Development Of Professional Organizations Research Articles

The Role of the Councils of Judges in the Organization of Professional Development of Judges and Court Staff in the Field of Record Keeping

The Role of the Councils of Judges in the Organization of Professional Development of Judges and Court Staff in the Field of Record Keeping

UKRAINIAN MILITARY EDUCATION: ЕURO-АTLANTIC VECTORS OF TRANSFORMATION

The article provides a systematic analysis of the state's political vectors in the field of military education. Determining the strategic course of Ukraine towards full membership in the European Union and the North Atlantic Treaty Organization has become a priority task for the security and defense sector in the field of military education. It is proved that the activities of the military education system are regulated both by the normative documents on the basis of which the military education system directly functions and by the normative legal documents relating to the higher education system in general. Changes in the legislation and regulatory framework of higher education are systematized. The main state documents that facilitate the implementation of the best practices of NATO partner countries in the training of modern Ukrainian military personnel are identified. The main tasks of the Strategy for the Development of Higher Education in Ukraine, in accordance with the UN Sustainable Development Goals, to intensify cooperation between Ukraine and the European Union in the field of higher education, which are necessary for reforming and modernizing the higher education system, promoting convergence in higher education within the framework of the Bologna Process, improving the quality and increasing the importance of higher education, deepening cooperation between higher education institutions, and enhancing the mobility of students, researchers, research and teaching staff are identified. The main provisions of the Policy of the Ministry of Defense of Ukraine in the field of military education and the Concept of Transformation of Military Education of Ukraine, which focus on the professionalization of military education, organization of continuous professional development, systematic study of national and international security trends, as well as changes in the principles and methods of armed struggle in the context of integration into the Euro-Atlantic security space, are analyzed. The significant role of the NATO DEEP-Ukraine program in the process of updating and optimizing the curricula of domestic military universities is determined.

A Workshop in Styles of Qualitative Writing and Reporting

This article outlines the author’s workshop in Styles of Qualitative Writing and Reporting, an in-person and online course commissioned by the qualitative research consulting and professional development organization, ResearchTalk. The six clock hour offering provides in-service professionals and graduate student participants writing experiences with up to nine different styles of qualitative reportage: Descriptive and Realistic, Analytic and Formal, Interpretive, Confessional, Reflexive, Critical and Advocacy, Literary Narrative, Autoethnographic, and Poetic. Participants receive an overview of each style, accompanied with brief examples from the scholarly literature. Ten to 15-min blocks of writing time are provided throughout for writers to document and experiment with a current research project’s manuscript, an unpublished thesis or dissertation, or a data base awaiting analytic review. Reading aloud and receiving peer feedback provide writers rapid assessment of their work in progress with ideas for further development. The article describes the primary content of each writing module and its accompanying writing prompts and feedback frame. The workshop also discusses recommended titles for writing resources, strategies for maintaining effective writing habits, and reflections on the legacy of a writer’s work. This article is structured as a curriculum design for other facilitators and educators to adapt and utilize with their students.

Modern educational needs of specialists in the public health system.

Aim: Studying the opinion of public health system workers (emlpoyees) regarding existing educational problems and needs in the context of continuous professional development. Materials and Methods: Bibliosemantic, medical-statistical, sociological methods are used in the study. The research program provided for conducting sociological surveys of public health specialists in different regions of the country regarding the establishment of priority training topics for public health specialists; preferred methods of learning; barriers to access to education, etc. The scientific base of the research the regional centers for disease control and prevention have become. Statistical processing and mathematical analysis of materials was carried out using methods of statistical analysis. Results: The research has found that the priority topics of training for public health specialists are issues of epidemiology (which were indicated as very important by 67.7±3.7 and as important by 22.0±3.2 per 100 respondents); emergency and disaster management (67.7±3.7 and 31.1±3.6 per 100 respondents), quality and safety (53.0±3.9 and 38.4±3.8), practices based on on evidence (42.1±3.9 and 45.7±3.9) eHealth and digitalization (40.2±3.8 and 38.4±3.8), statistics (38.4±3.8 and 51 ,2±3.9), research methodology (32.9±3.7 and 51.2±3.9) and research ethics (12.8±2.6 and 67.7±3.7, respectively). Webinars (62.2±3.8 per 100 respondents) and online training (60.4±3.8), classroom (42.1±3.9) and hybrid (40.2±3.8) were identified as preferred forms. teaching. The obstacles to the continuous professional development of public health specialists are a lack of time and a lack of finances, a lack of information about desired training programs, their regulations, insufficient support from management, military aggression and the problems caused by it, etc. Conclusions: The priority topics of training for public health specialists, preferred methods of training and barriers to access to training determined in the course of the study are the basis for improving the organization of continuous professional development of employees of public health centers.

