Lecturers In Higher Education Institutions Research Articles

Digital Literacy and Digital Didactics as the Basis for New Learning Models Development

An efficient organization of the educational process within rapid acceleration of the society digitization is impossible without increasing its digital literacy, if the latter is really estimated and new models of digital learning didactics are devel-oped respectively. So, it is necessary to study an actual state of digital literacy, as well as to search for and introduce new learning models in the educational system based on the use of modern innovative technologies and digital learning methods. The objective of the research is to examine the level of the digital literacy of teachers, and also opportunities and promising trends within the digital didactics for the formation of competencies as the basis of a new model for the develop-ment of a new learning model in the context of the formation of the digital knowledge society. Two main methods have been used – elaboration of the ab-stract and logical model and a survey. In the research the data obtained as a result of the survey conducted in 2018 by NAFI Analytical Centre related to the meas-urement of the digital literacy level of teachers and lecturers in Russia were used. The number of respondents made up 634 lecturers (higher education) as well as 555 teachers (general education). The digital literacy formation model was devel-oped based on the didactic learning triangle taking into account the synthesis of three learning environments – real, virtual and neurocognitive. The analysis of the survey data demonstrated that in the aggregate of the compared indices for differ-ent social groups of the population, school teachers and lecturers of higher educa-tional institutions have reached the higher level of the digital literacy, which sig-nificantly exceeds the average Russian level. So, in Russia as a whole the index of the digital literacy of the adult population by a similar measurement method makes up 52% out of 100% possible ones, school teachers – 87%, lecturers of higher educational institutions – 88%. The use of research results in practice is possible with the improvement of training programs, the exchange of internation-al experience and further researches.

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.

FORMATION OF INCLUSIVE COMPETENCE FUTURE TEACHERS TO THE USING OF ART THERAPEUTIC TECHNOLOGIES IN THE EDUCATIONAL ENVIRONMENT OF PRESCHOOL INSTITUTION AND NUS

The article is devoted to the problem of formation inclusive competence future teachers using art-therapeutic technologies in the educational environment of preschool institutions and the New Ukrainian school. It is noted that the professional unpreparedness of educators, teachers and lecturers of higher education institutions to work in the conditions of inclusion is caused by the shortcomings of the traditional system higher education. For the successful implementation of inclusive education against the background intensive changes in various spheres public life, higher education in Ukraine must optimize the transition to a new paradigm of education – innovative, according to which teacher training for inclusive education is based on competencies. It is determined that the widespread introduction of inclusive education is one of the most important and valuable in its consequences reforms in the pedagogical field. Inclusive education in Ukraine is an innovative educational process and, at the same time, one of the international obligations. Changes in domestic legislation have given a significant driving force in the development of inclusive education in Ukraine. Given the declared, a child with special needs is free to choose an educational institution, in any of them the teacher must be ready to accept the child, include him in the developmental environment and provide a quality level of education. Therefore, the success of the child's adaptation in the educational space will depend on the formation of inclusive competence future teachers of preschool and general secondary education institutions. It is determined that an integral part of the inclusive competence a teacher is the ability to use in professional pedagogical activities a wide range of innovative technologies and approaches to children with special educational needs: health correctional and developmental, art removal mental barriers to learning. It is proved that the using of art-therapeutic, alternative educational technologies, based on the active using of art in the educational process, allows to trace the importance of consistent creative development and thorough creative-oriented professional training of modern preschool and primary school teachers.

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.

