Practical Professional Training Research Articles

Practical training of future teachers as prevention of psychological barriers in inclusive education

Introduction. Currently, international organizations pay special attention to the development of inclusive education system, which, taking into account the special educational needs of everyone, provides quality education at the place of residence and full socialization of people with disabilities. Inclusiveness has become one of the main components of the modern educational system, but at the moment there is a problem of occurrence of psychological barriers in teachers, which is poorly studied and requires detailed research. The aim of the article is to consider the problem of preventing the emergence of psychological barriers in inclusive education in students of pedagogical directions through practical professional training, including the development of their communicative and organizational abilities. Materials and Methods. The study was conducted on the basis of the North-Eastern Federal University named after M.K. Ammosov (NEFU) among students studying in the following fields of training: "Special (defectology) education", "Pedagogical education", "Psychological and pedagogical education", in the number of 122 people, aged from 18 to 23 years. The following methods were used: analysis of sources, regulatory and educational-methodical documents of the North-Eastern Federal University on practical training of students, observation and surveys using the method of E.S. Slyusareva "Psychological barriers of teachers in the process of interaction in an inclusive educational environment" and the method "Assessment of communicative and organizational abilities" (V.V. Sinyavsky, V.A. Fedoroshin), statistical processing of the results by U-Manna-Whitney test. Results of the research. The system of practical training of higher education students for pedagogical activity in inclusive education of future teachers, including practice-oriented educational process, socially significant public activity is developed. A separate aspect of this training is the prevention of psychological barriers in inclusive education in future teachers. The application of the developed system of training contributed to the effective development of communicative and organizational abilities of students, and also demonstrated reliably significant reductions in the criteria "barrier of mental tension (anxiety, inability to initiate contact with a child with disabilities, etc.)" Uemp=178,5; p<0,001, and "difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education", Uemp=248; p<0,043, which indicates that the conducted preventive and developmental work contributed to a decrease in the expression of the presence of difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education. Conclusion. The results of the study indicate the need to rethink the organization and content of the practical component of higher pedagogical education in the aspect of preventing the emergence of psychological barriers in inclusive education in future teachers through the development of their communicative and organizational abilities in the system of practice-oriented learning.

Professional Education for Social Work in Britain: An Historical Account (A Book Review)

This article is a review of Marjorie J. Smith's book, Professional Education for Social Work in Britain: An Historical Account, 2022. We present a comprehensive historical expression of the evolution of vocational education for social workers in the United Kingdom in the late 19th and early 20th centuries. The focus was on the initial training methods in social workers institutions, the transition to formal training schemes, the establishment and challenges of the School of Sociology, as well as the merger with the London School of Economics (LSE). This paper explores the ongoing tension between academic education and practical professional training in social work. As a valuable resource, this paper outlines the philosophical foundations, pedagogical approaches, and institutional challenges that shape social worker training. Through historical exhibitions, committee reports, and practical work reports, this paper provides a rich narrative that emphasises the importance of comprehensive education that integrates theoretical knowledge with practical skills. The review assesses the content, structure, and contribution of this book to the field of social worker education, exploring the target audience, advantages, and potential constraints as well as their relevance in contemporary discussions on training and preparation of social workers. In conclusion, the merger of the School of Sociology with the London School of Economics is not only a strategic step to maintain the quality and coverage of social worker education but also depicts further reflection on narratives that integrate social thinking and action into a more sustainable institutional framework.

The Use Of Simulation Learning Technologies for Students of the Pediatric Faculty of Secondary Courses

The sphere of medical education is currently inseparable from scientific and technological progress — for example, simulation technologies have become an integral component of practical professional training of medical university students. Students of Bashkir State Medical University attend practical classes on the basis of the level III FOC, starting from the first courses to form practical skills and consolidate theoretical knowledge about competent work with patients. Equipping the federal accreditation center of the Bashkir State Medical University allows you to implement the development of a wide range of skills.

