Graduate Professional Training Research Articles

The tutor team construction in the "honeycomb model" of professional degrees training for postgraduate

This paper analyzes the current situation of professional degree graduate education in China, summarizes the main problems existing in the construction of tutor team at the present stage, and constructs the "honeycomb model" of civil engineering master's degree graduate training. The "honeycomb model" replaces the double mentors with the mentor team, and takes the cultivation of practical innovation ability as the goal. Demand-oriented, it establishes substantive connections between the multiple agents represented by the mentor team members. In addition, the "honeycomb model" promotes the mutual promotion and integration of multiple entities through cost-effectiveness, and realizes the sustainable development of multiple entities through win-win cooperation. Finally, the model relies on the project matrix operation mode to promote the construction of tutor team and realize the unification of academic and professional graduate training.

Формирование профессиональной идентичности студентов педагогической магистратуры в условиях системно-модульной организации образовательного процесса

Current geopolitical situation and Russia's withdrawal from the Bologna process showed the urgent need to improve the national system of continuous pedagogical education, in which the master's program as the second level of higher education is focused on more in-depth, in comparison with the bachelor's degree, professional training of graduates, providing them with a high level of professional identity as the most important indicator of professional development. Due to a number of reasons (changes in master's degree standards, increased requirements for graduates with short terms of study and the lack of basic specialized education for many students, etc.), the quality of education in the master's program has significantly decreased, manifested in the absence of an increase in the educational level of students. Currently, to ensure the quality of teacher training in master’s studies, universities should find reserves in the organization of the learning process to develop professionalism among students, develop and implement flexible modular educational programs, their technological support, and build an effective system of interaction with employers. The purpose of the study: to develop a model for the formation of professional identity of students of pedagogical magistracy in the conditions of a system-modular organization of the educational process. The theoretical methods were an analytical review of scientific sources on the problem of professional identity, analysis and generalization of the results; pedagogical modeling. Based on the results of the theoretical analysis, the structural-content components of the professional identity of teachers are revealed as a complex, integrative, dynamic personal education that influences the professional development and success of the professional pedagogical activity. The method of pedagogical modeling led to the creation of a model for the formation of professional identity among master’s degree students in pedagogy with a system-modular organization of the educational process. The model makes it possible to form ideas about the formation of students' professional identity during the period of study in a pedagogical master's program as a systemic, dynamic, cyclical process of subject-subject pedagogical interaction between participants in educational relations.

Профессиональные компетенции тележурналиста в оценке работодателей: региональные аспекты (на примере Республики Бурятия)

The article is a study of the key professional competencies of TV journalism graduates based on identifying the needs of employers of television media in the Republic of Buryatia, as well as professional standards that correspond to the professional activities of graduates. The study of this problem is caused by a number of reasons. Firstly, the technological, social, economic, and other transformations taking place in the entire media industry require rethinking of the professional competencies of graduate journalists formed by domestic universities. This is especially important for television journalism, since television still retains its status as the main source of information for the majority of Russian households. Secondly, the educational programs of higher educational institutions in our country implement a competency-based approach, and one of its priority tasks involves identifying the needs of the labor market. And finally, thirdly, the analysis of various sources of information showed insufficient study of the issue of professional training of graduates in the media industry, where the object of research is the requirements of employers to the professional competences of TV journalists. Close attention was paid to theoretical and empirical research in this area among local scientists. The method of empirical research was an expert survey. The experts were the editors-in-chief of the leading television media of the Republic of Buryatia. The methodology of the study of professional competencies of a television journalist was based on the professional standards of a television program host, correspondent and media editor approved by the Ministry of Labor and Social Relations of the Russian Federation. As a result of the study, a rating of professional competencies of a television journalist in the region under study was compiled. Key competencies were identified, as well as the competencies of “outsiders” on the level of television media editors, television presenters and media correspondents.

