Level Of Professional Development Research Articles

Contemporary educational methods in periodontology.

The 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID-19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face-to-face (F2F) teaching and the move to student-centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels. Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated. The pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student-centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms. Live F2F teaching continues to be highly trusted; however, all types of student-centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

Preschool Institutions Offer Music Education and Musical Games

This issue focuses on an essential aspect of children's lives, specifically the musical games played by preschool-aged youngsters. This study examines the musical games implemented in our preschools. Several genres of music exist in our country, but due to factors such as the influence of other musical traditions, a high level of dedication, and the complexity involved in their creation, we primarily focus on their songs. The level of professional development among educators in our country has significantly improved. However, there are still notable deficiencies, particularly in what we can refer to as "techniques.". This refers to the modernization of equipment and facilities in preschool institutions. Additionally, there is a pressing need to enhance the proficiency of educators, particularly in playing musical instruments, especially children's instruments. Specifically, there is a need for educators to improve their skills at playing the piano, considering its significance and various musical aspects. In order to achieve further professional progress, it is necessary for the educator to consistently participate in the seminar until they have fulfilled the minimum requirements. As a result, elementary school children who participate in music education develop a strong and comprehensive musical foundation.

Teachers’ Perceived Level of Professional Development and Competencies in Handling Kindergarten Pupils: The Case of Public and Private Schools of Ozamis City Division

Despite the critical role of early childhood education and the unique challenges faced by kindergarten teachers, there exists a noticeable need for more specific professional development needs and competencies required for effective teaching. This study employed a descriptive-survey research method to determine the professional development needs and competencies of kindergarten teachers in public and private schools of the Ozamiz City Division. Findings revealed that the kindergarten teachers expressed a high level of perceived professional development needs and demonstrated a high level of competence in handling kindergarten classes. This emphasizes the dedication of teachers to ongoing growth and improvement within their field. However, there exist a significant differences on the perceived professional development needs and competencies in terms of gender. These indicated the necessity for professional development to enhance the skills of kindergarten teachers, particularly in addressing the differing competency needs of male and female pupils. Thus, continuous professional development is essential, especially for early childhood education, as teachers must effectively meet the needs of their students and provide quality education.

FORMATION OF LEADERSHIP QUALITIES IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN THE CONDITIONS OF AN INSTITUTION OF HIGHER EDUCATION

The research is conducted in the article and theoretical and practical analysis of the characteristics of leadership and the substantiation of the psychological and pedagogical conditions for the formation and development of leadership qualities in students in the process of professional training in a higher educational institution. An analysis of various approaches to the interpretation of the concepts of "leader", "leadership", "leadership in education", and "educational leadership" is proposed; Based on the various definitions analyzed, he identifies the signs of student leadership: initiative, contact, sensitivity, goodwill, broad social and intellectual horizons, willingness to help, etc. It is noted that the concept of leadership is considered by scientists in such aspects as leadership as a mechanism for introducing innovative changes, leadership as a model of personality formation, and leadership as the spiritual mission of an individual. The results of a study conducted among students of the first (bachelor's) level of higher education of specialty 013 "Primary Education", which was conducted to study the state of formation of leadership qualities. future primary school teachers are presented and characterized. Empirical studies have shown that students systematize all leadership qualities into the following groups: organizational, communicative, perceptual, creative, and self-regulatory. It is noted that confirmation of the qualities of a leader in future primary school teachers involves the creation of appropriate favorable conditions that ensure that students’ activities are focused on the development of leadership motivation. The article defines and characterizes the necessary psychological and pedagogical conditions: the formation of the motivational and value sphere of a future teacher education specialist for impact on the process of increasing the level of personal professional development within the limits of future professional activity; the readiness of the university’s scientific and teaching staff to work with potential leaders; formation of practical leadership experience in the conditions of educational applicants undergoing various types of teaching practice; development and implementation of training sessions in the educational process of professional training of future specialists.