Training of Choreographers in Higher Education Institutions

The relevance of the study is determined by the active development of the pedagogical art branches, where the professional competence development of future choreographers and the development of their creative views becomes the main aspect of specialists training in higher education institution and involves the creation of the necessary conditions on the way to their creative growth and professionalism. In this regard, the purpose of the research work is to determine the features of the training of choreographers in higher education institution, their professional development in the context of educational activities, the professional competence development in the process of practical professional training, as well as to determine possible ways to overcome the professional crisis and destruction. The basis of the theoretical and methodological approach in this article is a qualitative combination of system analysis methods of choreographer training in higher education institutions with an analytical study of the professional competence development of future specialists in the art of dancing, where the use of modern approaches involves the use of innovative forms and means of learning to implement the educational concept regarding the professional development of choreographers. The article presents the results that reflect the problem of implementing the training of choreographers in higher education institution on the way to the professional qualities development of future specialists, their motivation for self-education, the development of creative abilities and creativity, as well as the necessary skills development for future productive professional activity. The obtained results of the research work are of practical value for educators of higher education institutions that train the specialists in the art of dancing, for the perspective of introducing and implementing the latest training approaches in the educational process, as well as for practical purposes for determining the development of professional qualities of future choreographers in higher education institutions.

Training of future primary school teachers to preserve and strengthen the physical health of students with special educational needs in distance learning

The article is devoted to the problem of professional training of future primary school teachers using digital educational technologies on the example of H.S. Skovoroda Kharkiv National Pedagogical University. The purpose of the article is to highlight the peculiarities of distance training of future primary school teachers to preserve and strengthen the physical health of children with special educational needs in inclusive education in the course of studying the discipline "Physical Education with Teaching Methods". To achieve this goal, the conceptual ideas of inclusive education based on the principles of democratization, non-discrimination, consideration of human diversity, effective involvement and inclusion of all participants in the educational process, taking into account their individual needs, capabilities, abilities and interests, and the professional competencies of the future primary school teacher, in particular, inclusive, health-saving and designing needs, which allow to execute the task of preserving and strengthening of the physical health of the children with special educational needs. In order to highlight the peculiarities of professional training of future primary school teachers in a distance format, the experience of teaching the discipline "Physical Culture with Teaching Methods" for students of the first (bachelor's) level of higher education in the specialty 013 "Primary Education with Special Education Methods" was analyzed. The discipline was taught using the educational platform Moodle of H.S. Skovoroda Kharkiv National Pedagogical University and Google applications. It is determined that the execution of the tasks of training future primary school teachers should be carried out both through the analysis, transformation and optimization of the content of theoretical and practical professional training, as well as updating the content of educational programs and curricula, taking into account the realities of today.

CORRELATIONS BETWEEN THE PROFESSIONAL TRAINING OF THE FARM MANAGERS AND THE ECONOMIC DEVELOPMENT OF THE FARMS IN OLT COUNTY

The importance of formal and continuous education in every field of expertise is essential, due to the great influence of the human factors in every work activity. The work in agriculture has the distinctive characteristic of being dependent of minor and major disturbances in climate, economic, social and technological factors of the working environment, thus a manager of an agriculture holding is obliged to keep being informed on all these changes in this environment in order to perform on the agricultural activity. In this matter, the degree of theoretical and practical knowledge of a farm manager is a good precursor of the performance of the farm owned by the manager. In this paper, we will present the results of a statistical research whose purpose consists in the determination of the degree of correlation between the professional training background of the farmers and the performance of the agricultural holding managed by them. The research consisted in the analysis of a number of responses to a survey that was applied on the farmers in the geographical region of Olt County in southern Romania, with a main focus point on the basic professional training, only practical professional training and full agricultural vocational training. The analysis was performed using the Chi square test and statistical testing of the deviations between the mentioned types of training.

