Higher Professional School Research Articles

Cases Typology for Teaching Foreign Languages to Prospective Teachers

The case technology is now mainstream among modern technologies of teaching foreign languages and cultures; foreign language lecturers actively use it. The means of its implementation are cases of different kinds and types. Purpose. The authors of this scientific article have achieved an attempt to classify professional cases of English language teachers in a secondary school. Methods. The analytical review of foreign language teachers’ professional cases classification carried out by Ukrainian methodologists is aimed to distinguish general and distinctive features of analyzed cases – the applied method of scientific research. Results. As a result of the correlation between foreign language teachers’ professional knowledge and foreign language lesson targets, types of professional cases have been identified. Linguistic cases are correlated with the practical target of the foreign language lesson, linguasocioculturalcases – with its educational target, pedagogical cases – with the upbringing target, and psychological cases – with the foreign language lesson development target. Within this combination of targets and cases, the methodological case is the universal mean of implementation of all four (five in high professional school) targets of foreign language teaching in a secondary school. Kinds of cases are specified according to their particular types by five classification criteria: the case function in the educative process, the aim of its use, the form of its representation, the number of performers, and the format of thestorage medium. Conclusion. Our outlook is based on further scientific studies that assume the design of the case complex (linguistic, lingua-sociocultural, psychological, and methodical) for Bachelor students – prospective English language teachers with the purpose to create their competence in dialogue speech.

Depicting a Meritocratic Empire

Depicting a Meritocratic Empire Vera Kaplan (bio) A. E. Ivanov, Uchenoe dostoinstvo v Rossiiskoi imperii, XVIII–nachalo XX veka: Podgotovka i nauchnaia attestatsiia professorov i prepodavatelei vysshei shkoly (Scholarly Merit in the Russian Empire, 18th–Early 20th Centuries: Preparation and Scholarly Evaluation of Professors and Lecturers in Institutions of Higher Education). 656 pp. Moscow: Novyi khronograf, 2016. ISBN-13 978-5948813349. Frances Nethercott, Writing History in Late Imperial Russia: Scholarship and the Literary Canon. 280 pp. New York: Bloomsbury Academic, 2020. ISBN-13 978-1350130401. $120.00. E. A. Rostovtsev, Stolichnyi universitet Rossiiskoi imperii: Uchenoe soslovie, ob­ shchestvo i vlast´, vtoraia polovina XIX–nachalo XX veka (The University of the Russian Empire's Capital City: The Learned Estate, Society, and Power in the Second Half of the 19th–Early 20th Centuries). 903 pp. Moscow: Rosspen, 2017. ISBN-13 978-5824320220. T. N. Zhukovskaia and K. S. Kazakova, Anima universitatis: Studenchestvo Peterburgskogo universiteta v pervoi polovine XIX veka (Anima Universitatis: The Students of St. Petersburg University in the First Half of the 19th Century). 576 pp. Moscow: Novyi khronograf, 2018. ISBN-13 978-5948814216. At the dawn of perestroika, when the desire for change affected almost every aspect of public life in the Soviet Union, somebody once suggested cancelling a minuscule addition to the salary of people with a Candidate of Sciences degree (kandidat nauk, a Soviet version of the PhD) who had written their dissertation on absolutely useless topics—for example, a history of education [End Page 129] in tsarist Russia. However, the political and social reforms of the late 1980s, the eventual dismantling of the Soviet Union and reemergence of Russia out of its rubble moved the issue of education, and especially its prerevolutionary history, into the limelight of public discussion and scholarly research. There were several reasons for this. The aspiration to break from the recent Soviet past and to find a line of continuity with imperial Russia led to growing interest in this period of history. The attempt to get rid of the suffocating straitjacket of the Marxist scheme of historical development, which underlined the centrality of the "class struggle," and hence of political history, contributed to the growing popularity of cultural studies, especially of the Moscow-Tartu school of semiotics. This trend was strengthened in the following decade as a result of the increased interaction between Russian and Western scholars precisely at a time when Western Slavic studies underwent the "cultural turn." Last, but definitely not least, the opening of the Russian archives provided fertile ground for launching new research on various aspects of Russian preand postrevolutionary education, while new perspectives on the topic led to a significant broadening of this field. In the past two decades, important new studies have enriched the field of the history of Russian higher education, and especially of its pillar—the universities.1 These studies, produced inside and outside Russia, depict the image of a meritocratic empire and explore its distinct formation as well as the resilience of its educational culture, which outlived the tsarist state as a political entity. This review surveys four such studies that have appeared in recent years. [End Page 130] ________ Ivanov's book is devoted to the history of academic degrees (uchenye stepeni) in the Russian Empire. The author already published a book on this subject in 1994, and his new book presents the results of his continuing work on the problem, including a survey of the practice of awarding academic degrees not only by the universities but also by the ecclesiastical academies and higher professional schools. Ivanov demonstrates the significance of academic degrees from two interconnected perspectives.2 On the one hand, they constituted part of the system of titles and ranks that permeated Russian imperial society and served the government as an instrument for forming the national scholarly elite; on the other hand, they contributed to the cohesive functioning of scholarship as a distinct social and cultural institution. Academic degrees, Ivanov claims, provided their bearers with distinct rights and privileges: a respected position in the system of higher education, advancement through the Table of Ranks, and an opportunity to achieve high social status for those who did not belong to the nobility...

