Professional Education Curricula Research Articles

INPUT EVALUATION IN THE IMPLEMENTATION OF THE IN-SERVICE TEACHER PROFESSIONAL EDUCATION CURRICULUM

One of the important processes in curriculum development is curriculum evaluation. Besides measuring the achievement of objectives, curriculum evaluation also aims to provide considerations and recommendations on whether a program should be improved, replaced, reduced, or added to. The purpose of this study is to determine the quality of inputs in the implementation of the In-Service Teacher Professional Education curriculum, particularly in the field of primary education at Indonesia University of Education located in West Java Province. This research is a qualitative evaluative study and employs the Stufflebeam evaluation model. The research primarily focuses on the input aspect, which is one of the components of the Stufflebeam evaluation framework (Context, Input, Process, and Product). Data collection methods used included interviews and observations. The input components examined include students and lecturers. Based on the conducted research, it can be concluded that the input aspect in the implementation of the In-Service Teacher Professional Education curriculum at Indonesia University of Education is aligned with the established criteria, but there are some recommendations to improve the deficiencies

Methodology of Preparing Future Specialists for Professional Activity Based on the Principles of Andragogy: An Example of Technical Professional Colleges Pupils

This article describes the methodology for preparing students of professional education in the technical direction for professional activities based on the principles of andragogy. The article provides an analysis of acmeology and akmeological approaches in pedagogical, psychological and philosophical terms. The model of preparation of future specialists for professional activities, as well as models of the innovative-acmeological environment of professional training are presented. In the akmeological assessment of professional activity of students of professional education, the SWOT analysis method was used, and a mathematical-statistical analysis was presented. Digressing from the problem, which is considered in this research, and its solution within acmeological approach, the aim of the study is to find its origins and determination of its role in the development of professional competence of future specialists during their studies in higher education institutions. Synthesizing knowledge of many sciences and applying main elements of modern approaches, the notion of “acmeological culture” presents more specific interpretation of the development of professionalism and professional competence. The purpose of the article is to develop the methodology of professional development of future specialists based on androgogical principles. As a task, to create the “Individual professional development program” module for the professional education curriculum and the implementation of innovative educational technologies in its teaching.

Exploration of Professional Labor Education in Vocational Colleges

Having both moral integrity and talent is an important goal of high-quality education in universities, and labor education should be integrated into the professional curriculum teaching system, with professional practice as the carrier, emphasizing the infiltration of labor consciousness, labor concepts, and labor spirit, promoting the construction of professional labor education curriculum system, and ultimately achieving the unity of knowledge and action. We should fully leverage the advantages of professional labor education, adhere to the principle of "cultivating morality and talents", implement collaborative education, and achieve explicit and implicit complementarity and integration between professional courses and labor education. Do a good job in top-level design, reflect course characteristics, stimulate students' sense of responsibility and responsibility, attach importance to teacher construction, improve course evaluation, and provide strong guarantees for creating an effective professional labor education curriculum system.

Examining the Influence of Technology Integration in Professional Education Curriculum

This research investigates the profound impact of technology integration within professional education curriculum, focusing on its implications for learning outcomes, technology utilization patterns, and variations across diverse professional fields. Leveraging a quantitative approach with a sample of 100 participants, the study unveils a significant positive correlation (p < 0.001) between the extent of technology usage and academic performance. Those who embraced technology achieved higher average grades and assessment scores, emphasizing the pivotal role of technology in cultivating dynamic and immersive learning environments. Learning Management Systems (LMS) emerged as a linchpin of modern education, enhancing content access and communication. The prevalence of interactive simulations and virtual labs further underscores technology's ability to augment experiential learning. While variations exist across professional fields, the study reaffirms technology's universal potential to benefit learners. Nevertheless, the research highlights challenges concerning digital distractions and the need for enhanced digital literacy support. Ensuring equitable access to technology remains imperative. This study contributes to the discourse on technology integration in education and calls for collaborative efforts among educators, institutions, and policymakers to harness its benefits effectively