ІННОВАЦІЙНІ ВПРОВАДЖЕННЯ ПРИ ЧИТАННІ ФАХОВИХ ДИСЦИПЛІН ТЕХНІЧНОГО ТА ПРАВОВОГО СПРЯМУВАННЯ ЯК НЕОБХІДНІСТЬ СУЧАСНОСТІ ТА ПРОЯВ ТВОРЧОСТІ ВИКЛАДАЧІВ

Due to the lack of mechanisms that ensure the appropriateness of the implementation of educational programs, in accordance with the current goals and objectives of training, many teachers faced the problem of «educational deadlock». And only with a sufficient level of creativity it is possible to move to a systematic introduction of innovations in education and provide opportunities to effectively solve fundamentally new problems. The article is devoted to the consideration of issues that require the discovery and development of personal creative potential of a person, including teachers, as well as methods of solving urgent problems related to the need to initiate personal development and implementation of innovative ideas in practice, when conducting all types of classes, according to curricula. It is shown that the need for innovative implementations increases the requirements for teachers and leads to the need to increase creative and mental activity in order to be able to create fundamentally new ideas, think constructively, quickly find the necessary information, and make appropriate decisions. The dynamic and static levels of methodological analysis were used in the research. The authors consider the creative achievements and problems that teachers solve by introducing a competency-based approach to the formation of the content of modern higher education in the training of competent specialists at the Department of Trade, Hotel and Restaurant and Customs. Based on experience, it is shown that this is especially important when teaching professional disciplines, including customs disciplines. A list of factors important for graduating departments that make it impossible to improve the quality of higher education without the use of innovative innovations in the educational process has been researched and formed. It is confirmed that the main engine of innovative initiatives is the flow of information technology training based on modern computer technologies. The directions of application of software systems that help students quickly find data and fill in a number of customs documents, help in finding the regulatory framework, in solving quality issues, etc. are shown. The high level of cognitive activity of students during consultations with the use of computer services BigBlueButton, Google, Moodl platform, as well as «Online conferences» on the platforms Meet, Zoom was proved. At the same time, it was noted that an important factor is the possibility of demonstrating by the student, the solution of a professional professional task on a computer, by transmitting the image from the monitor screen, instead of the image from the webcam. It is shown that the essence of the problem of slow innovation processes in some higher education institutions is contained in the separation of the teacher from the production sphere, which leads to professional limitations and makes it impossible to form the empirical nature of the teaching process. This is especially true for the disciplines of professional direction and applied nature. Thus, the possibilities of full application of innovation for quality training of specialists depend primarily on the teachers themselves, who have to activate their creative potential, raise awareness and practical professional training in order to be able to bring the realities of students' education as close as possible to future professional activities in specialized enterprises. Key words: innovative implementation, creative potential, teacher, student, software services, professional tasks.

Peculiarities of Organization of Pedagogical Practice for Future Teachers of Primary School in Ukraine and Cyprus: Comparative Analysis

The article substantiates the relevance of practice-oriented learning and highlights the importance of practice in school in the process of training future teachers. The authors define progressive ideas of teachers’ practical professional training in Ukraine and the Republic of Cyprus. A comparative analysis of the Field Placement Program of student teachers of the two countries was performed. The stages of practice-oriented training of future primary school teachers, the content and results of pedagogical practice are highlighted. The paper describes the experience of the University of Cyprus (UCY) on the activities of clubs in teacher education, where students create conditions to discuss positive and negative situations, share ideas with students at school, carry out collaborative analysis of their teaching during field placement in video clubs. It was found out that in Vasyl Stefanyk Precarpathian National University (PNU) the discussion of the results of students’ work during pedagogical practice at school is carried out mostly at the university with a group of teachers and learners where future teachers publicly report on their work. The graduate students’ feedback on Teacher Education (results of pedagogical practice in school) is analyzed: the presence of clear instructions on the organization of teacher activities in primary school; ability to set goals and objectives of the lesson; ability to plan professional activities to achieve these goals; skills of organizing educational dialogue in the classroom; ability to create comfortable psychological comfort in the classroom; establishing partnerships with students’ parents and teachers at school; skills of communicative culture in teaching children; use of means to stimulate students’ motivation, etc.