From the coeditors

From the coeditors

High Impact Practices and Professional School Acceptance in Health Science Concentrations

Graduate-level professional health care programs have a highly selective admissions process. Applicants can distinguish themselves by participating in High Impact Practices (HIPs) to enhance their undergraduate experience and academic and professional success. The variables analyzed in this study included acceptance, grade point average (GPA), minor attainment, items from the National Survey of Student Engagement (NSSE), and HIPs. Results of the analysis indicate a significant positive association between professional school acceptance and GPA, minor attainment, and capstone course completion. Data analysis suggests specific HIPs correlate with admission to desired graduate programs, and implications for advising students with this goal are discussed.

Avaliação em escolas de educação profissional integrada ao ensino médio

Por meio texto apresenta-se resultado de uma pesquisa que teve como objetivo identificar e discutir a importância da avaliação para a oferta educacional de qualidade nas escolas profissionlizantes do Ceará e sua influência nos resultados da aprendizagem. Realizou-se um estudo de natureza qualitativa, com cunho descritivo, na forma de estudo comparativo, feito por meio de levantamento bibliográfico, pesquisa documental, observação in loco , aplicação de questionários e investigações semiestruturadas em dez escolas profissionais de alto e baixo rendimento, que ofertam essa modalidade de educação integrada ao ensino médio, com base em resultados de externos. O estudo confirma a essencialidade da avaliação no contexto educacional, a partir de comportamento adversos entre os dois grupos pesquisados.Palavras-chave: práticas avaliativas; educação profissional; qualidade.

Educação Profissional integrada ao Ensino Médio: diferentes realidades sobre complementariedade dos curriculos

The research aimed to identify and discuss the influences between the curriculum of the professional base and the curriculum of the common base, for the quality educational offer in vocational schools in the State of Ceará (Brazil), and its relationship with student learning. A qualitative study was carried out, with a descriptive nature, in the form of a comparative study, carried out through bibliographic survey, documentary research, on-site observation and semi-structured interviews, among 10 high and low income professional schools, which offer this modality of integrated education to high school, based on the results of external evaluations. The study confirms the importance of curricular integration to improve learning in an interdisciplinary educational context, based on adverse behaviors between the two groups of schools surveyed.