A Comparative Study on the Professional Development of Teachers in China and British Universities

As global education reform continues to advance and the knowledge economy is booming, building a learning society has become an irresistible trend of social development. In this context, improving the professional development and literacy of college teachers will inevitably become a critical link and a significant force to promote the sustainable development of higher education, and it is an essential topic of higher education research in all countries in the world. This paper uses the approach of comparative research to study the historical evolution, connotation, and organization of teachers' professional development in Chinese and British universities. It found that the professional development of teachers in Chinese and British universities is macroscopically aimed at promoting the high-quality development of education and serving students and society. On the micro level, China pays attention to the integrity of the development of teachers in colleges and builds an education and training system from top to bottom, while in the UK, the government, professional organizations, and universities establish professional development institutions for teachers, which are independent and cooperative with each other; the financial support for teachers’ professional development in the UK is flexible and diverse, while in China, the government allocates funds directly; the UK actively carries out international academic exchanges and cooperation for teachers' professional development, formulating rules and sharing experiences, while China pays more attention to domestic exchanges and cooperation for teachers' professional development, with less participation in international contacts.

ОРГАНИЗАЦИЯ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ ПЕРСОНАЛА В УСЛОВИЯХ ЦИФРОВОЙ ТРАНСФОРМАЦИИ

The article discusses the organization of professional development of personnel in the context of digital transformation. It is noted that the qualities and skills of a qualified specialist necessary in the context of digital transformation are proficiency in digital technologies, the ability to use software products in various fields of activity, the presence of digital competencies (adaptability, flexibility, creativity, innovation) along with such professionally and personally significant qualities as critical and analytical thinking, initiative, determination, social and emotional intelligence, ability to work in a team, learning ability. Strategies for professional development of personnel in the context of digital transformation are highlighted. The features of organizing professional development of personnel in the context of digital transformation for each strategy are identified. It is concluded that the organization of professional development of personnel in the context of the development of digital transformation is focused on solving the following tasks: 1) implementation of innovative personnel strategies and a holistic HR concept, 2) implementation of personnel policy by creating an atmosphere of security, employee ownership, and creating comfortable working conditions , constant development and interaction with the team, socially responsible employees, 3) active implementation of digital tools combined with «live» communication.

Evaluating the impact of faculty development on employee engagement practices in higher education: analysing the mediating role of professional development

PurposeThe faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning. Faculty engagement and development activities should be explored and included in learning organizations and employee engagement in India. This paper aims to describe higher education as a learning organization. The research will also assess how faculty development programs affect faculty engagement behaviors in these institutions and if professional development mediates this effect, which has not been previously examined.Design/methodology/approachThis study was conducted with quantitative data collected from 267 faculties through reliable and validated adapted questionnaires. Semistructured interviews were conducted with heads and professor-level faculties to gain insights into faculty development and engagement. Partial least squares structural equation modeling technique (PLS-SEM 3.3.6 version) was used to test the conceptually drafted model.FindingsFaculty professional development programs shown to improve higher education faculty engagement and professional progress. The studies also showed that higher education institutions must prioritize faculty development to become learning organizations. Professional development reduced the direct effects of faculty development program (FDP) on faculty engagement. This suggests that professional growth mediates the research.Practical implicationsThis research emphasizes and professional development to boost teacher involvement in B-Schools. Management must design faculty development programs to construct professional development and learning organizations, according to the results. Developing and writing rules that encourage faculty engagement in such internal and external programs would also enhance their academic and administrative abilities and assist higher education institutions become learning organizations.Originality/valueThe study is one of the few to examine the impact of faculty development programs and professional development on faculty engagement in higher education institutions, particularly B-Schools, and its competitive mediating role.