Teacher Professional Education Curriculum Reconstruction (PPG) (An Overview of the Integration Between Nasr's Perennialism with Tri Education Center KH. Dewantara)

Along with the shift from the manual era to the digital era, it has an impact on the quality of learning, especially increasing teacher qualifications. Future teachers need more expertise than traditional learning. They not only have pedagogical abilities but also spiritual and moral characters. The government seeks to produce future teacher candidates through teacher professional training (PPG). From the observations related to the PPG curriculum, it shows unpreparedness. This can be seen through the PPG curriculum which is still the same as S-1 education. In fact, according to the KKNI, the profession has a higher level than S-1, so PPG must have a distinctive feature that distinguishes it from graduates of S-1 education. PPG should not only circumvent the pedagogical section as a characterization of PPG. Therefore, there are at least 6 things that need to be considered regarding the formation of future teacher candidates through the PPG program, namely, 1) the history of teacher formation in Indonesia, 2) the challenges of the times, 4) how to teach students, 5) reformulating the PPG curriculum according to needs. future, and 6) the urgency of the PPG Curriculum.
 Keywords: Pendidikan profesi guru, curriculum, future

Developing the Professional Education Curriculum in Secondary Education Courses System in the Kingdom of Saudi Arabia in the light of the Achieve the Requirements of the Kingdom vision 2030.

This study is extracted from thesis, aimed at developing a methodology for vocational education in secondary education, the curriculum system in the light of the systemic approach to achieve the requirements of the vision of the Kingdom of Saudi Arabia 2030, and the study sample consisted of (121) expert specialized in curricula in Saudi universities, and the researcher used the descriptive approach to achieve the goals of the study, using a tool The requirements of the professional education curriculum consisting of (71) words, and the results of the study reached the following: A. The appropriate parts to distribute the of professional education Curriculum requirements to achieve the requirements of the kingdom vision 2030 are the objectives, content, teaching methods and activities, the learning means and the assessment including 71 sentences. B. The availability of professional education curriculum requirements is in low degree against the objective of an arithmetic average of (2,19), the others are in average degree like the learning means (2,62), the content (2,64), the assessment (2,64), the activities (2,73) and the teaching methods (2,84). C. The significance degree of professional education curriculum requirements in developing the Curriculum is high for the parts such as the objectives (3,53), the assessment (3,63), the content (3,67), the activities (3,75), the learning means (3,67) then the teaching methods (3,78). D. The average degree of the continuous scenario on professional education requirements in developing the curriculum whereas the activities (1,34), the assessment (1,43), the learning means (1,51), the objectives (1,51), the content (1,52) but the teaching methods are in average degree in arithmetic average (1,61). E. The high degree of transformation scenario on professional education requirements in developing the curriculum whereas the content (1,68), the objectives (1,71), the learning methods (1,71), the teaching methods (1,86) but the assessment is with an average degree in arithmetic average (1,60).

Exploring Early-Career EFL Teachers’ Engagement in Professional Learning: Teaching Beliefs and Professional Values

While a number of studies focused on identity construction, teacher attrition, and lived experiences among early-career teachers, studies on early-career English as a Foreign Language (EFL) teachers’ professional practices for teacher learning remain underexplored. Using the United Kingdom Professional Standards Framework dimensions of professional practice as a framework and a narrative inquiry as a method, this study explores how early-career EFL teachers engaged in teacher learning through a reflective practice of their teaching beliefs, classroom practices, and professional values. Findings from the open-ended written interview questions and semi-structured individual interviews suggest that early-career EFL teachers’ experience and academic orientation influence their preconceived beliefs and professional values towards teaching. However, such beliefs and attitudes are negotiated and changed when teachers engage in teacher learning through a professional development program that provides them the space to reflect on who and what they are as teachers. This study has implications for early-career EFL teachers’ professional practices and language education curriculum programs.

How to Improve Entrepreneurship Education in "Double High-Level Plan" Higher Vocational Colleges in China.