Is vulnerability associated with substance use? A study among youth in Switzerland

Adolescence is a period of exploration and experimentation that includes risk behaviors such as substance use. Adolescents living in a situation of vulnerability could be more prone to using substances. In this cross-sectional study, we aimed to evaluate the association between the level of vulnerability and substance use considering explanatory factors. Data were obtained from the first wave of the GenerationFRee project (http://www.generationfree.ch), a longitudinal study based on data collected yearly between 2014 and 2019 on youth aged 15–24 years in high schools and professional schools. The sample included 5179 participants. We designated four risk behaviors: current tobacco smoking, alcohol misuse, cannabis use, and other illegal drug use. We defined vulnerability based on three criteria: the relationship with parents, school performance, and the family socioeconomic status (SES). According to this definition, participants were divided into three groups: no vulnerability, moderate vulnerability, and high vulnerability. Each substance was compared by vulnerability level and controlled with explanatory factors such as age, gender, perceived health, emotional well-being, academic track, nationality, living with parents, residence, family structure, money earned, and perceived personal financial situation. The results show that all substances except alcohol misuse are associated with vulnerability at the bivariate level. All the explanatory factors were also significant with the exception of academic track and amount of money earned per month. In the multinomial regression, for the moderate- and high-vulnerability groups, cannabis use was the only behavior that remained significant. In conclusion, this study shows the association between level of vulnerability and substance use, especially cannabis use. The results also demonstrate the complexity around vulnerability and how the interaction with social aspects influences vulnerability. Youths presenting familial, educational, or financial problems need to be especially screened for substance use by healthcare providers.

SHAPING YOUTH ATTITUDES TOWARDS PEOPLE WITH PHYSICAL DISABILITIES – RESEARCH REPORT

The objective of this article is to present the results of studies on attitudes of secondary school students towards people with physical disabilities. The research was conducted among pupils of high schools, technicians, and professional schools in Poland. On the basis of the results of the research, it can be stated that the attitudes of young people towards people with physical disabilities vary (from negative to very positive). Moreover, attitudes towards people with physical disabilities are related to knowledge about physical disability and perception of parents' attitudes towards people with physical disabilities.

Guided Inquiry Learning in Pharmacology Improves Student Comprehension and Application of Material

Process‐oriented guided inquiry learning (POGIL) is a student‐centered pedagogical method in which students work in small teams with the instructor acting as the facilitator. In a POGIL‐based classroom, students explore a model through guided inquiry and construct their understanding of course material. This unique teaching strategy was developed by college chemistry professors and is now employed by faculty in a variety of disciplines at the high school, college, and professional school levels. The POGIL project has been funded by the National Science Foundation, and research within the scholarship of teaching and learning field has indicated that the POGIL approach also allows for better retention of the material by students. In this study, students enrolled in the second and third years of the pharmacy curriculum at the Bill Gatton College of Pharmacy at East Tennessee State University were given in‐class POGIL‐based activities to learn pharmacology. In some cases, the activities completely replaced traditional lecture; in others, short lectures either proceeded or followed a POGIL activity. Topics included general anesthetics, local anesthetics, antiseizure drugs, sedatives and hypnotics, alcohol, antipsychotics, drugs used to treat obesity, thyroid and antithyroid agents, drugs utilized for erectile dysfunction, and post‐menopausal hormone replacement therapy. In the Student Assessments of Instruction, when asked to rate the following statement on a 5 point Likert scale, “In‐class group activities were helpful in my learning of the course material”, all students either selected “strongly agree” or “agree”, with the mean being a 4.8 out of 5. In addition, the ExamSoft testing software was used to examine overall student performance on exam questions in pharmacology courses utilizing traditional lecture and courses utilizing POGIL‐based activities. In ExamSoft, faculty mapped questions to levels on Bloom’s Taxonomy. Although overall performance on questions was not significantly different between professors who utilize a lecture approach and those who utilize POGIL, the performance on higher order (Comprehension and Application) questions was significantly greater when students were taught pharmacology using POGIL activities. In conclusion, the POGIL technique enhances student perception of their learning experience and may be an effective active‐learning strategy for teaching pharmacology.