DIAGNOSIS WITH THE HACKATHON ECOSYSTEM OF THE UNIVERSITY OF THE READINESS OF STUDENTS FOR RESEARCH ACTIVITIES

BACKGROUND AND OBJECTIVES. The changes in society associated with the country's transition to an innovative way of development radically change the nature and goals of labor activity. Profession under such conditions is considered by a person as a source of material well-being and gaining the desired social status. Professional self-determination occurs too late or is realized as forced, so the lack of opportunity to realize one's professional preferences has a negative impact on the individual and on society as a whole. As a result, in recent decades there has been a significant increase in the requirements of modern employers to the professional training of graduates of educational institutions. A young specialist must improve in the profession, be ready to change professional activity, i.e. be socially and professionally mobile, scientifically established, which can be realized with the help of Hackathon-ecosystem.METHODS. Collection of information, survey of students and teachers were carried out using a systematic approach on the basis of the Hackathon ecosystem. Processing of the obtained information, definition of scientific statements, generation of conclusions and practical recommendations were carried out with the help of the software product "Methodology of studying students' adaptation to dual education in higher education".FINDINGS. It is proved that the research activity of students is a necessary condition for their professional self-determination, acts as part of a holistic, long-term, dynamic process of entry into the profession and as a result of the choice and design of their future professional activity. Students' involvement in research activity largely determines the effectiveness of their social and professional development.CONCLUSION. Research activity of university students is an effective means of forming knowledge, abilities and skills necessary for personal and professional self-determination. It not only stimulates and motivates personal and intellectual development, contributes to the continuation of education, proves the degree of its readiness and acts as one of the guarantors of the success of the process of professional self-determination in general.

MOTIVATION PECULIARITIES OF DENTISTS' CONTINUOUS PROFESSIONAL DEVELOPMENT

One of the main tasks of modern higher education is to train specialists with a high level of competence who can constantly work on themselves.
 The relevance of the research topic is due to the need for continuous professional development of future dentists and the motivation of their training, and the development of an active life position in modern society.
 The purpose of our work is to study aspiration peculiarities of IFNMU students and interns to the successful and versatile improvement of personality.
 The personal qualities of the doctor provide comfortable psychological contact with the patient and maintain professional activities dedication. Communicative competence is the subject of special research in the field of future doctors' training. Professional communication is considered to be one of the components of the general culture of relations and contributes to the successful career of a specialist in any sphere of activity, especially the medical one.
 The problem of forming and maintaining educational interest to master the future specialty of students and interns continues to exist. Motivational components and factors that affect the professional and personal development of the future doctor increase with each year of study, and this process should not stop for life. It’s effectiveness depends on the forms of the material presentation.
 The presence or absence of positive motives in students and interns have a significant impact on educational activities. Insufficient motivation cannot contribute to the formation of their high professional realization. Therefore, a genuine and persistent desire to acquire knowledge and skills should be the starting point in the formation of a highly qualified healthcare professional.
 The main factor influencing the interest in the education of students and interns is the acquisition of knowledge, skills, and abilities, which will form the foundation of professional activity in the future. The following factors contribute to increase the motivation of learning: the method of learning the material, its content, teaching methods; usage of problem tasks at each stage of the class; application of interactive technologies.
 Our analysis showed that gaining knowledge among students and interns is dominated by professional motives: to become a highly qualified dentist and to find a job that meets personal desires in the occupation of their choice.
 Thus, learning is more effective when it is motivated, and the activities of students coincide in direction and purpose. As a result, the graduate's professional training becomes successful.
 The effectiveness of the educational process depends on the variety of forms and methods of presenting scientific and practical material. The directions of increasing motivation are as follows: constant improvement and updating of material, the use of interdisciplinary links to understand the importance and practical necessity of each subject in a higher educational establishment, the use of multimedia presentations during practical and lecture classes, work in simulation centers, implementation in the educational process of situational tasks "patient-doctor and doctor-patient" with further discussion and recognition of the flaws of each participants' work.
 The usage of the latest information technologies and simulation centers helps not only to memorize a large amount of theoretical material but also to obtain practical and communication skills which are necessary for a modern doctor.