Entrepreneurship education complements vocational education in helping students develop their career prospects. This empirical study comprehensively analyzed sample data of 13,885 students from 40 “Double High-level Plan” higher vocational colleges in China using robust standard error regression analysis and other methods. The results showed that Entrepreneurship Practice (EP), Entrepreneurship Curriculum (EC), and Integration of Entrepreneurship Education and Professional Education (IEEPE) have a significant positive effect on Entrepreneurship Education Performance (EEP), with EP being the most important factor. Furthermore, ascribed factors (gender, household registration, only child or not, whether parents have entrepreneurial experience) and self-achieved factors (double high-level type, school area, subject major, whether to accept social entrepreneurship education) were found to affect students' perception of investment in entrepreneurship education. The study summarizes the existing problems of entrepreneurship education in “Double High-level Plan” higher vocational colleges and proposes four suggestions: pursue the integrated development of entrepreneurship education and “Double High-level” construction, advance both theoretical education and practical education, promote digital reform of the “three teaches” (teachers, teaching materials, and teaching methods), and develop entrepreneurship education in a comprehensive and balanced manner. This has certain theoretical and practical significance for the improvement of entrepreneurship education in other developing countries.

Effectiveness of Superbrain Asana on the Academic Performance in Dental Students — An Interventional Study

<em>Superbrain asana</em> (SBA) is an ancient yogic exercise which is claimed to boost holistic well-being. It is established on the principles of subtle energy movement in the body and ear acupuncture. Proponents assert that this exercise improves cognition and academic performance. Our study aimed at assessing the effectiveness of SBA on the academic performance in dental students by comparison of the pre-intervention and post-intervention test scores. This interventional research had a pretest – posttest design and was conducted on 99 dental undergraduate students. SBA exercise was implemented for three months for six days in a week. Pre and post-intervention tests with multiple choice questions were administrated to the students without giving any prior intimation. The test scores were compared and the observations were subjected to statistical analysis. The data collected were analysed with the Wilcoxon signed-rank test of significance. It was found that there was a statistically significant increase in the median test scores after the intervention (p-value <0.001).With our study, we conclude that <em>Superbrain asana</em> intervention is highly effective in improving the academic performance of the dental students and it can be successfully incorporated into the professional education curriculum.

Development of a portfolio framework for implementation of an outcomes-based healthcare professional education curriculum using a modified e-Delphi method

BackgroundThe explicit declaration of Entrustable Professional Activities (EPA) and milestones are an essential component of a competency based medical education curricula. The present study attempts to develop a portfolio framework to document them for adaptation in any healthcare professional education curriculum development. MethodsA modified e-Delphi method was used after incorporation of a study group of medical education experts (MEDEX-G). Consensus was defined as 75% agreement. Both qualitative and quantitative data was collected and analysed to conduct three rounds of the Delphi. ResultsThe draft template was prepared by the core faculty of medical education centre. The final template was approved by the experts after 03 iterations of anonymous online voting and presentation of summary results by the moderator. The final template lists out the milestones of each EPA separately with provision for expected expertise and level, suggestive teaching learning activities and assessments, reflections by the students and feedback by facilitator for each EPA. ConclusionThe MEDEX-G consensus template is an important development to encourage the adoption of portfolios in a competency based medical education curriculum. It can be freely adopted by various healthcare professional education bodies in various disciplines.

Barriers to Scholarship Integration in Professional Athletic Training Programs and Resources Needed to Overcome Barriers: A Report from the Association for Athletic Training Education Research Network