Strategy of professional interaction in training professionals in the library and information sphere

Training of library professionals in the circumstances of transforming modern society is examined. The reasons for deteriorating librarian image are discussed, along the ways to preserve and prospects for the profession. The resources for library profession and libraries modernization within the context of developing library higher school based on sciences convergence, interdisciplinarity and transdisciplinarity are specified. The relevance and prospects for library profession, social and economic efficiency of library activities are examined with consideration of triad functional relations between libraries — higher professional schools — science. The transition to the new educational paradigm in the library and information sphere is examined against the background of the developing library innovative activity and the National Project “The culture” (2019–2024). The focus is also made on educating bachelors and masters in the discipline “Library and information work” (federal education standard FGOS 3++). The project activities are seen as a means of sociocultural design with the library and information instruments. The professional interaction in education is developing within the subject scope reflection contradictions between the sociocultural paradigm of the higher education and the pragmatic intellectual labor market, and between the higher school’s assessment scale and the market.

I.M. Kamov - an Enthusiast and an Eminent Personality of Practice-Oriented Education in Irkutsk

The article reconstructs the unknown life and activity facts about Ilya M. Kamov (1873–1942) an eminent personality of practice-oriented education in Irkutsk in the first quarter of the 20th century. The authors focus their attention on the «works and days» of the teacher dedicated to Irkutsk Industrial College and also to the City’s Commercial College and Irkutsk Industrial and Economic Institute founded on the basis of the latter, where he was Director. On the pages of this article, we can see the eminent figure of a real enthusiast oriented at practical professional education. The content of the article is beyond the scope of the historical storyline reconstructed in it. The historical events of secondary and higher professional school are considered in the wider context of the period of the so called «pragmatic» turn in pre- and post-revolutionary Russian education, which meant submission of the country’s educational policy to the needs of modernization and, namely, of industrialization. Even the professional activity of the main character of the article reflects the clear line of institutional thinking of practice-oriented education development of that period from technical education to commercial one with their subsequent amalgamation in the framework of industrial and economic education, on the one hand, and from secondary professional to higher education, on the other hand.

ЧИННИКИ ФОРМУВАННЯ ОБРАЗНОГО МИСЛЕННЯ ГРАФІЧНОГО ДИЗАЙНЕРА

Мета дослідження – виявити сукупність чинників формування образного мислення дизайнера, необхідних для генерування значної кількість проектних пропозицій та аргументації різних варіантів утілення обʼєктів проектування; з’ясувати механізми відбору й застосування реалізованих в проектах образів та символів. Методи дослідження. Для поглибленого дослідження чинників формування образного мислення дизайнера застосовано методи аналізу й синтезу, порівняння й абстрагування, що дало змогу виділити сутнісні складники кожного із чинників впливу та виявити специфічні риси їхньої взаємодії. Наукова новизна. У дослідженні вперше встановлено обʼєктивну й цілісну картину щодо умов і вимог до проектної діяльності фахівців із графічного дизайну, осмислено специфіку створення образів у свідомості дизайнера відповідно до існуючих чинників та виявлено наявність синергічного ефекту взаємодії різнохарактерних чинників, які впливають на ефективність і продуктивність роботи дизайнера. Висновки. Формування й розвиток художньо – образного мислення дизайнерів є одним із найважливіших завдань вищої професійної школи, для вирішення якої необхідно розробити нові педагогічні технології, що базуються на найбільш значимих досягненнях комплексу наук: педагогіки, психології, філософії, сучасних інформаційних, поліграфічних та пакувальних технологій. Для ефективного формування й розвитку художньо-образного мислення дизайнера треба використовувати структурно-комплексний підхід та забезпечувати інтегрований вплив усіх виявлених у дослідженні чинників.

