Non-professional Education Research Articles

Biases and Cognitive Dissonance in Non-Professional Education Teachers: A Study in a Faculty of Education

The article addresses research on cognitive biases and dissonance in professional teachers in a faculty of education from a public university in Colombia. The effects of these phenomena on the decision-making and professional development of these teachers are examined. Teachers in other professions may lack professional educational training and this leads to errors in them, which affects their ability to teach effectively. The presence of cognitive biases can influence teachers' perception and decision-making, which affects the quality of teaching. Cognitive dissonance can arise when teachers face contradictions between what they teach and what they believe, which can create tensions and affect their performance. This study seeks to identify how these phenomena affect non-preservice teachers in a college of education, providing valuable information to improve training and support for novice educators.

Problems and Tasks of Higher Pedagogical Education at the Present Stage of Country’s Development

The analysis of the reasons why numerous attempts to update the Russian education system do not lead to the desired result and cause increasing criticism is carried out. One of the main reasons is seen in the violation of the systematic approach in solving the issues of the development of education in modern conditions. It is pointed out that the educational sphere, in fact, is always based on solving three problems: “what to teach”, “how to teach”, “why to teach”.The key question, that illuminates everything else, is the main question – in what social, economic and technological structure of society a person who receives education at any level, from preschool to university, has to live and work. Violation of the sequence of solving these problems, their inconsistency and the lack of a scientific justification ahead of the decisions made, inevitably lead to internal contradictions in the system being built and reduce its effectiveness.The analysis of why the Bologna system, which is widespread in a large number of countries with different levels of socio-economic status, turned out to be ineffective in Russia was made. It is shown that this system in its origin is a system of general higher non-professional education and an attempt to adapt it for receiving professional education in our country cannot be successful by its definition. It is said about the need of building a domestic multi-level system of professional higher education in modern conditions.

ОПРЕДЕЛЕНИЕ И ВИДЫ ВОЗРАСТА ПРОФЕССИОНАЛА

The article is devoted to the problem of the formation and implementation of a professional at different stages of life, professional and work path, which is relevant in practical and theoretical terms. The purpose of the article is to define and substantiate the tiered structure of individual professionalization. The formal basis for identifying the levels of professionalization of a person was various types of age: the age of the life path, the age of the labor path and the age of the professional path. The substantive basis is the specific patterns and neoplasms characteristic of each age of the professional. The article analyzes the specificity of a person's professional path, which is considered as a process and result of the development of the subject of a specific professional activity. The stages of the professional path and the tasks solved by a person at this level have been identified. It has been established that the professional path is a polycyclic education and is implemented in accordance with the principles of specialization and efficiency. The article defines the specifics of the work path, as a process and result of the development of the subject of labor. It was revealed that the work way is a non-professional education. It is realized through specific types of professional activity, but is not limited to them. The labor path is a monocyclic education, but it consists of cycles of the professional path corresponding to the types of professions and specialties that a person owns. The article analyzes the psychological content of a person's life path, the components of which are the labor and professional path. It has been determined that the path of life acts as a psychological context for solving problems of the labor and professional path. It is the basis for the formation of an attitude towards professionalization and influences the definition of its life meaning. It is shown that the successful implementation of the labor and professional path has a positive effect on the content of the path of life, expands the repertoire of the types of his life, increases his vitality and resilience.

Assessment of Knowledge, Qualification, Experience, and Medication Dispensing Practices in South Karachi, Pakistan

Background: Drug stores in Pakistan are run by dispensers with varied knowledge, qualification, and experience. The current study was sought to explore the knowledge, qualification, experience, and dispensing practices among dispensers working in drugstores in South Karachi, Pakistan.
 Methods: A cross-sectional survey was carried out using a structured questionnaire. Data were collected from medical stores in South Karachi which were then categorized, coded, and analyzed using SPSS version 23. Relationship among different study variables with pharmacist’s availability and personal experience was assessed using statistical non-parametric Chi-square test. A total of 385 samples obtained using a simple random sampling method were included in the study. However, only 210 responses on questionnaire were complete which were then selected for study analysis between October and December 2018.
 Results: Of the 210 surveyed drugstores, 9% of their staff had studied only till primary school, 5.7% till the eighth grade, 25.2% up to secondary school level, 26.7% till higher secondary school level, 15.7% had non-professional education, and 8.1% were professional graduate. Only 9% of them had a degree in Pharm. D or B. Pharm, while 0.5% had a post-graduation qualification. Furthermore, 44.8% of pharmacies had a valid pharmacy license but the pharmacist was physically absent in 91% of the drugstores. Majority of pharmacies did not maintain appropriate temperature (refrigerator and/or room temperature). Majority of dispensers did not review prescription particulars before dispensing medications and also dispensed medications on older prescriptions as well as without prescription.
 Conclusion: In conclusion, the overall knowledge and practices of dispensers working in drugstores was poor. However, the presence of pharmacist was associated with good dispensing practices to a certain extent.