PSYCHOLOGICAL TRAINING AS A TOOL FOR PROFESSIONAL RESOURCEFULNESS DEVELOPMENT OF FUTURE PSYCHOLOGISTS IN WAR CONDITIONS

The article explores the development of professional resourcefulness among future psychologists in the context of the Russian-Ukrainian war. Drawing on theoretical frameworks and empirical research, the authors identify the main components of professional resourcefulness, including emotional intelligence and its elements, constructive coping strategies, and self-assessment of the professional development level. They highlight the importance of developing these resources through psychological training, utilizing techniques from cognitive-behavioural therapy, positive psychology, practices of emotional self-regulation and mindfulness. The authors present a training program designed to activate and enhance these professional internal resources. This study explores the effectiveness of a training program among psychology students. A quantitative and qualitative analysis was conducted to evaluate the program's impact on participants. Results indicate significant improvements in coping strategies, emotional intelligence elements, and self-assessment of the professional development level and its components among participants. Notably, the training program demonstrated efficacy in providing psychoemotional support during societal crises and psychologically traumatic events. These findings underscore the importance of psychological training in the resource provision of the psychology students' professional development.

Level of Pedagogical Content Knowledge among Female New Science Teachers in light of Several Variables: A longitudinal Survey Study

The current study aimed to measure the level of Pedagogical content knowledge of female new science teachers during the academic year for three times, in light of a number of variables: institution of preparation, GPA, classes taught by the teacher, years of experience, and the level of professional development. A longitudinal descriptive survey was conducted with a sample of (38) female teachers. The data were collected through lesson plans content analysis, class observations and semi-structures interviews. The results showed a statistically significant change (p < 0.05) in the level of pedagogical content knowledge, but this change was curvilinear. Also, the results indicated that there was no statistically significant interaction (p < 0.05) for the change in the level of pedagogical content knowledge and all variables, except for the professional development level in favor of teachers with high professional development level. The study recommended the necessity of providing continuous support to the new teachers in the workplace environment, offering continuous professional development programs that meet the needs of new teachers during their early years of teaching.

Mentorship and Professional Development of Young Academic Staff in Some Selected Universities in North-West, Nigeria

This study sought to examine the relationship between mentorship and professional development of young academics staff in selected universities in Northwest, Nigeria. Using a quantitative approach, the study employed descriptive correlational design. The sample size of 185 respondents was used, which was selected using purposive sampling technique. The objectives were: to determine the level of mentorship; to determine the level of professional development of young academics; to examine the relationship between mentorship and professional development of young academics staff; and to examine the influence of mentorship on professional development of young academics in the selected universities. Data was collected using a questionnaire which validity and reliability were confirmed through computation of content validity index (CVI) and Cronbach Alpha test which were found to be 0.79 and 0.85 respectively. The quantitative data was analysed using mean, Pearson’s linear correlation coefficient and multiple regression analysis. The results revealed that the level of mentorship in the selected universities is good; the level of professional development is also good; the association between mentorship and professional development is positively significant; and mentorship is a significant predictor of professional development of young academic staff. The study concludes that professional development of young academics can be enhanced through mentor-mentee relationship. The study recommends among others, university managements should invest into mentoring programmes as a strategic priority for the development of quality human resource and capacity building needed for the achievement of their vision and mission.

Unethical Behaviors of School Principals According to Teachers' Views: Causes and Recommendations for Prevention

This study aims to reveal school principals’ unethical behaviours based on teachers’ perceptions within schools, to reveal the causes for these behaviours and recommendations to prevent them. An interpretive qualitative approach was applied. Data were gathered via face-to-face interviews conducted with 17 public school teachers in Kocaeli Province of Turkey. The data was examined through content analysis technique. The participants listed the unethical behaviours of school principals in seven different themes as discrimination, favouritism, violation of the rules of courtesy, misconduct, mobbing and pressure, neglect of duty, and other behaviours. The causes of unethical behaviours of school principals were stated as the factors related to administrative qualifications, personal factors, institutional factors, the factors related to teachers, and environmental factors. To prevent unethical behaviours of school principals, the participants suggested some training activities as post-graduate education in educational administration and psychological guidance to school principals. They also suggested some activities to increase the professional development levels and human relations competences of school principals. It was also recommended to make some legal regulations regarding the appointment, assignment issues, reward, rotation, and supervision of administrators. In addition to these suggestions, it was recommended to organize social activities for preventing unethical behaviours of school principals.Click or tap here to enter text.