I.M. Kamov - an Enthusiast and an Eminent Personality of Practice-Oriented Education in Irkutsk

The article reconstructs the unknown life and activity facts about Ilya M. Kamov (1873–1942) an eminent personality of practice-oriented education in Irkutsk in the first quarter of the 20th century. The authors focus their attention on the “works and days” of the teacher dedicated to Irkutsk Industrial College and also to the City’s Commercial College and Irkutsk Industrial and Economic Institute founded on the basis of the latter, where he was Director. On the pages of this article, we can see the eminent figure of a real enthusiast oriented at practical professional education. The content of the article is beyond the scope of the historical storyline reconstructed in it. The historical events of secondary and higher professional school are considered in the wider context of the period of the so called “pragmatic” turn in pre- and post-revolutionary Russian education, which meant submission of the country’s educational policy to the needs of modernization and, namely, of industrialization. Even the professional activity of the main character of the article reflects the clear line of institutional thinking of practice-oriented education development of that period from technical education to commercial one with their subsequent amalgamation in the framework of industrial and economic education, on the one hand, and from secondary professional to higher education, on the other hand.

The experience of the scientific school of academician N. H. Nychkalo in the system of high professional school of the present: cultural aspect

The experience of the scientific school of academician N. H. Nychkalo in the system of high professional school of the present: cultural aspect

ОСОБЛИВОСТІ ПОБУДОВИ ЄВРОПЕЙСЬКОЇ СИСТЕМИ ПІДГОТОВКИ КАДРІВ В УКРАЇНІ

It is shown that the implementation process of the European higher education system in Ukraine lacks a deep understanding of the real consequences and possible perspective of this process. Comparison of European and Ukrainian levels of higher education is performed. It is stated that the degree of junior bachelor can be claimed in the wide labor market. It is proved that the degree of doctor of sciences in Ukraine does not fully correspond to the degree of habilitated doctor of sciences in Germany and other countries, and the requirements to the level of qualification exceed the EQF requirements for these scientists. It is proposed to reform the Ukrainian professional development system to assign graduates a doctorate by profession as analogy with universities and higher professional schools in the United States. . The most detailing of higher education standards should be the subject of the utmost attention from the educational community and state institutions in Ukraine. It is stipulated that the implementation of international academic mobility can contribute to the outflow of Ukrainian prospective skilled personnel abroad. It is stated that the research components of PhD-training programs should be followed by the formation of individual, non-formal, even unique programs. The laws of Ukraine do not provide for educational and research doctors of sciences training programs. It removes from the agenda the issue of doctoral studies programs in Ukraine, leaving, at the same time, high requirements for the qualification of this category of scientists that exceed the EQF requirements. It is proposed by the example of the Baltic states to grant automatically a PhD-degree to all candidates of science who so desire and who are entitled to it but former doctors of sciences to habilitate. It is suggested to continue scientific researches of Ukrainian higher education system in order to ensure effective entry into the European educational community.

SOCIAL-PEDAGOGICAL SUPPORT TECHNOLOGY FOR UNIVERSITY STUDENTS: INDIVIDUAL SAFETY CONTEXT

The appeal to the security theme as a global human value determine of an increase in the intensity of the information traffic, a strong socio-economic pressure, adversely affecting the physical, mental and social health. One of the important factors of social progress is the readiness of the public and individual consciousness to change, to participate in live-changing move and to accept the new as a value. The paper examines the role of social-pedagogical support in the development of a future specialist and in a personal safety in modernizing the education system. Personality is considered as an active subject, capable of reform activities in various fields, which is possible if the person feels the vital interest security. Education modernization and internationalization affect, above all, the higher professional school, universities, the social and professional development of the future competent specialist. The student, his interests, needs and desires, his personal potential development aimed at the life development perspective and change, become the main educational guideline in the pedagogical work. All this requires new approaches to solving students’ socialization problems, the renewal of theoretical views and practical actions for the social education of the younger generation in universities, calls for the creation of a guaranteed system of students’ social and pedagogical protection and support. To the greatest extent this direction can be realized within the framework of university purposeful educational process, which is based on the ideas of the student subjectivity developing, self-organization on the basis of active inclusion in personal-environment interaction and socializing activity. One of the educational and social-professional formation benchmarks of the specialist in universities becomes a student-centered approach aimed at the personal potential development, and a system of student social and pedagogical protection and support. The means of implementation is a social-pedagogical support technology, its stages and directions are presented. The system of social and pedagogical protection and support is aimed at the recognition of priority students' personal safety in relation to other components of the teaching and educational process and to organize the educational institution safety. Some aspects of European experience with the social services in universities are shown. The paper notes can be useful for counselors and university faculty.