THE ROLE OF PEDAGOGICAL INNOVATION IN THE ACTIVITY OF THE MODERN HEAD OF GENERAL SECONDARY EDUCATION INSTITUTION

The article reveals the issue of pedagogical innovation and its role for the head of the general secondary education institution in view of the developing his creativity. Pedagogical innovation is considered to be a set of pedagogical ideas, approaches, methods, technologies of education, which have not yet been presented in modern educational sphere, as well as a set of elements which contains a new and effective (comparatively to the previous ones) awareness of teaching methods and educational achievements and, what is even more important, empowers tools to enable an educator to solve the issues in today’s rapidly changing educational environment. It is revealed that the head of the general secondary education institution needs a large set of varied management skills: ability to set goals, define the objectives, design and plan the work of the education institution, organize the educational process, diagnose, analyze, monitor the educational process and make decisions, self-management skills, readiness for self-development, problem-solving skills, creativity, ability to influence people, management of teaching, capability to work in a team. The examples of the problem implementation are the facts presented in the article as following: the introduction of pedagogical staff advanced training courses into the content of the curricula of the Institutes of postgraduate pedagogical education, which aimed at the professional development of pedagogical workers regardless of their specialty (courses as teaching activity game; integrated courses as a model educational game; distance consulting courses for training the teacher-investigator; for the lecturers of higher education institutions of the I-II levels of accreditation; training courses of innovative activity development of the education institutions, which are commissioned by the education institutions and are held at their base). It is recommended that during the in-between certification period, teachers should be involved in the innovation environment at schools of innovation for management, scientific and pedagogical staff of the postgraduate education institutions. The task of each head of the general secondary education institution is to activate the own creative abilities and the creative abilities of every teacher of the general secondary education institution; to direct its activity in the direction of achieving concrete innovative results. And for this it is necessary to create conditions in which the creative potential of the employee could be revealed to the greatest extent and there would be a stable need for hard and productive work. In this case, it is important for the manager to take into account not only the personal abilities of pedagogical staff, but also their own creativity, personal motives, needs, interests, priorities, individual opportunities.

CURRETNLY CONDUCTED EDUCATIONAL REFORMS IN UKRAINE: ACHIEVEMENTS AND NEW CHALLENGES

The article proves the fact that current reforms take place in the system of education of Ukraine taking into account the latest social challenges and priority tasks of the legislative and executive branches of power, in particular, those which aimed to improve the efficiency of education, to overcome territorial differences in the quality of providing it, to modernize the content of education in accordance with relevant labour market demands, to support the process of implementing academic integrity in both educational and academic institutions. The goal of the study has been met, namely there has been conducted the analysis of the effectiveness of educational reforms in Ukraine by processing the data obtained from interviews with different stakeholders of the educational process, who were the students (future teachers), practicing teachers, and lecturers of higher education institutions. There were applied the further outlined research methods like: first, logical and system analysis was intended to summarize the views of the participants of the focus groups on the requests and expectations of the state, civil society and educators to reforms in the field of education; second, documents examination was supposed to identify the participants’ standpoints on the amendments made to the Law of Ukraine «On Education» (2017) and the Conceptual Principles of Secondary Education Reform «New Ukrainian School» (2016). The article reveals the requests and expectations of the state, civil society and educators from conducting the reforms in the field of education. Based on the opinions of the focus group participants on the strategic aspects of the Law of Ukraine «On Education» and the Conceptual Principles for the Reform of the Secondary School «New Ukrainian School», we performed the ranking of the respondents’ standpoints on the relevance of amendments, and we discovered those concepts needed further clarification (decentralization and effective management that will provide real autonomy to the school, a new school structure that allows mastering the new content and gaining competencies for life, the timeline for implementation of the reform). We revealed the prevailing attitudes of educators, their needs and expectations concerning outputs of educational reforms in Ukraine, namely: respect for their job from the society, trust for the teacher; decent fees, proper and transparent financing of educational institutions; real academic freedom, etc.

Beyond Paper-Based Affiliate Status: Policy Analysis on Non-Formal Education and the Graduates in Ethiopian Higher Education Institutions

Non-formal education is a form of education that creates access to education for adults in remote rural areas, people living with disabilities, prison inmates etc. to acquire knowledge, skill and attitude that would make them to be independent of their own. This paper aims to critically analyze the applicability of non-formal education in higher education institutions in Ethiopia. In doing so, the researchers employed qualitative research approach to analyze the existing national documents regarding non-formal education program in higher education institutions. This paper, accordingly, reveals that Ethiopian higher education institutions/ universities use necessarily the same educational policy and curriculum, both for formal and non-formal education programs. Their academic vacancies, however, unequivocally excluded the non-formal education program graduates from university lectureship competition. In other words, though the formal and non-formal education students graduated from the same institution, and learn by the same curriculum (harmonized one), by the same academic staff and evaluated through the same mode of assessment and grading system and pass through the same certification procedure, the later ones are ineligible to be lecturers in higher education institutions. In conclusion, there is educational inconsistency between policy and practice in Ethiopian higher education institutions. Accordingly, the researchers recommend that job vacancies in higher education institutions for lectureship should bases on the competence of the applicants. Keywords : Educational policy, Higher Education Institution, Lectureship, Non-formal Education, Quality education DOI : 10.7176/JEP/10-10-08 Publication date : April 30 th 2019

Flipped out in the blended classroom, the good, the bad and the ugly: When academics become students