Pedagogical competence formation of future officers of the State Criminal and Executive Service of Ukraine in context of graduate professional training

Pedagogical competence formation of future officers of the State Criminal and Executive Service of Ukraine in context of graduate professional training

Influence of the quality of educational services of a technical university on the employment of graduates

Introduction. Quality management of educational services is impossible without feedback from employers, graduates, and parents of students. Analysis of their opinions will help identify weaknesses in the educational process of the University, for the subsequent formation of a roadmap for managing the quality of education. The purpose of the study: to develop recommendations for improving the quality of education of students of the technical University by identifying dissatisfaction with professional, labor and socio-cultural training. Materials and methods. 1261 interested persons took part in the survey, including: 386 graduates (representatives of 225 enterprises and organizations), representatives of employers – 265 people (representatives of 173 enterprises and organizations), parents of students – 610 people. The quality of educational process was assessed by satisfaction with educational activities and satisfaction with the socio-cultural environment of the university. Research results. The results of the level of satisfaction with the quality of educational activities are analyzed, in particular: the level of satisfaction of graduates ranged from 66 to 88%, the greatest dissatisfaction is associated with the organization of practices, research work and the material and technical base of the University. Employers are more dissatisfied with the professional training of graduates, in particular bachelors. More than 70% of employers say that specialists are much better prepared to perform their work functions. In terms of assessing the socio-cultural environment, the satisfaction of students' parents ranged from 49 to 72%. The main comments are related to financial incentives (scholarships, surcharges), as well as the organization of leisure and recreation. The practical significance is to identify the most pressing issues that are not always obvious when viewed from the "inside" of the organization. Many problems are typical for higher education institutions in General, so the results of this study can be useful and applicable for internal audits, in-house surveys, and improving the quality of educational services in other universities.

КАЧЕСТВО ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ И КАРЬЕРЫ HR -МЕНЕДЖЕРОВ (В ОЦЕНКЕ ВЫПУСКНИКОВ)

The article discusses the current problems of assessing the quality of professional training of HR managers from the perspective of graduates of the HR direction working in this area.For ten years the author of the article has been assessing the quality of training university graduates as deputy vice rector for organizing practice, employment and promoting employment of graduates.
 The results of annual studies of satisfaction with the quality of education of all participants in the educational process: students; employers and graduates of the university were an indispensable indicator in the preparation and conduct of accreditation of the university, it has repeatedly reported at conferences and published. The accumulated experience allowed us to conduct annual monitoring studies on the problem of satisfaction with the quality of professional training of graduates of the Department of Personnel Management of the Siberian Institute of Management, a branch of the RANEPA.
 The article provides only some generalized results of the author's studies in 2017 - 2019 on assessing the quality of professional training and career of specialists from the position of graduates of the department. The author conducts a brief analysis of theoretical foreign and domestic sources to study the problems of assessing the quality of education and training of specialists; considers the problems of development of criteria for assessing the quality of training, external and internal assessment, and the inclusion of certain assessment objects in the assessment, relevant to universities.
 The practical focus of the article allows us to see both the positive aspects in the training of future specialists in the field of personnel management, and some omissions, which will improve the quality and applied nature of training, taking into account the identified needs of graduates oriented to the demands of the labor market.

Musical abilities in professional activity of the specialist of the social and cultural sphere

The article presents the authors' opinion on the problem of training future specialists in the socio-cultural sphere, the relevance of which is increased in connection with the new requirements for University graduates identified in the GEF IN 3++. The practice of the educational process on the example of training students of the direction of training 51.03.03 Socio-cultural activities of the two profiles "Management of socio-cultural activities" and "Socio-cultural animation and recreation". The review of the literature on the issue of graduates ' readiness for professional activity allowed the authors to formulate the main theoretical provisions and determine the importance of musical abilities of students - future specialists in the social and cultural sphere. Theoretical analysis of psychological and pedagogical literature on the problem under study, as well as experimental work confirmed the importance of musical training of students in the direction of Socio-cultural activities, the need for the formation of their musical abilities that are needed in the implementation of various projects, activities, programs, as socio-cultural developments, projects are impossible without musical accompaniment. The musical Outlook of the specialist of the social and cultural sphere promotes development of musical culture, increase of level of professional training of graduates. The study clarified the basic concepts of "professional activity", "profession", "musical abilities". The authors described the basic skills necessary for specialists in the socio-cultural sphere; disclosed qualification requirements, employers ' requests, as well as the requirements of the GEF IN 3++ related to professional skills and abilities of future specialists in the socio-cultural sphere. The authors paid special attention to the experiments and the results of the study; the data obtained in the course of the survey of students in the field of socio-cultural activities on the importance of musical abilities for their activities are presented.

