Professional Formation Research Articles

A FORMAÇÃO CONTINUADA PEDAGÓGICA NA DOCÊNCIA DO ENSINO SUPERIOR: REFLEXÕES SOBRE O LUGAR DOS FACILITADORES NA EDUCAÇÃO A DISTÂNCIA

ABSTRACT: In recent decades, there has been an expansion in access to higher education in Brazil. The high demand for distance learning undergraduate courses highlights new ways of accessing higher education and new institutional arrangements in teaching and learning processes. In the context of distance education, the pedagogical work carried out by facilitators becomes important in the students' learning process. This study aims to analyze the perceptions of facilitators about the pedagogical experiences lived in the continuing education of higher education teachers at Virtual University of the State of São Paulo (UNIVESP). The research is qualitative and used a virtual questionnaire for data collection during the first semester of 2023. The research participants recognize the experience of being a facilitator as important in their professional formation, but perceive the practice as an ambiguous task due to the combination of teaching and non-teaching functions. Regarding the training course undertaken by the facilitators, some see it as an initial approach to pedagogical work. For others, the training is merely a source of income. Other facilitators view the training as an important pedagogical experience in their career but point out limitations. Thus, there is a complexity in the facilitator's role, and the existing difficulties in pedagogical practice demand greater recognition of these facilitators' pedagogical work.

Methodological Principles of Teaching Drawing in the Process of Preparing an Animation and Computer Graphics Artist

The subject of the study is the fundamental methodological principles of teaching students graphics, animation and computer graphics artist by the Department of Graphic Art and Communicative Design of the Institute of Media Communications, Media Technologies and Design: the principle of step-by-step creation of a drawing, its implementation from integral to elementary and vice versa, the principle of structural analysis of the transfer of form in drawing, active methods of attracting to strengthening mental activity, manifestation of creativity; in-depth study of the depicted nature; the use of visualization, problem statement, systematic organization of full-scale productions, joint discussions of completed works, comments of the teacher, spatial thinking, compositional construction; independent work. Purpose of the study is the application of methodological principles in working with students. Methods of the study are scientific, historical experience of development, application of methodological principles. Results of the study: the methodological principles of teaching drawing are partially implemented in the course of training an animation and computer graphics artist. Some shortcomings in working with applicants and first-year students have been identified. Not all stages of training of students from applicants to the last courses, their professional formation in the field of drawing are considered yet. The scope of application of the results: students of the field of training graphics, animation and computer graphics artist. The novelty is that these principles are applied specifically to this field of study. Conclusions: The methodological principles of teaching drawing for university students are investigated. The necessary methods and methods of education are highlighted. The necessity to trace the application of these principles from the first course to the last is revealed.

Оценочная функция эмоционально-эстетического компонента личности студента

We consider modern approaches to determining the evaluative side of the emotional and aesthetic component in a modern personality. The interrelation of the emotional and aesthetic parts as dynamic and meaningful components is revealed. The defined structure of the emotional and aesthetic component of personality is multilevel, multifaceted and multifunctional. Based on the many components of the emotional and aesthetic component of the personality, a system of criteria for evaluating the attitude of a person to people and business is eventually formed. Emotional and aesthetic development, providing a conscious, sensual perception of the surrounding reality by a person, forms the moral basis of views and beliefs, provides the opportunity for full-fledged productive interaction, cooperation, communication in collective creativity and various life situations. The level of emotional and aesthetic development of a personality is determined by objective socio-pedagogical and subjective psychological and physiological factors. To unite the team and coordinate the dance group, it is desirable to align it to a socially approved one. In most cases, the level of emotional and aesthetic development of a person is subject to correction, which is possible in the process of collective forms of education that contribute to changing the attitude of a person to creativity, the educational process, self-development and professional formation. The highlighted main components of the evaluation function of the emotional and aesthetic component of the personality can be formed during the educational process of students of the choreographic department and contribute to its effectiveness. As the most effective we consider an open discussion, implemented through the use of communicative skills in accordance with the emotional and aesthetic requirements of the culture of communication, as well as collective versatile creativity with the distribution of role functionality.

The Linguistic Background of the Modern Process of Educating Future Teachers

The author makes an attempt of sociocultural and sociolinguistic analysis of how the content of everyday speech and quasi-professional speech background affects the educational process in higher education for future teachers. The negative influence of obscene vocabulary in students’ everyday speech and foreign language borrowings in the vocabulary of the educational process on the professional formation of future teachers was revealed. The scientific novelty of the study lies in the fact that it is proved that the linguistic background of modern everyday and quasi-professional speech heard by modern students does not stipulate their future professional formation. In this regard, the counteraction to profanity and unjustified foreign language borrowings in the teaching process of pedagogical universities should be considered not in the general pedagogical context and not in the context of the formation of «flexible competences», but as a task to form professionally necessary pedagogical qualities.