Context Athletic training program administrators have identified that it is important to incorporate a scholarship component into professional education curricula. Objective Explore the barriers to implementing student scholarship in professional programs and identify resources necessary to overcome the barriers. Design Consensual qualitative research. Setting Individual teleconference interview. Patients or Other Participants A total of 17 program directors of professional programs was interviewed. Programs reported an average of 3 ± 1 core faculty supporting 37 ± 21 students, with 3 ± 2 faculty involved in scholarship activities of their students. Data saturation guided the number of participants. Data Collection and Analysis Interviews occurred using a semistructured interview guide. All interviews were recorded and transcribed verbatim. Data were analyzed by a 3 person research team and coded into themes and categories based on a consensus process. Credibility was established by using multiple researchers, an external auditor, and member checks. Results Two major themes emerged from the data: (1) current challenges and shortcomings and (2) resources and strategies needed to achieve scholarship. Participants noted a lack of research or scholarship culture at their current institution and a lack of faculty time and expertise to implement and guide research throughout the curriculum as current challenges. Participants further identified that a lack of clear expectations for how much scholarship was necessary and lack of buy-in from faculty, students, and preceptors made it difficult to implement scholarly projects in the curriculum. Necessary resources to overcome barriers included institutional support in the form of faculty release, support, training, or all of the aforementioned. Participants identified that collaborative research opportunities as well as publicly available examples of completed student scholarly activity would further guide them in overcoming the curricular challenge of implementing scholarship. Conclusions Internal institutional support, external peer collaboration, and public examples of success are necessary to overcome barriers to scholarship integration in professional athletic training curricula.

Application of Analytic Hierarchy Process in Classification Assessment of Professional Labor Education Curriculums

At present, China is attaching importance to the issue of labor education for students, upgrading the traditional "four education" to "five education", that is, adding labor education on the basis of morality, intelligence, physical education and beauty. The relevant colleges and universities in China are exploring how to carry out the teaching of vocational labor education. As a relevant university in the labor field, the school where the author works is also actively exploring various issues concerning professional labor education, including exploring the curriculum setting of professional labor education, the proportion of class hours of relevant courses, the content of relevant courses, and how to carry out professional intercommunication teaching with relevant majors. This paper systematically divides the professional labor education curriculums obtained from the conference and discussion held by the relevant professors in the author's school, it means that the professional labor education curriculums are graded. Then by adopting the combination of qualitative and quantitative analytic hierarchy process (AHP) combined with multiple expert assessment of classifying labor education curriculum evaluation and determine the weight of each course in the professional labor education courses. So as to determine the importance of professional labor education courses for professional labor education teaching, to provide theoretical support for the development of professional labor education courses in the country. At the same time, it also provides technical support for introducing professional labor education into safety engineering teaching. Through the research of this paper, it is found that the application course of professional labor education is the most important part of professional labor education curriculum, and the setting of such courses should be strengthened. Simultaneously, the thoughts of labor and thought, labor and law, labor and safety, labor and economy in professional labor education courses can be introduced into the teaching of safety engineering courses.

ОСНОВНЫЕ ПОДХОДЫ К РЕАЛИЗАЦИИ ФЕДЕРАЛЬНОГО ГОСУДАРСТВЕННОГО ОБРАЗОВАТЕЛЬНОГО СТАНДАРТА ВЫСШЕГО ОБРАЗОВАНИЯ ПОКОЛЕНИЯ 3++ ПО СПЕЦИАЛЬНОСТИ ПОЖАРНАЯ БЕЗОПАСНОСТЬ

Purpose. The article analyzes the normative documents of the Ministry of Education and Science and the Ministry of Labor, which underlie the development of the basic educational curriculum for the new Federal State Educational Standard 3 ++ majoring in 20.05.01 “Fire safety”. The types of professional activity in the specified specialty are considered, the range of tasks is outlined when introducing an independent assessment of qualifications into the institute system of specialists training. The principle has been determined, which, if not observed, will result in the unbalancing of specialist program. Methods. Theoretical level methods were used within the framework of the research, in particular, analysis, as well as methods of the empirical level – description, comparison and testing. Findings. The research resulted in the development of a scheme for a two-stage education system in the implementation of the Federal State Educational Standard of Higher Education 3 ++, and the direction of specialization for a specialist program has been determined as well. Research application field. The results obtained will help to further develop the main professional educational curricula of a specialist program in two areas, in which graduates will be equally in demand. Conclusions. Taking into account the above said, the study will progress in developing a separate specialist program, aimed at the needs of the labor market in the field of fire safety (engineering, preventive and managerial personnel of the services providing fire safety in an organization).

