and students how to include evidence-based concepts in their daily teaching activities. Methods: The participants were involved and guided in discussions on how to explore evidence-based techniques to improve their understanding and their willingness to include new teaching strategies in the future. Results: A final evaluation survey completed by the participants indicated that they were highly satisfied with the workshop experience and that they gained an enhancement of knowledge about evidence-based medicine. Conclusion: Participants had an increase in their self-confidence to implementevidence-based concepts in their future lecture programs.

IMPLEMENTASI PENGEMBANGAN SUMBER DAYA MANUSIA TENAGA PENDIDIK PADA AKADEMI KEPERAWATAN RUMKIT TKT. III TELING MANADO SULAWESI UTARA

Abstract
 Human Resource Management Higher education emphasizes the intricate parts of the figure of a lecturer as an ordinary human and intellectual community group (educated) that can be elaborated in scientific and cultural studies (Arwildayanto, 2013). Based on the above problems the researcher took the title “Implementation of Human Resource Development Teachers at the Academy of Nursing Rumkit Tkt. III Teling Manado” so that future every lecturer can meet academic qualification standards in order to improve the quality of college. Through the preliminary observations that have been carried out in the Academy of Nursing Tkt. III Teling Manado that the existing problems are still lack of permanent lecturers, educational qualifications and lecturer status that has not been in accordance with the competency standards of the existing lecturers as many as nine people but who qualify only three people, others have not studied S-2. This research is designed using qualitative descriptive research method.Data collection techniques and procedures in this study besides observation, interviews and documentation, this study also used triangulation data collection techniques. The focus of this research is the Implementation of Human Resource Development lecturer At Nursing Academy Rumkit Tkt. III Teling Manado “. The findings obtained: 1. Development brings changes in behavior toward specialization, differentiation and professionalism of teaching staff in the field of teaching, personal, social and professional. 2.Upaya maintain consistency of professional ability of educator done both by educator and institute of college iu herself, so that result optimally to improvement of professionalism of educator can sustainable.
 Keywords: implementation, human resource development, educators

Інтерактивна технологія формування риторичної культури майбутніх викладачів вищої школи

In the article, the concept of «technology learning», «interactive learning» was analyzed through the prism of teaching rhetoric. Polemical remarks about the use of the notion «technology of training» were formulated, in particular, regarding the signs of technocracy in the technological approach to learning. The application of technology at the subject level as a set of methods, as well as in connection with the presence of a distance component of training with the use of information and communication technologies was substantiated. Interactive technology for the forming of the rhetorical culture of future lecturers of the university was proposed. It combines traditional, active and interactive methods of rhetoric education with a tangible advantage of the latter. The technology consists of the following groups of methods: cooperative training (work in small groups of cooperation), collective-group training (lecture-conversation, lecture with mini-lectures of students, lecture with preliminary independent study of the text of the lecture, group discussion, public speaking, group rhetorical analysis, etc.), situational modeling (distance and classroom didactic games), practical training (rhetorical training according to stages of rhetorical activity) and self-improvement training (rhetorical portfolio). The direction of forming the rhetorical culture of students for the future scientific and pedagogical activity involves: 1) the content and organizational-methodical connection of rhetoric with psychological and pedagogical subjects; 2) the use of didactic material of pedagogical content; 3) the use of pedagogically significant methods and techniques of teaching rhetoric (discussion, game, practice of teaching by students, staging of problematic questions, etc.). The technology was based on humanistic, axiological, communicative methodological approaches and principles of partnership of subjects of the pedagogical process, thought-speech activity and interactivity, the unity of rhetorical theory with the practice of speech, autonomy and the choice of an individual educational trajectory, creative productivity, stimulation of scientific research activity, competition and emotional comfort.