This paper explores the well-being of three academics from different higher education institutions and disciplines, as they engage in professional academic development (PAD) courses using technology. A collaborative autoethnographic approach is applied to reflect on our professional development experience. The higher education landscape is shifting to a cloud-based ICT infrastructure, opening up multiple educational opportunities in teaching and learning. Lecturers in higher education institutions (HEIs) are required to use a range of new technological tools and applications and engage in new learning methodologies. This is modelled in professional academic development courses, which integrate technology and digital tools into the teaching and learning process. Participant perspectives on PAD within a blended learning environment are examined through the lenses of an ethic of care and authentic learning to uncover social justice pedagogy. Using a diffractive approach in a collaborative autoethnographic study, the possibilities, tensions and contradictions of using technology to enhance pedagogy are explored. Findings point to the importance of an Ethic of Care and authentic learning, in order to enhance a social justice pedagogy in PAD.

The Overview for Implementing Work from Home (WFH) in Malaysia Higher Education Institution (HEI) Context

In recent decades, working from home (WFH) method has spread their wings beyond of normal boundaries for many sectors in working organization. Work nowadays can be categorized as “unbounded activity” environment and freely conducted at anywhere and anytime. In Malaysia as a developing country, WFH approach is not being implemented widely but there are limited group who has implement WFH unofficially after having an agreement from organization. This research study will cover the important elements for implementing WFH in HEI context. The elements are not limited on HEI context but it able to be use in other field. The university itself will be an organization who involving the employees as well as the employers. To understand more about WFH requirement, current issues and required WFH approach from organization will be consider. The overview of elements consideration will be discussed and a conceptual model is derived to support WFH for HEI. At the end of the study, a framework will be developed in order to support above elements for both employees and employers in the organization itself. The aim of this study is to increase productivity, efficiency and quality of work while the organization allows a flexible working style such as WFH to the lecturers in HEI. The result of this paper is to derive a conceptual model, which are the main elements in conducting WFH for the whole research study.

Methodology Features of Teaching Stochastics to University Students of the Biology Specialization

The purpose of the research is to build a methodological system for teaching stochastics to university students of the Biology specialization in the context of implementing a professional-applied orientation. The leading method of researching this aspect is the modeling of the conceptual basis of the methodological system for teaching stochastics, which allows to form a system of mathematical knowledge and skills necessary for understanding the fundamentals of the process of mathematical modeling and statistical processing of biological data in professional activity; to develop practical application skills of statistical methods in biological research. In this article, the authors’ methodology of forming professional competence of future specialists of the Biology specialization through the implementation of professionally-applied teaching stochastics is presented. The specificity of our methodology for teaching stochastics to university students of the Biology specialization is that between the theoretical and practical aspects of stochastics, a deep content-methodological interrelationship has been established; the authors’ system of professionally-applied tasks has been proposed, which includes, among other things, real tasks from the discipline of Biology that facilitates the integration of natural science knowledge based on the modeling method. The research carried out by the authors proved the effectiveness of the suggested methodology for teaching stochastics to university students of the Biology specialization. The article materials can be useful for lecturers of higher educational institutions and teachers of secondary schools with in-depth Biology studying when the suggested methodology for teaching the probability theory and mathematical statistics is applied.

РЕАЛИЗАЦИЯ ПРИНЦИПОВ ИНТЕРАКТИВНОГО ОБУЧЕНИЯ В.М. РИВЕРС (W.M. RIVERS) В ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ КУРСАНТОВ АВИАЦИОННОГО ВУЗА

Civil aviation industry is constantly changing. The changes are associated not only with flight operations and air navigation services, but also with aviation personnel compliance with the International Civil Aviation Organization (ICAO) language proficiency standards. Language proficiency requirements were sufficiently increased after the ICAO representatives had revealed a direct link between the aviation accidents and incidents and low proficiency in English of the participants of these events. Increased ICAO language proficiency requirements raised the issue of foreign language competence as an integral component of professional competence of aviation specialists. Thus, the development of foreign language competence, being a high-priority competence of an aviation specialist requires exploring educational technologies that will allow structuring English language training at aviation school and improving the quality of language training of pilots and air traffic controllers. The purpose of the article is to give the rationale for the implementation of W.M. Rivers’ interactive language teaching principles in teaching aviation school cadets a foreign language. The methods used are analysis of the regulatory documents of higher education and the ICAO (International Civil Aviation Organization) legal documents regulating aviation safety and the method of deduction. The methods of interactive teaching, proposed by a professor of Harvard University W.M. Rivers were discussed. The author revealed the compliance of the interactive principles with the principles adopted by Russian pedagogical science. What is more, the uniqueness of the principles was specified. The comparison of teaching principles adopted by European education environment with the principles adopted by Russian scientific pedagogical environment was considered for the first time. The consistent implementation of the principles of interactive language teaching introduced by W.M. Rivers in foreign language teaching will allow the lecturers of higher education institutions to improve the quality of language training at non-language institutions of higher education.