Applying Visual Research Methods in Pharmacy Education

Objective. To explore the use of a qualitative visual research method, analysis of Lifenets, to understand students' conceptions of their social and material worlds. Methods. The Lifenet View model and drawing exercise invites students to create a cognitive map of the self in social and material contexts. Ninety-five undergraduate students enrolled in an online undergraduate human development course created Lifenet drawings depicting their connections to people, places, and things at two points in time: the present and the distant future. They also wrote essays describing their drawings. Researchers used an inductive analytical process to identify patterns in the set of drawings, developing a coding taxonomy used to systematically analyze the data. Results. Results offered insights into participants' current self-perceptions and their expectations for the future. Analysis of Lifenets allowed researchers to document and gain insight into participants' perspectives on their current relationships, career aspirations, and assumptions about aging. While students often depicted strong ties to family, friends, and religious entities, few students expressed ties to the secular institutions that define civic and professional life. Conclusion. The Lifenet View exercise may provide instructors with a way to better understand students' social circumstances and to identify and address specific gaps in the professional education curriculum. Use of the Lifenet View exercise in the pharmacy curriculum could provide valuable opportunities for career exploration and expanded cultural awareness of self and others.

Susret muzičke pedagogije i psihologije muzike - prilog proučavanju savremenog stručnog muzičkog obrazovanja

This paper discusses the research of psychologists and pedagogues which are committed to issues of professional music education. The statement of Ksenija Radoš (2010) that the psychologist-researchers and music pedagogues pass each other on the same way, and that they go on parallel paths toward the same goals, encountering the same obstacles, and yet never really meet, is the starting point for the review of the relationship between these disciplines. as the first step of our research, the definition of a 'common way' is imposed, and then testing the connection of current issues of music education and music psychology. according to our understanding, there are several important reasons for the mentioned situation in music education: focusing music pedagogy on general music education and 'late' awakening of pedagogy of professional music education as a special scientific discipline; obsolescence of the curriculum of professional music education and insufficient cooperation between music pedagogues and psychologists-researchers. Interplay of these disciplines, implemented through the planned conducted research that focuses on the problems of professional music education, could be an important support for the development and improvement of specific areas of music pedagogy.

Implementación del enfoque de competencias en la formación de profesores de secundaria en Chile:

En América Latina, y particularmente en Chile, se observa que los currículos de formación profesional docente están siendo formulados según el modelo por competencias. El objetivo del estudio fue analizar las creencias y disposiciones de los formadores de profesores de matemáticas hacia el desarrollo y evaluación de competencias matemáticas específicas. Mediante una metodología mixta de profundización, se elaboró un cuestionario (validado por juicio de experto y prueba piloto) aplicado a una muestra censal de 56 formadores de 25 carreras de Pedagogía en Educación Media en Matemáticas de Chile, que estuvieran realizando docencia en cursos de primer año de la carrera. La reducción de categorías se realizó mediante el análisis factorial de correspondencias múltiples. Los resultados muestran que los formadores valoran positivamente el enfoque, no obstante, reconocen que la implementación de estrategias de evaluación desde esta mirada ha sido deficiente. Igualmente, ratifican la importancia de la coevaluación y autoevaluación como vías de regulación y autorregulación de los aprendizajes de los estudiantes. Por último, los participantes del estudio coinciden en que las asignaturas que integran saberes como álgebra, geometría, cálculo diferencial e integral, son las que más favorecen el desarrollo de competencias.

Conservatorios de música en España: De 6º curso de enseñanzas profesionales a 1º curso de enseñanzas superiores

La motivación del presente estudio nace de nuestra preocupación docente ante el estado actual de la relación entre el sistema de acceso a Enseñanzas Superiores de Música en nuestro país y su fase antecesora; las Enseñanzas Profesionales de Música. Este estudio aborda la falta de correspondencia curricular y competencial existente entre dichas enseñanzas, agravado además por la transferencia competencial autonómica de la legislación vigente en España, la cual genera mayor desigualdad geográfica. La realidad de un espacio superior artístico que oferta diferentes líneas de estudios en Grado (interpretación, pedagogía, jazz, música antigua, dirección, sonología, etc.) está siendo enfocada previamente mediante una línea única –interpretación- en las enseñanzas profesionales, que no necesariamente capacitan ni para las competencias requeridas en el acceso ni en el currículum. Como objetivo principal planteamos una diversificación en los itinerarios mediante el uso de metodologías y determinación competencial específica respetando el currículum actual de las enseñanzas profesionales.