Impact of Headteachers' Leadership Styles on Teachers' Job Performance in Sagnarigu Municipality in Northern Region of Ghana

Teachers' productivity and job performance in educational settings are significantly dictated by several factors, including the leadership styles employed by headteachers in the governance of schools. However, there is an ongoing debate among scholars in educational management as to which school governance style is the most effective and can facilitate high productivity among teachers. This research was therefore carried out to explore the effects of headteachers' leadership styles on the job performance of junior high school teachers in Sagnarigu Municipality in Ghana's Northern Region. The research adopted cross-sectional design informed by three research questions. Out of 82 schools, Yamane (1967) formula for sample size determination was used to randomly sample (N = 68 school heads) to complete a Questionnaire for Headteachers' Leadership Style (QHLS). Using Cronbach alpha formula, the reliability of the items on the questionnaire was validated. The Standardized Lesson Observation Scale (SLOS) was used to observe the instructional quality of 40 teachers. The study found excellent performance of teachers in quality lesson delivery with female teachers out-performing the males. Also, the sampled schools had more male teachers than females. The democratic leadership style was the most frequently used by headteachers with autocratic leadership approach being the least utilized. There was no statistically significant relationship between headteachers' leadership styles and job performance of teachers. The demographic characteristics of headteachers have no statistically significant influence on their leadership styles. The study recommends recruitment of more females as headteachers, capacity building for heads of schools, and periodic organization of Continuous Professional Development (CPD) programs.

Women’s Perspectives on Paving a Career Path in International Education

This article examines perspectives of 29 women regarding their personal and professional growth in the international education field. The information was drawn from the interviews conducted by volunteers of the Global Leadership League, a women-founded professional development organization advancing feminine leadership traits and skills, knowledge, and community. These Limelight series of interviews were analyzed to shed light on how women from different countries and career levels were able to launch and advance in their careers and grow as leaders in international education. The key learnings from their stories can support career development in other professions as well.

Knowledge Sharing as Media of Proactive Personality to Influence Teachers' Innovative Work Behavior

Teachers must implement and improve innovative work behavior to maintain educational professional development and school organization. This study aims to analyze the influence of a proactive personality on teachers' innovative work behavior by considering the mediating role of knowledge sharing. The method used in this research was a quantitative survey. Data were collected through questionnaires distributed to 194 private elementary school teachers and analyzed using a Partial Least Square (PLS) approach, a Structural Equation Modelling (SEM) technique. The result shows that proactive personality and knowledge sharing significantly influence innovative work behavior. A proactive personality also has a significant influence on knowledge sharing. And the important finding of this research is knowledge sharing as a mediator of proactive personality to innovative work behavior. Thus, the study's findings can be used to develop a strategy to increase teachers' innovative behavior in schools by creating teacher knowledge-sharing activities and enhancing their proactive personality traits.

Compilation of sops, amendments considering changing environment

The impact of changing conditions (the pandemic, changes in the regulatory framework, new resources) on the organization of professional development of nursing staff is considered. The need for standardization of nursing manipulations (introduction of SOPs) is justified. Making changes and additions taking into account the changing situation is presented on a specific example.

Contemplative Practices of Higher Education Faculty of Pakistan: Applications and Propositions

This research aimed to explore the use of Contemplative Practices (CPs) as a growing teaching pedagogy to cope with the challenges faced by the Higher Education. More specifically, to explore what CPs do the higher education faculty members of Pakistan use in their teaching intentionally or unintentionally. This quantitative survey research presented the findings from a survey outlining six major categories of CPs followed by their sub-practices. Data were collected through Survey Monkey from 502 faculty members of the Master Trainers Faculty Professional Development Program (MT-FPDP). For the analysis of data descriptive statistics (percentage analysis) was used. The results of this study showed that faculty members of Higher Education Institutes (HEIs) did not incorporate stillness, creative, movement, and ritual practices in their teaching. Though, it was found that they use generative and relational practices in their class. They feel more confident and at ease to use practices of dialogues, discussions, perspective sharing, and storytelling. Based on the results of the study researchers recommend that to enable faculty members to use CPs in their class HEC, HEIs, and professional development organizations in Pakistan should plan conferences, training workshops, and seminars with the collaboration of HEIs.
 Keywords: Contemplative Pedagogy & Practices, Higher Education, Holistic Development, Inner Wellbeing

ПЕДАГОГИЧЕСКИЕ СООБЩЕСТВА КАК РЕСУРС ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ СОВРЕМЕННОГО УЧИТЕЛЯ

The article examines the process of professional development as a factor in improving the quality of general education and reveals approaches to the professional development of teachers: professional development of teachers as a component of the development strategy of an educational institution; orientation of professional development to achieve high quality education; examination of the effectiveness of educational activities; organization of professional development as a collective activity based on solving urgent tasks of strategic development; continuous and long-term nature of professional development programs and the management of the professional development process. The content lines of professional development are determined. The role of professional pedagogical communities as an important innovative resource for the development of educational institutions is revealed, which allows them to improve their activities and solve urgent tasks by activating internal reserves. The professional pedagogical community is a self-learning organization, which is characterized by: managing the learning processes, including its training, retraining and advanced training, self-training of personnel to develop competencies and expand opportunities to master modern and promising technologies; investing resources in the process of training and self-training of employees, in improving its activities, content and technological equipment; maintaining the competitiveness of the organization by ensuring a high level of professionalism of employees as human capital and the main resource. For the professional pedagogical community, the status of a self-learning organization means the following: management of self-learning of teachers, self-learning as a way of innovative development, self-learning as improving the quality of education and competitiveness of the organization, team self-learning, stimulating self-learning.