Basic Life Support Knowledge among Compulsory Education Students in Thailand

Background: Basic life support (BLS) is pivotal for the survival of patients in cardiac arrest outside the hospital. Knowledge about BLS in compulsory schools’ students practically reflects the curriculum in teaching BLS. Objective: To investigate the level of basic knowledge on BLS among pre-university students as well as to determine the characteristics of prior BLS training received. Materials and Methods: A prospective cohort study was done in pre-university students attending the University orientation in 2017. An online-access questionnaire was distributed. One thousand fifty-one questionnaires were completed. Results: Most respondents had previous BLS training (90%), with 67% receiving BLS training in their basic core curricular education. A mean BLS knowledge score of 6.4 from 14 was revealed. Less than half (46.1%) passed the minimal passing level (MPL). Among BLS course characteristics, only one type of extracurricular training, One District One Doctor camp (ODOD), showed an association with passing the MPL of BLS assessments (odds ratio of pass MPL 10.06; 95% CI 1.18 to 85.53, p=0.035). Conclusion: Although most of the students had previous BLS training as a part of their basic core curricular education, it did not affect their success in passing the BLS assessments. Keywords: Cardiopulmonary resuscitation, Public health, Nonprofessional education

A Downside to the Brain Gain Story

Abstract We consider how the possibility of international migration affects an individual’s educational choices in their home country. Educational choice dictates skill, and the paper refers to the highly educated, highly skilled as “professionals”; others are “non-professionals.” Without the opportunity to emigrate abroad people choose their educational investment (and hence their skill level) as we might expect. To this normal choice the higher status given professionals is also accounted for. Consider now how the opportunity for international migration to a higher paying job affects both professionals and non-professionals. Despite the higher status a professional enjoys, once an individual takes the possibility of migration to a different country into consideration, he may well decide to choose education leading to non-professional employment. A result of this paper is that if there are low chances of obtaining professional jobs in the host country, individuals may well choose an educational track leading to a low occupational profession in order to increase their chances of obtaining a job in the host country after migration. Thus, all home country students may choose the non-professional education track. Those who might have otherwise pursued higher, professional education may forgo that schooling. The theory developed here explains the forsaken schooling phenomenon. This phenomenon shows that low-skilled and skilled home country workers are willing to accept low-skilled positions in host countries. This leads to the forgoing of professional schooling in the home country since it is not optimal for the worker in the home country to choose a high skilled education since, they will be overqualified in the host country. This will have a long run affect. As time goes on, therefore, people who consider migrating abroad will have either lower years of schooling, or generally have not completed professional schools (technical-vocational or tertiary).

The complexity of landscape ideas and the issue of landscape democracy in school and non-formal education: exploring pedagogical practices in Italy

ABSTRACT Landscape-related pedagogical initiatives present a multifaceted panorama of assumptions, approaches and goals, with some contradictions and commonalities. They reflect, on one hand, the theoretical ambiguity and inherent tensions of the concept of landscape itself and, on the other hand, the different institutional approaches to landscape management. This paper discusses the results of a national survey conducted in Italy on landscape-related initiatives in non-professional education. Five landscape ideas on which educational projects are grounded emerged from the analysis: ‘anthropic and lived landscape’, ‘perceived and green landscape’, ‘landscape as an arena’, ‘heritage landscape’ and ‘natural landscape’. This diversity proves the need for theoretical frameworks and methodological tools in educational contexts to address the complexity of landscape through an insightful reading. In particular, we focus on the ‘landscape as an arena’ idea and explore its limits and potentialities in relation to the debate on landscape power and democracy.