КУРС «ТЕОРИЯ МЕЖКУЛЬТУРНОЙ КОММУНИКАЦИИ» В КОНТЕКСТЕ КОРРЕЛЯЦИИ НОВОГО ПОКОЛЕНИЯ ФГОС ВО И ПРОФЕССИОНАЛЬНЫХ СТАНДАРТОВ

The article is devoted to the current issue of the formation of competencies of university students (programme “Translation Studies”) through studying the theory of intercultural communication. The article describes the experience of combining active and interactive teaching methods that contribute to the integrated formation of all types of competencies and the implementation of practical professional training in the framework of teaching future translators and interpreters the theory and practice of intercultural communication.

Modeling the process of future social workers training considering the goals of sustainable development

The aim of the article is the theoretical development of non-formal, fundraising and bilingual models of future social sphere specialists training on the basis of the goals of sustainable development in education. The study is based on preliminary processing of European and Ukrainian documents on sustainable development, numerous scientific papers on the problem of sustainable development, theoretical developments and experimental research in the field of social sphere specialists training. Each of the developed models has passed the corresponding approbation and is supported by the author’s experience of practical professional training of future social sphere specialists at the Zhytomyr Ivan Franko State University. The model of future social workers non-formal education ensures the integration of professional competencies of future social workers. Fundraising training of future social workers on the basis of sustainable development involves the use of the necessary fundraising tools to ensure the development of social capital, the formation of a society of social justice, the deployment of numerous non-governmental organizations at the global and local levels. The bilingual model provides empowerment of social workers to study, do internships, work, borrow positive experiences, participate in international projects, and collaborate with professionals in their field from around the world.

ОТРАЖЕНИЕ ТАКСОНОМИИ СВЯЗЕЙ ПЕДАГОГИЧЕСКОЙ ТЕОРИИ И ПРАКТИКИ В ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКЕ БУДУЩЕГО УЧИТЕЛЯ

On the basis of the conducted histri-semantic and morphological analysis of the scientific concepts of modern pedagogy «method», «methodology», «methodology», «technique» and «technology» their correlation is considered in the article, which allows to expand the ideas about the relationship of pedagogical theory and pedagogical practice. The author proposes the idea of a taxonomic approach to establishing the structure and unity of the pedagogical theory and practice of organizing the educational process. The taxonomic units which pairwise establish the interrelation of pedagogical theory and practical pedagogical activity at different levels of hierarchical co-subordination are revealed. These include: methodology — technology; method — technique; method — method of creative self-realization of a teacher in professional activity. It is shown how the theoretical scientific preparedness of an educator is reflected in the teacher's mastery at different stages of its development. The possibilities of taking into account the hierarchical structure of interrelationships of pedagogical theory and pedagogical practice in perfecting the content and structure of general pedagogical training of a future teacher, expressed in the State educational standards of higher professional education in pedagogical specialties are revealed. The taxonomic model of the curriculum of teacher training, taking into account its hierarchical structure and level interrelationships of theoretical and practical professional training of a future teacher is proposed. The scientific conclusions of the article contributes to finding the keys to solving some of the methodological issues of modern pedagogy associated with the problems of development of the scientific apparatus of modern pedagogy, as well as contributing to the solution of problems associated with the practical organization of teacher training. The scientific article is addressed to scientific and practical workers of education, students of specialized secondary and higher educational institutions, all those interested in the modern problems of pedagogical science and educational practice.