Contingency, cognitive and semiotic approaches to decision-making in the organizations

The purpose of this work consists in the conceptual analysis of a current state and the practical importance of some approaches to decision-making in the conditions of uncertainty. The article shows the approaches to decision-making in poorly defined and semistructured situations (objects, organizations), descriptions are presented in a linguistic kind in the form of expert knowledge, value judgment and hypothetical assumptions. Contingency, cognitive and semiotic approaches to support of decision-making in such cases are considered. The material statement is based on the analysis of the Russian and foreign scientific publications under the considered approaches in the historical aspect. In the beginning the approach description in a statement of its founders is carried out. Then the short review, significant from the author’s point of view, modern theoretical and practical works in a considered direction in Russia and abroad is presented. Further the author’s point of view, concerning advantages, lacks, constructiveness and prospects of the considered approach is presented. The analysis result is the basic ideas in a general view, a current state, an estimation of the practical importance of the considered approaches to decision-making. These results can be useful to developers of systems of decision-making support and lecturers of higher educational institutions as a methodical material in processes of students’ training in decisionmaking and artificial intellect areas.

TECHNIQUES AND FACTORS CONTRIBUTING TO DEVELOPING CRITICAL THINKING SKILLS

The paper deals with the issue of working out and introduction in educational process of higher educational institutions of the innovative technology for developing skills of critical thinking skills of the future specialists. Research is aimed at revealing of the factors promoting formation of students’ critical thinking in high schools; the search of strategy and the receptions actualizing creative abilities of students and helping to formation of an active, independent person. The author gives the reasoned proving that it’s necessary to set up the creative educational environment and adjustment of positive dialogue between the teacher and the trainee for education of such person, development of abilities of an objective reflection, interpretation of the phenomena, formulations of adequate conclusions, well-founded evaluating. Methods . The methods involve the analysis of the philosophical, psychology-pedagogical, methodical literature and the scientific periodical publications; generalisation of the Russian and foreign background, classification and arrangement of the considered issues, supervision. Results . Current approaches to the rendering of critical thinking and a problem of its formation in the scientific literature are considered; the concept «the creative educational environment» is specified; the ways of increasing the educational process efficiency are shown. Scientific novelty . The complex of procedures and the conditions promoting effective development of critical thinking skills is theoretically proved on the basis of the analysis of various information sources. Practical significance . The research outcomes and the recommended methods of critical thinking skills formation can be useful for the professors and lecturers of higher education institutions to optimize subject matter selection, techniques and methods of education under the conditions of dynamically updated educational process.

Learner Autonomy and Curriculum Delivery in Higher Education: The Case of University of Uyo, Nigeria

Nigeria has much hope on her higher education for the production of manpower needs of the nation. And manpower production is a function of the curriculum and its delivery modes which can only be as good as its teachers. It is no gain saying that the traditional methods of curriculum delivery can no longer serve our purpose. Efforts are being made the world over to focus on curriculum delivery modes that build on the recent technological developments and the enriched learning experiences they provide to foster learner autonomy. But the curriculum delivery modes of lecturers in higher education institutions, regarding learner autonomy is not known. This study therefore sought to find out whether the curriculum delivery mode of lecturers in the University of Uyo and their media utilization are such that can foster learner autonomy. Four hundred final year students from four out of the nine faculties were randomly selected and they responded to the questionnaire. Data were analyzed using frequencies, percentages, and one way ANOVA statistics. Results showed that lecturers’ delivery modes tended towards teacher-centredness and their media utilization was more of the low level type. Some of them were more of talk and chalk type. Among the recommendations made based on the findings of the study was the need for workshops and seminars to be organized for lecturers to acquaint them of the use of new technologies for effective curriculum delivery to achieve the goals of higher education in Nigeria. Also, lecturers should see themselves as facilitators of learning by adopting learner-centered strategies that would wean the students of their dependence to take charge of their learning and become effective learners that the nation desires.