Система освіти дорослих Угорщини і Данії

The purpose of the work is to characterize the organization of adult education in Hungary and Denmark. It has been found that in Hungary adult education is being conducted to ensure literacy in accordance with market requirements and economic development of the country. The Hungarian Association for Adult Learning has been set up in Hungary, which plays an important role in professional supervision and job satisfaction, as well as in the development of vocational training legislation. The country is characterized by decentralization of education management of unoccupied citizens. On the basis of the concept: the state system of vocational training, retraining and retraining of the unemployed population; the concept of adult education in the EU countries programs for the adult population. Higher education in Hungary is represented by more than 20 educational institutions: universities and institutes (colleges). Denmark's adult education system is an extensive network of private, community, municipal and state organizations and institutions offering a wide range of informal and formal, professional and non-professional education programs that are governed by relevant legislation. The Danish adult education task is to support world trends that promote the nation's prosperity: the development of innovative processes and the improvement of the quality of education; increasing the flexibility and responsibility of schools to adult students. The adult education in Denmark, funded by the state, can be divided into three components: liberal (Free) adult education (popular higher schools, home economics schools, evening schools, day schools); general education of adults (adult education centers, language centers, evening high schools of secondary education); professionally oriented education and adult education (labor training center, production schools, vocational schools, social and medical schools, etc.). A system of grants (scholarships) was created to support gifted students. Some universities and other institutions of higher education provide their own scholarships. Much attention in the country is paid to the education of adults, which is carried out in the form of general secondary schools courses, vocational training courses. The state's care of providing all kinds of services in the education system of the adult population contributes to Denmark's high achievements in economic development. Higher education establishments of this country give an opportunity to get not only education but also knowledge that will be useful not only for the graduate but also for the whole country. Key words: adult education, Hungary, Denmark, Association of adult education enterprises, non-formal education, formal education, vocational education, non-vocational education.

A Comparison of Preferred Leader Behaviour between Physical Education and Non-Physical Education Male Students

The purpose of this study was to investigate and compare the preferred leader behaviour of Physical Education and Non-physical education male students. For this purpose, two hundred and fifty (Physical education =100, Non-physical education=150) male students from different universities established in Chhattisgarh, were selected to serve as the subjects for this investigation. Physical education students were from UG and PG courses in physical education and non-physical students from various academic courses. The subjects were in age ranged from 18 to 30 years. To find out the significant differences on preferred leader behaviour between Physical education and non-physical education male students, mean, standard deviation, and t-ratio were computed. Results of study revealed the significant differences between the physical education and Non-physical education male students in training and instruction, positive feedback and democratic behaviour dimensions preferred leader behaviour. Physical education male students scored higher preferences for the set of five dimensions of leader behaviour than their counter parts. Whereas, Non-physical education male students preferred more of social support and autocratic leader behaviour from their non-professional education teachers/ sport coaches

Personal Self-Actualization in Intensive Group Training, or Why the Adults Need a Non-Professional Education

The adults’ modern education, according to the author, can not be limited by obtaining and developing the professional competences, it primarily incorpo- rates the work on life strategies, goals, meanings and self realization activities. The pa- per reveals the research findings concerning the self-actualization peculiarities of the adults choosing different types of socio-psychological trainings for personal growth and self-realization in all spheres of life. The research is aimed at identifying the distinctive features of people who are ready to undergo the trainings and pay for their self-development. The research goals include studying the character profile of people who accept such educational forms as the opportunity for their potential development. It has being found out that striving for educational opportunities in personal grows is the characteristic feature of people real- izing their quality potential as well as the insufficient level of the cognitive recourse. The obtained results prove the necessity of designing the educational programs promoting the adults’ self-awareness and self-development.

Signature pedagogies and legal education in universities: epistemological and pedagogical concerns with Langdellian case method

This paper offers an analysis of Lee S. Shulman's concept of ‘signature pedagogies’ as it relates to legal education. In law, the signature pedagogy identified by Shulman is the Langdellian case method. Though the concept of signature pedagogies provides an excellent infrastructure for the exchange of teaching ideas, Shulman has a tendency to portray the concept in Manichean terms with the forces of light of professional education (where students are engaged in a rigorous and systematic education) ranged against the forces of darkness of non-professional education (where students are non-participative and where education is to some extent in a state of flux). It will be argued in this paper that the signature pedagogy of law has a number of pedagogical and epistemological shortcomings that should make those from non-law and non-professional backgrounds cautious about imitating its various constituent elements in their respective disciplines.

Teaching End-User Ethics: Issues and a Solution Based on Universalizability

The ethical aspects of computing are increasingly being taught and written about in professional information systems education in universities. However, the ever-increasing role and use of computer technology means that computer ethics education related to computing is also necessary for non-professional/non-major computing/information systems students. Owing to the differences between professional and non-professional education, end-users need a different computer ethics program. First, this paper explores some of the issues (goals, challenges and problems to overcome) in end-user ethics teaching. Second, it proposes a solution based on the concept of universalizability. Third, the paper argues that the universalizability thesis is a proper tool for end-user education. Finally it demonstrates, with the help of three cases, how the solution chosen can be used to solve the issues identified and to educate end-users.