FORMATION OF PROFESSIONAL CULTURE IN FUTURE SOCIAL WORKERS IN THE PROCESS OF PROFESSIONAL TRAINING

The research is devoted to the formation of professional culture in the future social workers in the process of professional training. Іn the work are revealed, the essence, peculiarities of content and structure of professional culture of social workers, criteria and indicators defining, the levels of formation are characterized. Professional culture in the social worker – is an individual integral characteristic of social work specialist personality, which is a set of professionally important knowledge, skills, values, moral and behavioral norms and professional outlook, based on a common personality culture, reflected in the work results and is a determining factor in achieving a high level of professionalism. The structure of the professional culture of the social worker includes: motivational-value, cognitive, communicative, organizational and behavioral components. There are criteria of the formation of professional culture - axiological, informational, interactive, organizational-activital, ethical. The pedagogical technology and pedagogical conditions for the formation of professional culture in the future social workers in the process of professional training have been created, theoretically substantiated and experimentally tested. Pedagogical technology is a specially organized system of pedagogical conditions, forms, methods and tools aimed at the formation of professional culture in future social workers in the process of professional training. Pedagogical technology provides: analysis of the curriculum, content of disciplines; selection of optimal forms and methods of training; increasing the share of independent work of students; intensification of practical professional training; attracting students to volunteer work; pedagogical diagnostics of the level of professional culture formation. The formation of professional culture in future social workers realizing with such a pedagogical conditions: promoting increased motivation for educational, cognitive and professional activities, the formation of professionally important values; updating the content of the training material; selection of optimal forms and methods of training; increasing the share of practical professional training, independent work of future social workers, attracting them to volunteer work.

Professional competence build-up among future teachers and teaching psychologists during professional training

This article deals with the specifics of practical professional training among future teachers and teaching psychologists. The said specialists receive professional training during practical studies. Recently the focus of attention shifted to justifying the contents of professional training which is conducive to the build-up of professional competences. Thusly, we deemed it rational to expose a number of issues and problems student cope with during work experience. We defined markers of professional competence build-up and presented the follow-up diagnostics results of the said practice.

Vectors of psychology development in the transitive period as a methodological basis for identifying trends in the development of psychological education

The author sticks to the opinion of psychological education quality dependence upon the methodological knowledge of psychology teachers who practice professional training as psychologists. In order to enrich their methodological knowledge sixteen vectors of modern psychology development are generalized. The resulting set is proposed to be considered as a methodological basis for identifying promising trends in the development of modern psychological education. Psychology in the transitive period is evidently qualified by the author as a transitive field of science, which has all the signs of transitivity. The author’s hypothesis about one of the possible ways to identify trends in the development of modern psychological education is proposed and justified. The author comments on two trends and three problems that are most important for the quality of psychological education. Author’s means for the solution of the discussed problems are offered here.

PHILOSOPHICAL FOUNDATION OF TEACHING AS A PROFESSION AND ITS IMPLICATION ON TEACHER EDUCATION

suggesting its implication on the program of teacher education in Indonesia. A history of teacher education is described in the first discussion to provide a background for the idea of teaching as professional occupation. The history of teacher education starting from Ducth colonial era until the Education Law on Teacher and Lecturer number 14 Year 2005 prevailed has a complex dynamic where teachers’ qualifications before the education law existed were various. The Education law makes teachers’ qualifications more homogenous where it states that a teacher needs to have a full bachelor degree (S1) or at least diploma IV. The demand of law is reasonable because teachers’ role and responsibility are very challenging. In accordance with this, the philosophical foundation of teaching as a profession is to achieve education missions to support existence of a modern and democratic country of Indonesia based on Pancasila. It means that teachers need to be competent enough to develop competences and mould character of students based on stated competence standards. Competent teachers have to be able to arrange instructional planning, to design instructional program, to manage instructional processes, to evaluate instructional processes and achievement, to diagnose learning difficulties, to encourage and to motivate learners. To be competent teachers, they need to accomplish three stages of teacher education and training, namely: 1) academic professional education; 2) professional education and training; 3) practical professional training.

Training for change.