DYNAMICS OF THE PUNCTUATION NORM IN THE EDUCATIONAL MEDIA DISCOURSE: COLON FACES

The article is devoted to the problem of practical implementation of the punctuation norm regarding the use of the colon. Attention is drawn to the dynamics of changes in spelling codes of the 20th century. regarding the implementation of the specified norm. Changes in the relevant wording of the current spelling have been updated. The research material was the texts of educational projects, platforms that became the basis for the organization of training or professional development in real time, such as “Na uroko”, “Vseosvita”, “Prometheus”, “Umity'”. Features of the implementation of the specified punctuation norm were observed in the specific language material, which may affect the correction of the current norms of “Ukrainian Spelling” (2019), since systematic deviations from the norm were found in the practice of using colons in the titles of articles, educational materials, in the design of text rubrics, presentation of quotations, direct speech. Therefore, attention to the language of educational, educational projects, platforms reveals contempt for codification principles and chaos in the humanitarian sphere of everyday culture. Although these areas of language practice should perform educational and regulatory functions, providing examples of the use of modern Ukrainian literary language. Linguistic practice demonstrates a number of deviations regarding the use of the colon, which are not recorded by the current “Ukrainian orthography”. Among them, we qualify some as trends that should be considered, discussed in professional circles and adjusted as rules. Others are a direct violation of the punctuation rule, which is ignored.

Modern Trends in Further Professional Education of Judges: Russian and Foreign Experience

Introduction. Modern further professional judicial education has a direct impact on the institutional and personal parameters of judicial independence and has a public significance as a guarantee of a judge's competence during his long career. The relevance of the research consists in development and substantiation of theoretical and methodological foundations of further professional education of judges as an independent form of their continuing education. The aim of the article is to systematize Russian and foreign experience in the organization of judicial professional development, to fill in the need for a comprehensive solution of legal, organizational and educational issues of judicial re-training, to substantiate promising models of the educational process and educational practices of continuous training of judges. Materials and Methods. The object of the study was further professional education of judges as a state-legal and educational institute. The comparative nature of the research, based on the study of modern domestic and foreign experience in organizing further education for judges, provided data that had not previously been analyzed in the Russian scholarly literature. On the basis of a comprehensive (interdisciplinary) approach, conclusions were obtained concerning both the issues of legal regulation of the procedure of further professional education of judges and issues of pedagogical nature. A systematic analysis of further professional education of judges predetermined the identification of specific features of teacher training, the nature of training programs, methods and technologies of training of judges. Sociological methods were used to formulate conclusions on the conditions of admissibility of the electronic educational process in the judicial classroom. The research drew on electronic resources that reveal organizational peculiarities and educational practices of national and foreign judicial schools. Results. Regularities determining the trends in the evolution of further professional education of judges in Russia and abroad have been determined and disclosed. Models of judicial schools operating in foreign states depending on their legal status, nature and types of educational processes were identified. The principles of organization of further professional education of judges, allowing to distinguish this type of education from traditional systems of higher legal education, were substantiated. Proposals for improving the legal and educational model of the Russian judicial school are formulated. Discussion and Conclusion. The results of the study can be useful for the further development of the theory of specialized judicial education, the definition of the legal status of the Russian judicial school that performs the functions of continuing education of judges, as well as for improving the educational process, given the need for methodological diversity of further programs and methods of training of judges.

Organization of skills upgrading using means of distance learning at the tertiary level

The article notes that the problem of organization of professional development of teachers of higher educational institutions is related to the orientation of the higher education in Ukraine towards the European educational standards and is associated with the need for continuous professional development of the teaching staff at the tertiary level. Another factor is the necessity in actual professional reaction to the challenges brought about by the world pandemic and, as a result, digitalization of the basic social spheres and institutions, educational, in particular. The article provides the analysis and implementation of the world experience in organization of the process of educating and further professional development of teachers using contemporary educational online platforms. Based on modern research on the problem and taking into account the socio-economic requirements of the time, the main competences that determine the required level of the professional level of a teacher of the higher educational institution are determined. The article presents the experience of implementing upgrading skills programs for teachers of higher educational institutions using online platforms: trainings, webinars, master classes, participation in academic mobility programs, Master degree training programs which have been piloted at the universities of Kharkiv to develop certain competences.