New Trends And Practices In Turkish Higher Education Policy: Teaching Staff Training Program (ÖYP)

Two of basic dimensions of lecturers in higher education institutions, who are identified as academicians, are functions of producing knowledge through scientific research and providing students with efficient theoretical and practical education service. Training of academicians as researchers and educators who constitute such manpower in higher education institutions are shaped by current high education policies in a country. Therefore, education programmes implemented to train academicians have a significant role in determining the qualifications of higher education.According to Higher Education Personnel Code number 2914, academic teaching is conducted by three groups known as lecturers, instructors and prelectors with assistants. Academicians who serve under professor, associate professor and assistant professor cadres comprise the faculty members group. Lecturers and instructors are academicians who give lectures in their own fields and implement guidelines. In the group of teaching assistants; research assistants, specialists, translators and education-teaching planners take place.In this paper, current situation of faculty members in our country and their training within the currently implemented higher education policy is being addressed.

Activity-based learning: A business management case study

Many business management lecturers in higher education institutions conform to traditional teaching methods, such as lecturing, with the occasional questions-and-answers teaching method. This pedagogical approach often results in poor class attendance as well as business management students being utterly bored and negative towards the subject. In this research, the strategy for implementing activity-based learning in business management classrooms, as well as several instructional guidelines, is given. The instructional guidelines in this article are derived from a case study on activitybased learning in business management contact sessions. The data obtained from this case study is reported qualitatively. Results from this case study also motivate the importance for business management lecturers in higher education institutions to enhance their own pedagogical skills and activate students with challenging in-class activities and skills development.

Higher Levels of Discourse and Understanding of Language Use

Discourse analysis theory is an extensive scientific field where a number of scientific traditions cooperate, including linguistics, cognitive psychology, sociology and artificial intelligence. The present article attempts to reveal the role of the highest levels of discourse in explaining the role of the application of the language. To achieve the goal 70 male and female students of general English have been chosen randomly. The findings of the research correspond to the famous idea of D.H. Hymes about the application of the language according to which grammar rules are senseless without the knowledge of the rules of the language use. The research presents methodological advice to the lecturers of higher educational institutions which can help develop the communication skills of their lecturers.

Higher education provision for professionals working with people with dementia: A scoping exercise

This paper reports on the first national UK survey of higher education provision related to dementia care. A questionnaire was distributed to lecturers in Higher Education Institutions (HEIs) in England and Wales seeking information about the amount of coverage of dementia within their pre-registration and pre-qualifying courses for health and social care professionals, and continuing professional development (CPD) courses on dementia care. Information was sought regarding the content of courses, and their relation to a published "dementia curriculum" [Pulsford et al., The contribution of higher education to dementia care, Journal of Dementia Care 11(4) (2003) 27-29]. Results show that coverage of dementia within the mental health branch of pre-registration nursing programmes is very variable, and may be related to the presence of an experienced and committed lecturer within the HEI. Coverage of dementia on adult branch programmes is limited, and sometimes non-existent, despite reported deficits in the ability of general nurses to work effectively with people with dementia. Occupational Therapists and Social Workers receive similar input to adult branch nurses. CPD courses are provided by around 70% of HEIs overall, but there is a shortage of specialised diploma and degree level courses on dementia care. Most areas of the dementia curriculum are covered in both pre-registration and CPD courses, but culture and diversity, young onset dementia, and physical health care may be less well addressed. Recommendations are made for developing higher education provision for professionals working with this group of people.

The clinical activity of mental health lecturers in higher education institutions

Are mental health lecturers lacking in clinical competence and out of touch with the latest in service delivery? A review of the the clinical activity of a cross section of lecturers across England examined whether such recent criticism is warranted. Sara Owen and colleagues report

The clinical activity of mental health nurse lecturers

Concerns have been expressed about the ability of mental health lecturers to prepare practitioners with the skills, knowledge and attitudes needed to implement the National Service Framework for mental health. Specifically mental health nurse lecturers have been criticized for lacking clinical competence and credibility, and for being out of touch with developments in service delivery. This paper presents a selection of findings from a recent review into the clinical activity of mental health lecturers in higher education institutions in England. The issues discussed include roles in practice, questioning the value of face-to-face clinical work, the benefits of being clinically active, the difficulties of clinical academic roles, barriers to maintaining clinical activity, questioning the quality of the clinical workforce, and finally strategies to facilitate clinical activity. Whilst there is support among mental health nurse lecturers for the need to engage with practice at some level, there are inconsistencies in the ways that this is being achieved. Lecturers are, however, getting together to debate how best to keep up with changes in mental health practice and delivery.