Dry Eye Disease Practice in Ghana: Diagnostic Perspectives, Treatment Modalities, and Challenges

There is a dearth of studies investigating the challenges encountered in dry eye practice. Profiling these barriers is crucial to improving dry eye diagnosis and patient care. This study aimed to examine the diagnostic and treatment perspectives, and challenges in dry eye practice in Ghana. An anonymous paper-based or web survey regarding dry eye practice pattern, practice challenges, and access to diagnostic tools was distributed to 280 potential participants. One hundred thirteen respondents completed the survey. Case history (92.5%), fluorescein tear breakup time (87.5%), and corneal fluorescein staining (72.5%) were the topmost procedures used for dry eye diagnosis. A preserved lubricant drop was the most commonly prescribed treatment of mild, moderate, and severe dry eye at the rates of 77.0, 83.2, and 77.0%, respectively. A few respondents prescribed cyclosporine (2.7%) or punctal plugs (5.3%) across all disease severities, and none used scleral lens, autologous serum tears, or thermal pulsation. Graduate professional training influenced the practice pattern of 82.3% of respondents, whereas continuing professional education influenced less than 1%. Approximately 70.1 and 92.8% of optometrists considered referring dry eye in children and cases that are unresponsive to treatment, respectively. Eighty-eight percent of practitioners indicated they experience a challenge in dry eye practice, with limited access to diagnostic tools (77.9%) and limited availability of effective dry eye medication on the Ghanaian market (50.4%) being the most frequent challenges. More than 85% of respondents had access to a fluorescein dye or slit-lamp biomicroscope; however, none had access to a phenol red thread, lissamine green dye, osmolarity technology, or meibography device. Practitioners' limited access to diagnostic tools/techniques and the limited effective dry eye treatments are major challenges encountered in dry eye practice in Ghana. Addressing these will improve dry eye practice and treatment outcomes in the country.

Формування самоосвітньої компетентності майбутніх учителів фізики в сучасному освітньому просторі

The development of the competence-based approach is facilitated by the renewal of the educational space through the active implementation of information and communication technologies (ICTs). The professional training of graduates of higher educational institutions, the development of their ability of continuous professional self-improvement, self-development acquire special importance under conditions of dynamic changes occurring in the modern educational space, which should be ensured by their highly developed self-educational competence. The purpose of the study was to implement the project-based technology using ICTs while training future teachers of Physics as a condition for the formation of their self-educational competence within the modern educational space. The experimental research work on the formation of the designated competence was conducted on the platform of the Faculty of Physics and Mathematics (Ushynsky University). The project-based method, using ICT, was used as a method facilitating the formation of the self-educational competence. The developed multimedia complex was applied in the experimental group (EG), when developing the course in molecular physics and thermodynamics, and the following project tasks were performed: to independently find a demonstration material on a certain topic of lectures in the Internet and to demonstrate it on an interactive whiteboard at lecture sessions with the help of multimedia tools. Certain topics for the project work were selected from the course program, the laws and phenomena that can not be realized using the existing demonstration equipment were demonstrated by means of multimedia. The project-based activity substantially increased the EG students’ experience in comparison with the CG (control groups) ones’ due to the deepening, expansion, generalization, consolidation and revision of the educational material as well as its practical application. It was concluded that the implementation of the projects contributes to the formation of secondary school teachers’ self-educational competence which facilitates the development of the future Physics teacher’s ability to independently manage his / her teaching / learning activities, generate ideas, and predict their solution. Keywords: self-education competence, a future teacher of Physics, a project-based activity.