General practice professional training has evolved over several decades. Currently it is well established that both recruitment to GP Specialty training and Certification of Completion of Training (CCT) require the doctor to demonstrate specified competencies respective to his career stage.1–3 The competencies are partially based around expectations of the working GP: the pressures he faces within the range of situations it can be expected he would normally find himself in, and the attributes needed to overcome these successfully and calmly. It is argued in this paper that the competencies have been defined on the grounds of the traditional expectations of GPs and general practice and that these competencies are in need of evaluation, revision and directed evolution in view of those changes which are imminently upon general practice. The validity of the current competencies is targeted at the generic GP and is in the main restricted to core competencies. However, a variety of different characteristics are needed by general practice to deliver its duties to the public. It is impossible for either the trainee or the established GP to be universally strong in all of these. These characteristics are a long list and include: the basic delivery of medicine, advocacy of general practice within the medical profession and to the wider public, leadership within both clinical …

Faculties of Education in Traditional Universities and Universities of the Third Age: A Partnership Model in Gerontagogy

This article discusses “Universities of the Third Age”, whose function is quite distinct from established universities' traditional role in teaching, research, and community services. Consequently, there is an urgent need to develop a model of partnership between traditional universities and Universities of the Third Age, ensuring better training for educators working with senior citizens. Determining the roles of teachers, supervisors, and students will facilitate greater cooperation, and allow for a linkage of Universities of the Third Age (U3A) with traditional faculties of education, as well as further refinement of the theoretical and practical professional training of future educators of older people.

Reflexões sobre uma experiência relativa à formação de dois terapeutas comportamentais

Um programa de estágio supervisionado baseado na literatura nacional sobre treinamento do terapeuta comportamental foi elaborado para o 5º ano do curso de Psicologia de uma universidade pública e aplicado a dois estagiários que apresentavam diferenças entre si, o que fez com que, em alguns aspectos, o procedimento desenvolvido fosse diferente com cada um deles. A experiência em supervisão de estágio permitiu a reflexão sobre variáveis relativas ao estagiário (conhecimento teórico na área, domínio de técnicas, características pessoais, motivação), ao supervisor (tipo de modelo, forma de escutar, forma de assistir, forma de dar feedback) e à situação de supervisão (didática, terapêutica), tópicos estes abordados na literatura sobre como deve ser o terapeuta, o supervisor e a situação de supervisão. A descrição de uma prática profissional tal como a desenvolvida aqui na área de formação em Psicologia Clínica Comportamental, permitiu levantar algumas questões que ainda não estão respondidas na literatura e que apontam para várias pesquisas na área.

England's Civic Universities and the Triumph of the Oxbridge Ideal

Within England's system of higher education, the role of Oxford and Cambridge as defining institutions is scarcely questioned. Whether viewed from a contemporary or a historical perspective, the dreaming spires of the nation's two oldest universities dominate the landscape. More than any comparable pair of institutions in the United States, they set the standards by which all other English universities are measured. According to many accounts of the development of higher education in England, one result of Oxbridge superiority has been a propensity toward “academic drift,” a process whereby newer and/or second-rank institutions copy the curriculum and academic style of elite institutions. England's civic universities appear to have been particularly guilty of this tendency. Established during the Victorian and Edwardian eras by the nation's larger provincial towns in order to meet local needs for higher education, they initially represented a distinct alternative to the ancient universities, not only in terms of their location and the socioeconomic composition of their student bodies but also in terms of mission. Nonetheless, according to many commentators, the civics eventually abandoned their aim of creating a new model for higher education in England which stressed scientific research, practical professional training, regional service, and more open access. Citing the rising proportion of arts graduates, especially during the two decades following World War I, along with increasing pressure to provide halls of residence, modern observers such as A. H. Halsey and Roy Lowe have concluded that the newer universities renounced their original ethos, attempting instead to replicate as much as possible of the Oxbridge ideal amid the smog and squalor of their urban, industrial settings.

Practical Professional Training through Internships

A summer program at the Naval Underwater Systems Center offers from two to four temporary positions each year, where graduate students in technical writing are introduced to a wide variety of assignments in technical communications. The program, now in its sixth year, provides practical professional training for technical writers and editors.