The Role of Social Sciences in Dentistry Undergraduate Courses: A Case Report from Brazil

In this article, we present an analysis of the contribution of social sciences to teaching undergraduate dentistry courses. Based on a literary review of the influence of behavioral and social sciences on oral health research and a case report from a public university in Porto Alegre, Brazil, I propose to consider the interface between health and social sciences, presenting some of our contributions to the training process of undergraduate students at the Federal University of Rio Grande do Sul. Introductory social sciences classes have been incorporated into various healthcare faculties, such as nutrition, dentistry, physiotherapy, medicine, obstetrics, and nursing. The acknowledgment of the importance of social sciences to the formation of health care professionals is reflected in the introduction in the curriculum of topics such as human rights, ethics in the relation of professionals and patients, as well as the challenges presented by social inequalities and the humanistic perspective of integral attention. In this sense, social sciences present undergraduates with a privileged perspective to the understanding of the patient both as a subject of rights, situated in a social, cultural, economic, and political context, and as a critical interpreter and agent of his own body, capable of recognizing and identifying illness processes, choosing, and attending therapy protocols and, therefore, capable of contributing to the continuity as well as transformation of healthcare practices. The inclusion of social sciences classes in undergraduate dentistry courses has given students an invaluable perspective on patients as individuals with rights situated within a social, cultural, economic, and political context. This understanding enables students to identify and tackle social inequalities, maintain ethical standards in their professional practice, and offer holistic care when training in programs integrated into the Brazilian Unified Health System. In addition, social sciences classes equip students with critical thinking skills that enable them to analyze and interpret patient experiences, make informed decisions regarding treatment protocols, and contribute to better treatment adherence, prevention practices, and therapy continuity.

Sacrifice as a Part of Medical Education: A Reflection on the COVID-19 Pandemic.

The COVID-19 pandemic demanded significant sacrifices from medical learners. We examine the meaning of sacrifice and frame it as a "side effect" of being dedicated to the good of the patient. We contend that sacrifice has played a central role in medicine, even before the pandemic, for professionals and learners alike. We identify three limits to the role of sacrifice in medical education and practice to separate healthy from harmful experiences of sacrifice. Developing an understanding of sacrifice in medical education and practice can help trainees and clinicians know when to marshal resilient responses to healthy sacrifices and reject harmful sacrifices encountered. Maintaining this balance requires a broader reflection on the nature of medical schools and their ability to support virtuous professional identity formation.

ормирование профессиональной компетентности курсантов образовательных организаций МВД России посредством работы в юридической клинике

The research considers the peculiarities of professional competence formation among employees of the internal affairs bodies of the Russian Federation in educational organizations of the Ministry of Internal Affairs of Russia. The research methodology includes the analysis of scientific literature, normative legal acts, induction, deduction and other general scientific methods of cognition. In modern conditions, employees of internal affairs agencies face a wide range of tasks that require not only deep knowledge and professional skills, but also the ability to critically analyze, effectively interact with citizens and apply legal norms. The existing system of professional training in educational organizations of the Ministry of Internal Affairs of Russia has specific features, such as closeness, combination of academic and official activities, which limits the possibilities of cadets and trainees to gain practical experience in interacting with citizens. The integration of legal clinics into the educational process makes it possible to overcome these limitations by providing students with the opportunity to directly participate in the provision of free legal assistance and legal education of the population. This helps to develop the necessary professional competencies and improve the quality of training for internal affairs agencies. The research presents a list of competencies formed by cadets and trainees in the process of working in legal clinics, based on the analysis of which a conclusion is made about the possible usefulness of using legal clinics in the pedagogical process of educational organizations of the Ministry of Internal Affairs of Russia.

Fostering Professional Identity Formation and Motivation for Joining Nursing and Midwifery Programmes among Undergraduate Nursing/Midwifery Students and Recent Graduates in Uganda.