The Practicing Degree of Primary Schools’ Principals in the North Region within the Green Line for Participative Leadership and its Relation to Professional Development of Teachers

The current study aimed to identify the degree of practicing participatory leadership among primary school principals in the northern region within the Green Line and its relationship to the professional growth of teachers. The correlational descriptive survey methodology was utilized, and two questionnaires to measure the practicing degree of participative leadership and level of professional development were used after assuring their validity and reliability. They were applied to a random sample of (375) principals and teachers. The results showed that the degree of participatory leadership practice was medium. The level of teachers' professional development was High, and there was a positive statistically significant correlation at the level of significance (α = 0.05) between the practice of participatory leadership and the professional growth of teachers. The study recommended encouraging school principals to practice leadership skills, applying participatory leadership, attaching greater importance to human relationships among principals and teachers.

THEORETICAL AND PRACTICAL ASPECTS OF EARLY CAREER GUIDANCE FOR PRESCHOOL CHILDREN

The article discusses such an urgent problem as professional work, it was at this stage that the theoretical foundations of vocational education were prepared in the world of professionals, which is known from individual labor activity. The author presented theoretical aspects traditional, practical and modern determined the level of professional development. Developed a set of ways and means to provide students with information about the concept of a profession. Conducting work to improve the quality of individual practical activities improving the professional competence of children of the older generation. Organizes special calls for personnel on the labor market as practitioners. Experienced work was carried out on the position of labor in nurseries, the competence of the profession. Comparative diagnostics were carried out with the two groups and the final results were obtained. There is a high demand for social, humanitarian, military, and Natural Sciences, which work in several directions. Keywords: profession, social, humanitarian, natural science, society, child, nursery Introduction.

Under the Background of Teacher Professional Certification, A Study on The Practical Practice Handbook of Students Majoring in Preschool Education in Colleges and Universities: A Case Study of A Normal College in Inner Mongolia

In bachelor degree education, the practical handbook of teaching practicum is an important guide to providing the evaluation standard for the outcomes of students. Under the background of nationwide teacher certification, the new requirements are set for the teaching practicum courses for training teachers in universities and colleges. It is necessary for colleges and universities to examine the problems existing in the current educational practice courses and establish the handbook of teaching practicum to be the guidance and evaluation of the outcomes of students’ learning based on the teaching practicum courses, helping the students achieve the expectations of the learning outcomes. With the construction of the practical handbook, the curriculum design and implementation can be the feedback to the evaluation of the practicum courses and then promote the quality of practicum courses in preschool bachelor degrees. Students majoring in preschool education can improve their professional development level in the teaching practice of preschool education, which is very important to improve the quality of preschool education.

Управление профессиональным развитием педагогов средствами конкурсов профессиональных достижений

The article analyzes modern approaches to managing the professional development of teachers by means of professional achievement competitions.
 The aim of the study is the theoretical substantiation, implementation and experimental verification of the model for managing the professional development of teachers through professional achievement competitions.
 The article describes the results of a study of the level of professional development of teachers using diagnostic methods "Assessing the level of teacher readiness for development" by V.I. Zvereva and N.V. Nemova, "Methodology for determining the level of self-development and professional and pedagogical activity" L.N. Berezhnova, "Methodology for assessing the basic competencies of a teacher" L.A. Adambayeva.
 The organizational and pedagogical conditions for managing the professional development of teachers by means of professional achievement competitions are presented: organization of advisory and methodological support for teachers in the process of preparing and participating in professional achievement competitions; creation of a system of moral and material incentives for teaching staff based on the results of participation in competitive events; organization of effective cooperative interaction between teachers - participants in competitions on the basis of an educational organization; creation of a "School of Personal Growth" for teachers participating in competitions of pedagogical achievements.

A Study on Role Orientation and Professional Development of Early Childhood Teachers in Preschool Education in the Context of Big Data

Abstract This research delves into how early childhood teachers’ understanding of their roles impacts their professional advancement, essential for developing and nurturing children. We gathered data from six kindergartens in G city, employing a multiple linear regression model to scrutinize factors influencing this relationship. Our approach involved separate hypothesis formulation and model building, complemented by validity checks via endogeneity and robustness tests using advanced statistical methods. The analysis highlighted the importance of teachers’ emotional connection to their work, with a notable regression coefficient of 0.403. It demonstrated that enhancing core literacy by 1% leads to a 0.154% increase in professional development levels. The findings advocate focusing on emotional engagement and core skills to foster excellence in early childhood education.