Network support for personnel training: evaluation component

The article is devoted to the evaluation component of graduate personnel training. Professional training of graduates of agricultural sector is a set of indicators (theoretical knowledge in the field of agricultural education and the ability to apply this knowledge in new and unusual situations), providing subsequent socio-professional adaptation and potential career growth of graduates of agricultural universities, taking into account the requirements of the modern labor market. There are four components in the evaluation of graduate professional training at Agricultural universities for those who has completed a certain level of education (bachelor), which is seen in the readiness and ability to be successful and productive in socio-economic activities, taking into account possible social risks: professional and personal potential, agroecological culture, basic and innovative technologies. On the material of research an attempt is made to reflect one of the fragments of network support for professional formation of production personnel at Agricultural University.

Formulation and preliminary application of the evaluation index for postgraduate tutor of clinical professional degree

The core of standardized training for residents is the cultivation of clinical practice ability, which is also the main content of the professional degree graduate training. With the integration of professional degree graduate training and standardized training of residents, the evaluation system of professional degree graduate tutors should be included in the quality index of graduate clinical skills training. Through the methods of document retrieval and expert consultation, the index structure, the examination content and the weight were set up, and the detailed rules for the evaluation of the professional degree graduate tutors were established to guide them strengthen the training of clinical skills for graduates and improve the cultivation quality of professional degree graduates. Key words: Clinical medicine; Professional degree; Graduate student; Tutor; Assessment; Index

Preparatory graduate professional training in general practice by using the 'experiential learning' framework

BackgroundGeneral practitioners (GPs) in Indonesia are medical doctors without formal graduate professional training. Only recently, graduate general practice (GP) is being introduced to Indonesia. Therefore, it is important to provide a framework to prepare a residency training in general practice part of which is to equip GP graduate doctors to deliver person-centered, comprehensive care in general practice. Experiential learning theory is often used to design workplace-based learning in medical education. The aim of this study was to evaluate a graduate professional training program in general practice based on the ‘experiential learning’ framework.MethodsThis was a pre-posttest study. The participants were 159 GPs who have been practicing for a minimum of 5 years, without formal graduate professional training, from two urban cities of Indonesia (Yogyakarta and Jakarta). A 40-week curriculum called the ‘weekly clinical updates on primary care medicine’ (WCU) was designed, where GPs met with clinical consultants weekly in a class. The participant’s knowledge was assessed with pre-posttests involving 100 written clinical cases in line with each topic in the curriculum. Learning continued with a series of group discussions to gain reflection to reinforce learning.ResultsParticipants’ knowledge regarding clinical problems in general practice was moderately increased (p < 0.05) after the training from a mean score of 50.64–72.77 (Yogyakarta’s doctors) and 39.37–51.81 (Jakarta’s doctors). Participants were able to reflect on the principles of general practice patient-care. Participants reported satisfaction during the course, and expressed a desire for a formal residency training.ConclusionsA graduate educational framework for GP based on the ‘experiential learning’ framework in this study could be used to prepare a graduate GP training; it is effective at increasing the comprehension of general practitioners towards better primary care practice.

ACTIVATION OF THE PROCESSES OF BUSINESS AND EDUCATION INTEGRATION

The author analyzes the main aspects of rapprochement of academic studies and professional activities. The paper defines the main forms of cooperation used in order to improve the level of professional training of graduates, reduce the time for production adaptation, and to introduce them into educational institutions. The article accumulates the experience of foreign countries that have effective forms of practical interaction of the university with enterprises for solving the problems of integration between education and business. The author considers state-private partner-ship as one of the effective directions in the system of business education and analyzes its components and the main approaches to the organization.