Introduction: The development of a strong professional identity is influenced by the motivation behind enrolling in a nursing or midwifery programme. Professional identity is a driving force that sustains the commitment of nurses and midwives to nursing/midwifery and their dedication to the well‑being of those they serve. This study evaluated Ugandan students' reasons for enrolling in nursing and midwifery programmes. Furthermore, we investigated the nurse/midwifery practices that support professional identity creation in recent graduates and undergraduate nursing/midwifery students. Methods: A mixed‑method research approach was employed amongst nursing/midwifery students of Makerere University and Mbarara University of Science and Technology and recent nursing/midwifery graduates from Mulago National and Mbarara Regional referral hospitals. We collected quantitative data from 173 participants, and for qualitative data, we conducted six focus group discussions among recent graduates and students of nursing/midwifery. We used descriptive statistics and thematic analysis to analyse the quantitative and qualitative data. Results: Nearly all - 95.4% (165/173) - of the participants were motivated to undertake nursing/midwifery as their programme of study, and 94.2% (163/173) participants identified as nurses/midwives, all with an average score above 3. They also strongly agreed that they took up the programmes because they wanted to learn new things [111/173 (64.2%)] and considered nurses' groups important [68.8% (119/173)]. Participants proposed measures to promote the formation of professional identity among students and graduates, including the improvement of clinical education, the phasing out of certain levels of practice, the empowerment and embedding of ethical principles, recognition and motivation, mentorship, leadership, career guidance and the inclusion of men and challenging of gender stereotypes. Conclusion: Participants were motivated to work in nursing. The ways to promote professional identity included the improvement of clinical education, the phasing out of certain levels of practice, the empowerment and instillation of ethical principles, recognition and motivation, mentorship, leadership, career guidance and male inclusiveness and the challenging of gender stereotypes. Nursing and midwifery leadership needs to provide guidance, mentorship and empowerment; challenge gender stereotypes in nursing/midwifery practice; and give support while advocating for ethical practice.

The role of employability capitals in supporting nutrition science graduate outcomes: an international qualitative study.

The study sought to explore nutrition graduates' employability and role of employability capitals in supporting nutrition science graduate outcomes. In-depth semi-structured, audio-recorded interviews were conducted with nutrition graduates who had completed a nutrition science degree between 2015 and 2021. Interpretivism guided this study, which endeavoured to co-construct meaning with participants. Transcribed interviews were thematically analysed, whereby data were coded, themes identified and discussed by all authors. The data were further mapped against the graduate capital model (GCM) by deductively coding against the five graduate capitals (human, identity, social, psychological and cultural). Ireland and Australia. Forty-two nutrition graduates from across nine universities in Ireland and twenty-two from a single university programme in Australia. All elements of the GCM were identified with human, social and identity capital most dominant and identified as significantly influential on employability. Presence or absence of these capitals could be clearly identified within each graduates' experience. Formation of professional identity and connection to the profession was strongest amongst Irish graduates. However, more than half of the Australian cohort perceived barriers to professional identity formation, including lack of regulation, imposter syndrome, presence of non-qualified individuals and comparison to dietetics. Both psychological and cultural capitals were rarely spoken about. The development of human, social and identity capital is observed among nutrition science graduates. Further investigation is required to enhance the process of identity development and ascertain potential remedies for obstacles. The absence of psychological and cultural capital, therefore, poses a significant issue for the resilience and comprehension of prospective graduates.

Features of professional competence formation of future specialists in the course of studying the educational component "Agrochemistry"

Features of professional competence formation of future specialists in the course of studying the educational component "Agrochemistry"

Missing the Wood for the Trees: How Indian Legal Education Fails to Deliver the Professional Lawyer?

In this work, we compare the Indian and American legal education systems, to argue that the former lacks the toolkit to impart professionalism among its graduates. ‘Professionalism’ in American literature means the internalization of legal skills along with values of public service. The formation of these cognitive attributes through law school and formative years is known as ‘professional identity formation’. We refer to the American discourse of professionalism and argue that Indian legal education should switch to the American Bar Association output-based model, thereby creating a clear goal but flexible pathways, allowing for faculty-led innovation in courses, curricula and pedagogy. We also underline other aspects of Indian legal education like faculty shortages and barriers between academia and profession as causative factors preventing the growth of professionalism in law graduates, which may eventually disadvantage them in the global workplace. We call for reform and discourse of the basic attitudes of the Bar Council of India and the legal educators.

Изменение имиджа профессии педагогического работника в условиях трансформации современного образовательного пространства

The article analyses the situation concerning the transformation of the teacher’s status under modern conditions. Changes associated with reconsidering the value of education as a whole place the status of the teacher in a contradictory position. On the one hand, the long-term conditions of the pandemic have demonstrated the need to create a new methodological system for all forms of education, thereby providing new requirements to the personality and professional level of the teacher. On the other hand, the personnel shortage of teaching staff limits the process of adopting the system of a new personality meeting modern educational challenges and demands. At the same time, scientific discussions remain valid about what exactly a modern teacher should be like so that his image, students and parents’ trust begin growing. Today, image is becoming the main attribute of social and professional relations. In pedagogical activity, the processes of creating a professional image, which consists of individual’s assimilation and reproduction of social experience, are becoming increasingly relevant. Connected with the rethinking of the processes of professional self-determination and formation, there is a need to analyze professional competencies in the context of training a future teacher. In many ways, the professional activity of a teacher involves constructive interaction with the subjects of the educational process: with colleagues, students and their parents. The way interactions are built and contacts are established let us make conclusions about the professional qualities of a teacher. Ushinsky: «The teacher is a key figure in the reform of education, in the matter of teaching and upbringing, nothing can be improved in the entire school business without bypassing the head of the teacher» [Egorychev, 1993. P.79]. At the same time, along with classical criteria, the image of a modern teacher is also determined by compliance with new requirements, namely, the presence of emotional intelligence and its correct projection onto students, taking into account their requests and social needs. It is advisable to lay the vector at the stage of mastering higher pedagogical education, systematically changing educational programs of training future teachers. The paper reveals issues related to the image characteristics of the status of a modern teacher, based on empirical assessments of the main subjects of the educational process. The promise of scientific understanding of the issue is noted, along with growing interest in the search for optimal mechanisms aimed at increasing the role and significance of the teaching profession under modern conditions.