The relationship between patients' educational level and therapeutic process in an acute patient therapeutic community

Traditional custodial care in mental hospitals has given way to brief hospitalizations and a variety of active inpatient treatment milieus, eg, therapeutic communities. But can only well-educated patients utilize this kind of complex, even demanding form of psychosocial care? A total of 1,538 patients and their first admissions from 1977 to 1993 at a closed therapeutic community ward at the Department of Psychiatry, University of Oulu (Finland) were assessed to analyze the association of the patient's educational level with some treatment and outcome characteristics. Educational levels were non-professional education (46% of all patients), lower professional (39%) and higher professional education (15%). There were no statistically significant differences in the treatment and outcome variables of patients in any educational level. The result indicates the achievement of one treatment goal on the therapeutic community model, ie, patient equality in spite of different educational status. This result may be especially important for less educated persons.

Conference Review: Undergraduate Non-Professional Education in Architecture

(1975). Conference Review: Undergraduate Non-Professional Education in Architecture. Journal of Architectural Education: Vol. 29, Humanist Issues in Architecture, pp. 30-31.

Conference Review: Undergraduate Non-Professional Education in Architecture

Conference Review: Undergraduate Non-Professional Education in Architecture

Investment in Education in India

In this paper, education is treated as a form of investment. No attempt is made to measure the contribution of education to economic growth. Internal rates of return to investment in education in India for the year 1960-61 are estimated and compared with Professor A. C. Harberger's estimate of the rates of return to physical capital. Net education capital formation during the period 1950-51 to 1960-61 is also estimated at 1960-61 prices and compared with physical capital formation during the same period. The study indicates that education is not an attractive form of investment when compared with physical capital. Within the educational system, primary education is the most attractive and collegiate nonprofessional education the least attractive form of investment. The study suggests diversion of resources in favor of physical capital.

The Relationship of Minnesota Teacher Attitude Inventory Scores to Certain Biographical Information

The purpose of this study was to determine if certain biographical data was associated with attitudes toward teacher-pupil relationship as measured by the MTAI. Data were collected on 532 female Ss near the beginning of their course work in education. These subjects were divided into groups scoring high and low on the MTAI for both and purposes. Biographical data were compared for differences in per centages between high and low groups. Some items were found which significantly differentiated between the two groups. IT IS A popular belief that if we had informa tion regarding an individual's past we could un derstand his present attitudes and behaviors. Several studies in recent years have demon strated the usefulness of biographical data in studying human behavior. It has been shown that certain biographical data are related to occupa tional choices of individuals (4). Ryans (3) found some relationship between childhood and adolescent activities of teacher with their later teaching behaviors. Statement of Problem The purpose of this study was to investigate certain biographical data that might be associ ated with attitudes, as measured by the Minne sota Teacher Attitude Inventory (MTAI). Bio graphical data that are associated with attitudes of pupil-teacher relationships may give us clues regarding the development of attitudes postu lated to be important in the classroom situation. The problem may be stated in the following question: Can it be empirically demonstrated that there exist certain biographical patterns associated with differences in attitudes as meas ured by the MTAI? The problem stated in the null form is as follows : There is no difference between the pattern of responses made by a group that scores low (lower quartile) on the MTAI, and a group that scores high (upper quartile) on the MTAI to certain biographical data. The Subjects Data were collected from 476 female subjects who were registered in a psychological founda tions course (Human Development and Learn ing), which was their first professional course in education, and from 56 female subjects reg istered in a nonprofessional education course (Introduction to Teaching) at the University of South Florida (USF). Students at USF normally do not declare their specific major in education until after they have completed their first pro fessional education course. The standardization group (N = 166) con sisted of those who were registered in a psycho logical foundations course during the 1961-62 academic year and trimester I of the 1962-63 academic year, and whose scores fell in the upper or lower quartiles. The biographical data were complete for those who scored in the upper quar tile, but were missing for two subjects in the lower quartile. The cross-validation group (N = 86) con sisted of those who were registered in a psycho logical foundations course (N = 49) and an in troduction to education course (N = 37) during trimester II of 1962-63 academic year, and whose MTAI scores fell in the upper or lower quartiles of the distribution for trimester II, 1963. Bio graphical data was incomplete for two subjects whose MTAI scores were in the lower quartile, and for nine subjects whose MTAI scores were in the upper quartile. A constant of 100 was added to all of the MTAI scores to avoid negative numbers. The means and standard deviations for MTAI scores of the and cross-validation groups is presented in Table 1. The reason for the unequal number in the upper and lower quartiles was the failure to col lect biographical data from all individuals whose scores fell either in the upper or lower quartiles. These may be thought of as nonrespondents. This content downloaded from 207.46.13.86 on Sat, 15 Oct 2016 04:13:08 UTC All use subject to http://about.jstor.org/terms