사회복지기관의 학습지원환경이 주관적 조직성과에 미치는 영향: 중간관리자 보수교육 경험의 학습전이 매개효과를 중심으로

This study viewed continuing education for social workers as an axis of ‘Strategic Human Resources Management’ at the organizational level beyond the level of professional improvement and qualification development, and focused on the learning support environment and educational effectiveness. Therefore, the purpose of this study is to investigate whether the learning support environment affect s organizational performance among middle managers of social service organizations and to verify the mediating effect of learning transfer in continuing education experience. The data for analysis are the results of an online survey conducted in 2022 among middle managers with more than 5 years of experience at social service organizations who completed continuing education for social workers in the Seoul Metropolitan City area. Data from a total of 325 respondents were used in the final analysis. The respondents' level of awareness of the learning support environment was confirmed to be an average of 3.60 points on a 5-point scale, and learning transfer was confirmed to be an average of 3.69 points. As a result of multiple regression analysis, first, the independent variable, learning support environment characteristics, was found to have a significant impact on subjective organizational performance. Second, in the relationship between learning support environment characteristics and subjective organizational performance, it was confirmed that far transfer, among the sub-dimensions that constitute learning transfer, showed a partial mediating effect. The above research results are not significantly different from them for for-profit corporate organizations. In the end, it shows that the learning support environment in continuing education is important in addition to the educational content and ultimately affects organizational performance. As found in for-profit corporate organizations, this suggests that there is a need to reexamine the meaning and importance of continuing education in the social service field at the level of strategic human resource management.

Внутрішні чинники стресостійкості як складові професійної ресурсності майбутніх психологів

The proposed article analyzes a part of the dissertation research results on the psychological features of resource provision for future psychologists' professional development, specifically the role of internal stress resistance (resilience) factors in the professional resourcefulness of higher education psychology students. These factors encompass constructive coping strategies as behavioural techniques for stress management, psyche’s defence mechanisms as their foundation, and the unconscious basis of overall personal resilience and tolerance to uncertainty. In the current context of traumatic and crisis events in Ukraine, there is a growing priority for cultivating resilience and resistance to traumatic events, behavioural flexibility, and adaptability among the population. These individual-psychological traits are especially crucial for professionals in socionomic fields, particularly consultant psychologists. The professional effectiveness of these experts will depend on the formation and development of these dispositions, hence they have been incorporated into the structure of the future psychologists’ professional resourcefulness. According to the theoretical model of our research, the central characteristic of this structure is the self-assessment of the professional development level. The interconnections of resilience internal factors with this self-assessment were examined through a mathematical-statistical analysis of the results. The study was conducted on the basis of two higher education institutions – Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University and Khmelnytskyi National University. It involved 197 psychology students from the 2nd to 4th year of the bachelor's degree program and the 1st year of the master's degree program. Based on the results of the empirical research, in particular the factor analysis, we determined that the most significant internal factors of stress resistance in the professional resourcefulness structure of future psychologists are constructive coping strategies "positive reinterpretation and growth", "active coping" and "planning". Additionally, the psyche’s defense mechanism of "intellectualization" was also found to be significant.

Using an extended professional project to develop professional skills among rural South African accounting students

ABSTRACT This study examines urban and rural South African accounting students’ perceptions of their professional skills development through participation in an extended professional project (hereafter ‘project’). We find students from the rural-based institutions perceived higher levels of professional skills development than their urban-based counterparts. We argue that this reflects rural students’ hitherto limited exposure to professional role models or their ways of working. This study highlights the significant benefit of using projects to foster professional skills development. Furthermore, this study underscores the need for co-designed projects between institutions (urban and rural) and industry connections to foster greater access to quality education for rural-based students.