2022: A Year in Review.

In 2022, program directors in ANCC accredited nursing continuing professional development (NCPD) organizations and transition to practice (TTP) programs embraced innovative and dynamic ways to envision the future of nursing and health care from a new vantage point. This column highlights key topics from the year: workforce development; the interprofessional learning environment; return on investment for NCPD and TTP programs; and outcomes-driven professional development. [J Contin Educ Nurs. 2022;53(12):525-527.].

Standards of professional development of employees: international experience and current prospects in Ukraine

The scientific article examines the international standards of professional development of workers enshrined in the basic legal acts of the United Nations (Universal Declaration of Human Rights, International Covenant on Economic, Social and Cultural Rights, Conventions and Recommendations of ILO), Council of Europe (European Social Charter (revised), EU (Recommendations and Directives). The provisions of laws and bylaws of Ukraine on the professional development of employees are analyzed. Based on the analysis of international acts and norms of national legislation on professional development, we propose to identify the following standards of professional development of employees: high-quality training of qualified personnel in accordance with state policy priorities; ensuring proper organization of professional development of employees; equal access to professional development programs; continuity, fresh of the process of professional development; constant investment in professional development of staff; introduction of effective mechanisms for motivating staff to professional development and continuing education; compulsory professional development; practical orientation of advanced training programs. The conclusion is made about that the international experience in the field of professional development of employees is taken into account in the development of the national legislative field. Іt is proposed to launch an experimental project in the field of professional development of scientific, scientific-pedagogical, pedagogical workers during a special period; to increase opportunities for training and professional development of Ukrainian citizens abroad on the basis of equivalent tape exchange with other states; create favorable conditions for private investment, involvement of business in the professional development of employees, etc.

Sociological Research of a New Model of Professional Development of Library and Information Specialists in the Samara Region

The article is devoted to the results of a sociological study conducted within the framework of the innovative educational project “Federal Innovation Platform “Academy of Library and Information Skills” of the Samara State Institute of Culture. This innovative educational project is aimed at creating a new model of the professional development system and developing the creative potential of library and information specialists in the Samara region.The article highlights the advantages and disadvantages of the organization of professional development of library and information specialists in the region, outlines the prospects for the development of this activity, allowing the design of a new additional educational program “Modern library in the digital space”.The problem of improving the system of advanced training of library and information specialists of municipal libraries in the context of the formation of new professional competencies in the digital environment and the influx of specialists with non-core education to library institutions needs to be solved.

Is YouTube a good resource for patients to better understand kidney cancer?

To assesses the complexity, reliability, and quality of the most popular kidney cancer videos on YouTube. We searched YouTube using phrases relevant to kidney cancer and grouped videos based on publishing channel type. Video parameters along with complexity, reliability, and quality scores were recorded. Video complexity was determined using the SMOG index. SMOG scores greater than 6.4 equate to content that is too complex for the general public. Video quality and reliability was scored by 5 reviewers using the Global Quality Scale and a modified DISCERN criteria. All categorical and numerical variables were analyzed via independent t-test and 1-way analysis of variance using SPSS. One hundred twenty-one videos were analyzed. The most popular publishing channel types are professional development (n = 65), medical institutions (n = 27), student education (n = 9), and nonprofit organization (n = 4). Professional development videos are significantly more complex than medical institution videos (mean SMOG score of 11.1 vs. 9.4, P = 0.004), and nonprofit organization videos (11.1 vs. 7.8, P = 0.003). Compared to medical institution videos, professional development videos have fewer mean total views (876 views vs. 17,554, P = 0.016), mean views per month (14.92 views vs. 351.7, P = 0.007), and mean comments (1 comment vs. 18, P = 0.038). Both professional development videos and medical institution videos are more reliable than student education videos (mean DISCERN score of 3.9 vs. 2.9, P < 0.001). There is a lack of understandable and reliable kidney cancer videos on YouTube. Moreover, the majority of kidney cancer videos are intended for medical professionals and may be too complex for the general public. The medical community has the opportunity to make an active effort to provide better resources for patients on YouTube.