Формування педагогічної культури фахівців інженерних спеціальностей

The article contains information on the specifics of the formation of the pedagogical culture of specialists in engineering specialties in the process of professional training. In particular, the concept «pedagogical culture» and its features are considered taking into account the specifics of professional training of future engineers. The object of the research is the activation of the cognitive activity of students of higher educational institutions of the technical direction in the process of vocational training in order to form a pedagogical culture. The purpose of this article is to substantiate the steps and ways of forming the pedagogical culture of engineers in the process of professional training. The professional activity of engineers entails the need for pedagogical communication and teamwork in order to solve professional problems. However, despite the considerable interest of scientists in the problems connected with the professional training of graduates of technical universities, the issues of the formation of pedagogical competences of students of technical specialties are still not fully disclosed. It is shown that one of the effective ways of interaction in the team is to acquire the skills of pedagogical communication even at the stage of training an expert engineer. Accordingly, the task of higher education is to train specialists who will have the skills of pedagogical communication, methods of analyzing and forecasting the occurrence of conflicts, and also to understand the peculiarities of their avoidance in the course of their professional activities. Prospects for further research are the detailed development of the methodology for the formation of the pedagogical culture of engineers, taking into account the characteristics of their professional activities.

Desafios para a Formação do Neuropsicólogo Clínico no Brasil

A Neuropsicologia Clínica é um campo de trabalho recente no Brasil, no entanto, existe uma forte demanda no mercado por profissionais qualificados. Embora o Conselho Federal de Psicologia já tenha esboçado este campo como uma especialidade da formação em Psicologia, ainda não existe um consenso sobre como deve ser delineada a formação desse profissional. O presente artigo busca, através de uma análise histórica da área, delimitar esse campo de conhecimento para, então, observando os processos de formação do neuropsicólogo clínico em outros países mais avançados nesta discussão, traçar um breve perfil das competências, atitudes e comportamentos desse profissional. Finalmente, apontar os desafios que a formação do neuropsicólogo clinico representa no contexto brasileiro.

Learnable skills, or unteachable instinct? What can and what cannot be taught in the lobbying profession

In this article, we make the case that there is a critical set of knowledge, skills and abilities that can be taught to pre- and early-career lobbyists at the graduate professional training level. We acknowledge that, as with any profession, there are intrinsic personal qualities and life experiences that improve the ability of lobbyists to represent their clients and contribute to the policy process. Yet, we also identify three basic areas of lobbying in the literature that can structure a curriculum to prepare prospective professional lobbyists to be effective and ethical advocates for their clients’ interests. First, recent research on interest group politics and lobbying can offer students and practitioners insight into the structure and dynamics of lobbying communities. Second, the literature highlights three useful kinds of knowledge – political process, substantive policy and analytic – that can be systematically taught. Third, the consensus among political scientists that lobbying plays primarily an informational role implies that students should master oral and written communication strategies for effective advocacy. And finally, best practices in building and maintaining relationships with stakeholders in the policy world can be modeled. We then recommend a curriculum that offers training in these areas through a combination of seminars, simulations and a practicum experience that may be delivered in person, online or through a hybrid course.

CREATIVE CONTENT AS A MEANS OF FORMING OF CREATIVE COMPETENCE OF STUDENTS IS ON EMPLOYMENTS OF HIGHER MATHEMATICS

Modern requirements to the quality of professional training of graduates is focused primarily on the achievement of the knowledge and skills to effectively solve arising problems. The article aims to evaluate mathematical education in the University from the point of view of formation of students ' creative competence. The author proposes to pay special attention to the selection of the mathematical content of the discipline, relying primarily on its creative possibilities. On the basis of the conducted research the author offers the formulation of the partition number series organically combine meaningful humanitarian and abstract-theoretical levels, which is the system-forming factor of creative oriented mathematical training.

Student, Curricular and Public Agency Needs: A Focus on Competency Achievement

This paper presents a framework that addresses a public child welfare agency’s need for a highly trained child welfare workforce with specialized competencies, situating these competencies within the human services educational profession’s accreditation standards, while simultaneously meeting the learning needs of professionals returning to school for additional graduate training. The framework integrates three disparate literatures. The first that frames employees returning to a university setting for additional education and training as a human resources benefit. The second body of literature that addresses the annual review of employee performance via employment assessment systems. And the final body that examines parallel organizational processes related to the development of a product, in our case, a professional with a graduate degree. The framework, developed using a soft system methodology approach, and evaluated by means of an electronic portfolio, integrates these three bodies of literature and allows for the real time curricular and agency assessment of competency achievement. While using a professional graduate training program as an exemplar, implications for broader systemic practice are discussed.