Important anniversary of the leading Czech numismatist, historian and museum person – Eduard Šimek (*1936)

Abstract On February 22, 2016, the Czech numismatist, historian and museum person Eduard Šimek celebrated his important anniversary – his 80th birthday. Between 1963 and 2005, he spent some 43 years in the National Museum in Prague; first of all, he served as a curator of the numismatic department, and since 1990, he was appointed gradually a research secretary, deputy director-in-general and director of the Historical museum. He wrote more than 400 books, articles, studies and reports, he was a co-author of several exhibitions, he worked as a secretary of the editorial board of the Numismatické listy, and he was an editor of the Sborník vlastivědných prací z Podblanicka, Muzejní a vlastivědná práce / Časopis Společnosti přátel starožitností, and many others. He used to be a member of several editorial boards, research collegia, many committees and commissions, numismatic, historical and museum societies. Since 2005, he has been working for the Pedagogical Museum, and he was awarded the medal of J. A. Komenský for his extraordinary contribution in the field. Parallelly, he taught – and still teaches – numismatics at the Charles University in Prague and at the University of South Bohemia in Budweis. He also gives lectures at the Higher Professional School of Information Services in Prague. He is a honorary member of the Czech Numismatic Society and a correspondent of the Austrian Numismatic Society.

Forming of professionally pedagogical orientations and motivations in the system of high professional schools

The research of psychological bases of the formation and the development of professional pedagogical activity becomes very urgent direction of psycho-pedagogical researches nowadays, since the knowledge and understanding of motivational sphere of any specialist allows Section 8. Pedagogical Psychology 52 to develop his professional self-determination, as on the level of choosing a profession, so in the process of his perfection as a professional. In the process of professionalization of a teacher some changes in his motivational sphere are occurring, which can lead not only to his pedagogical mastering improvement, but also to a significant personal growth. The scientific novelty of the research is defined by the fact that in pedagogical psychology on the experimental-psychological basis the system of productive teaching of students is worked out at the first time, which allows increasing considerably the effectiveness of teaching on the basis of educational system’s motivational processes management.

A Portfolio as an Alternative Means of Presenting the University Student’s Achievements

The article defines the objective, the tasks, the functions of the portfolio as an alternative means of presentationof the students’ achievements in higher professional school. Nowadays there is no specified structure of thestudent portfolio, it may vary according to the targets, direction, educational profile and other factors. The paperconsiders the development of the structure of the undergraduate student portfolio. It also describes the principlesof designing a portfolio, the main advantages and disadvantages of using a student portfolio in the universityeducational process. The practical relevance of this article reinforces the presented brief practical advice oncreation a portfolio.

The Technology of Forming the Students’ Research Competence in the Process of Learning a Foreign Language

The research issue appears important as today's system of professional education requires an optimal structure ofthe academic disciplines intended for the students’ research and creative abilities development. In this regard, thepurpose of the article is to develop a technique for forming the students’ research competence in the process oflearning a foreign language. The flagship approaches to the development of this technology have become theresearch and modular competence-based approaches. The article describes the technology of the students’research competence formation in the process of learning a foreign language, the proposed stages of which areuniversal and can be also used in the formation of the students’ communicative competence, while the submittedsteps are particularly aimed at the formation of the students’ research competence in the process of learning aforeign language. The materials of this article may be of value to the foreign language teachers while selectingand structuring the foreign language learning curriculum aimed at the formation of the research competenceamong the students of higher professional schools.