The Blended Reflective Inquiry Educators Framework; origins, development and utilisation

Reflective practice is widely considered to be an integral part of contemporary pedagogical practice in higher education. The integration of reflection and reflective practice into professional education curricula in areas such as nursing, education and the social sciences, has coincided with an expansion of the reflective practice literature which continues to proliferate within a range of disciplinary fields. However, an interesting paradox is beginning to emerge whereby educators who are charged with developing students reflective ability are often required to do so in the absence of practical educator-focused frameworks and/or guidelines. The purpose of this paper is to contribute to the debate by presenting the ‘Blended Reflective Inquiry Educators Framework’ which is designed for educators who wish to support students to develop their reflective abilities and reflective capacity. This innovative framework was developed following a two stage action research study which was designed to investigate how registered nurses can be facilitated to develop reflective practice skills and abilities. The study resulted in the development of this innovative educator's framework which uses an inquiry based, blended learning approach, to facilitate reflective practice.

P065: Emergency department staff perceived need and preferred methods for communication skills training

Introduction: Burnout includes emotional exhaustion (EE), depersonalization (DP) and personal accomplishment (PA). Emergency Department (ED) staff have high levels of burnout that may be responsive to communication skills training. We surveyed ED staff perception of need and efficacy before and after an intervention using an established conflict resolution methodology. Methods: ED physicians, nurses and support staff were surveyed at two regional hospitals using the Maslach Burnout Inventory (MBI) and a communications questionnaire to establish the perceived need for communication skill training. Participants from one center were provided with a communications intervention (Crucial Conversations®, VitalSmarts®), and a refresher course 6-15 months later. The survey was then repeated at both sites and course participant feedback was elicited. Results: MBI results were high (mean EE = 25.25 (high > 25), 95% CI = 22.5-28; DP = 11.6 (high > 8), 95% CI = 10.1-13.2; PA = 35.85 (low <34), 95% CI = 34.3-37.4). Initially 82% of intervention and 77% of control site participants responded that “attending an educational session about ways to communicate better would help the participants at work”. Post intervention group responses to “The program will be helpful to me in communicating more effectively in my work environment” were: 75% “strongly agree” and 25% “agree”. No rating below “agree” was assigned by any of the participants. Participants preferred facilitated small group simulations and advocated for earlier career implementation. Conclusion: There was a perceived need for and impact from communication skills training for ED staff with high measured burnout. Training may be best implemented in small group simulated encounters and in health professional education curriculum or as part of work orientation.

Need for innovations and reforms in pedagogy paradigm for transforming health professional educatio

Health professionals are crucial elements of health systems which have a major impact on delivery of health outcomes. Efficient health professionals are a prerequisite to improve our health services. However, there has been a growing concern globally, about the mismatch of health professionals produced to the population needs and the need to bring reforms in health professional education. In the past, most attempts to revitalize health professional education have been restricted to changes in curriculum of health professional education, and the pedagogy techniques used remain more or less the same as used few decades ago. In view of the pressing need for changes in pedagogy techniques for health professional education; the present paper is an attempt to review the innovations and reforms in pedagogy in this field and suggest suitable recommendations. Currently, depending on the setting of the institutions where health professionals are trained, different pedagogical techniques are used and they can be categorized as Non IT & IT enabled techniques. Although a wide range of pedagogy techniques are available, a large component of teaching and assessment is by traditional methods and there is need to expand the scope of use of various pedagogy techniques and use appropriate mix and match of methods. To facilitate this, there needs to be systemic and strategic changes, to give opportunities to faculty to develop skills in innovative teaching and to provide learning environments conducive to transformative learning. Also, there is need to conduct research on the use and impact of effective pedagogical methods.