STRATEGIC MANAGEMENT OF PUBLIC SERVICE PERSONNEL IN THE CONTEXT OF EUROPEAN INTEGRATION

The article is devoted to the study of strategic aspects of human resources management in the context of European integration. The study focuses on innovative approaches to human resources management that will help to increase its efficiency and compliance with European standards. In particular, the need for staff development and the introduction of digital technologies in HR is discussed. The key aspects of HRM standards in the public service in the European Union that can be revealed through the career model, gender approach and their integration into policies and programs are considered. The paper notes that Ukraine, as a candidate for EU accession, should implement European standards of public administration. In particular, this means that Ukrainian civil servants must understand the approaches and procedures of the EU supranational bodies, have in-depth knowledge of EU law in their field, and manage the full cycle of its implementation - analyze inconsistencies, develop changes with an impact assessment, consult with key stakeholders, develop the necessary legislation, apply project management for its implementation after adoption, and assess its impact during implementation. Among the hard skills for Ukrainian civil servants, knowledge of English and other EU languages is important, and among the soft skills, it is important to have a "customer focus" in their professional activities. The article notes that the public service HR management strategy should be developed on the basis of the public service strategy, taking into account the analysis of the current situation, when formulating the objectives of HR policy and specific measures and recommendations of experts. This process is cyclical and dynamic, since the HRM strategy should be in line with changes in policy, legislation and social requirements. The article determines that European standards of HR management in the public service may differ from Ukrainian standards in terms of the level of professional training and development of personnel, their ethical behavior, transparency and openness of procedures, as well as the system of evaluation and incentives.

Exploring the relationship between teacher job satisfaction and professional development in urban schools during a pandemic

<span lang="EN-US">Job satisfaction and professional development are the talks of teachers in facing the challenges of 21st-century learning, where they must be able to adapt to the progress and development of information and communication in technology. Therefore, this article aims to analyze teacher job satisfaction, professional development, and the interaction between the two during the pandemic. A total of 232 public and private school teachers in urban areas were used as research samples. The sampling technique used a random technique. The research used an instrument developed and validated, then distributed through the principal and school supervisor, and the data were analyzed using the correlation technique. During the pandemic, the results revealed a high level of job satisfaction for state Islamic school teachers and a low level of job satisfaction for private Islamic school teachers, as well as a high level of professional development in both public and private Islamic schools and a moderate positive correlation between teacher job satisfaction and professional development in urban schools. Therefore, teachers should develop and carry out professional development in facing the challenges of 21st-century learning.</span>

Ways to implement higher education strategies as a factor in the formation of student’s professional orientations

In the realities of modern Russian society, the question arises of the relevance of a particular profession, a set of knowledge, skills, which is given in educational institutions of higher education, or as it is commonly called now, a set of competencies or competency maps of a future employee. Therefore, the agenda raises the question of how the current education system is currently ready to implement this practice. Or the level of professional development and competence is now more dependent on the personal perceived quality of life of the individual, his cultural capital, and all the symbolic accumulated capital is secondary. Here the question arises of the public recognition of this or that profession, this or that institution of education.The article discusses approaches to understanding the profession and professional choice in domestic and foreign scientific thought. The key issues of the study of professional strategies and professional choice are presented in a historical retrospective.As an empirical basis for the study of this article, students of leading educational institutions of higher education, who have been assigned a special status through the establishment of a specific legal status and educational activity, will be considered — the Federal state budgetary educational institution of higher education “Moscow State University named after M.V. Lomonosov” and the Federal state budgetary educational institution of higher education “St. Petersburg State University”. Based on the empirical data of a sociological study conducted in February 2023, the article analyzes the strategies of universities in terms of the production of knowledge (through the exchange of scientific and teaching staff, scientific events, additional training programs) for the professional self-determination of a student (through his desire to work in this profession and desire to continue their education in this profession).

A Study on the Correlation Between Higher Education Quality Assessment and Teacher Professional Development

This article explores the correlation between higher education quality assessment and teacher professional development. Teachers are the most important resource and supporting force in higher education, and their professional abilities and development level directly affect students’ learning outcomes and educational quality. The quality assessment of higher education plays a guiding role in the professional development of teachers, while the professional development of teachers plays a guarantee role in the quality assessment of higher education. At the same time, there is a mutually promoting relationship between higher education quality assessment and teacher professional development, forming a virtuous cycle that jointly promotes the continuous improvement of higher education quality.