Considering Medical Professionalism from the Standpoint of Pharmacy Education

Worldwide interest in teaching medical professionalism has increased drastically over the past two decades and is recognized as an important core competency. It is also essential in pharmacy education. However, there is no single definition of medical professionalism owing to its multifaceted nature, leading to difficulty in understanding it. The foundational concept of professionalism are the social contract and accountability, which describe the relationship between the profession and the society which it serves. Profession must understand expectations from the society, which is trustworthy, assures competence, and devoted to the public good for the contract based on their mutual trust. In "teaching," three basic educational actions ("setting expectations," "providing experiences," and "evaluating outcomes") are required. There are two learning goals of professionalism education: the minimum goal of not doing unprofessional acts and the aspirational goal of pursuing a higher level of interiorized professionalism which leads to the professional identity formation. The true professionals are "reflective practitioners," who have the ability to manage ambiguous problems using their interiorized professionalism in complicated situations. Therefore, reflection is one of the central concepts of professionalism education. The Professionalism Mini-Evaluation Exercise (P-MEX), an observational tool to evaluate medical professionalism, has some favorable aspects; the Japanese version is available and is a guide to specific actions for professionalism through its items, although some cautions must be exercised when using it. Considering that teaching professionalism includes not only formal but informal and hidden curricula, all of the staff in the educational environments should consider professionalism education by understanding professionalism.

EXPERIMENTAL STUDY OF THE EFFECTIVENESS OF CLIL TECHNOLOGY IN TEACHING RUSSIAN LANGUAGE TO FOREIGN MEDICAL STUDENTS (LEVEL B2)

The article deals with the problems of teaching Russian language to foreign students in Russian medical universities. The advantages of the professionally oriented model of teaching Russian as a foreign language (RFL) using CLIL technology are considered. The article presents the results of the methodological experiment, which involved 18 foreign medical students studying in the specialty program (level B2). The aim of the experiment is to test the effectiveness of CLIL technology in teaching Russian to foreign medical students. On the basis of analyzing the results of input and final testing, the levels of professional competence formation in students of the experimental and control groups are compared. It is proved that the introduction of CLIL technology helps to improve the level of proficiency in Russian for special purposes and lays a solid foundation for further professional training.

Kindergarten Teachers’ Identity and Their Professional Identity Formation in the Central Region of Ghana

Kindergarten Teachers’ Identity and Their Professional Identity Formation in the Central Region of Ghana

Soviet Financier and Diplomat Oswald Pliche

The publication is a historical and biographical study dedicated to Oswald Yuryevich Pliche, a revolutionary figure, a Bolshevik with pre-revolutionary experience, a high-ranking Soviet functionary and author of memoirs. Being an ideological, responsible and purposeful manager, this person devoted about 40 years of continuous financial, economic, diplomatic and banking apparatus work, interacting, among other things, with the first persons of the country. The professional and personal formation of the hero of the publication took place in Omsk in the conditions of the Russian Revolution. The anthropological approach, the theory of social adaptation, historical-biographical and problem-chronological methods became the main ones in the preparation of the work, defining its genre and nature of presentation. The connection of the considered subject of the article with the general historiography of the problem is given. The basis for the preparation of the study was unpublished historical sources — mainly ego-documents (questionnaires, autobiographies, memoirs). They are permanently stored in the funds of the State Archive of the Russian Federation, the Russian State Archive of Economics, and the Historical Archive of the Omsk Region. Published materials and periodicals played a supporting role in the study. Thanks to the described complex of sources, the complex biography of O. Yu. Pliche has been reconstructed with the greatest possible degree of detail. In the final part of the work, a number of debatable aspects are outlined, affecting the scenario of successful social adaptation of the hero of the publication to the conditions of state and political cataclysms, his use of this environment for professional development and intensive self-realization, information potentials of the memoir heritage of O. Yu. Pliche.

To the Issues of University Students’ Professional Worldview Formation in the International Relations Specialty in a Foreign Language Course

To the Issues of University Students’ Professional Worldview Formation in the International Relations Specialty in a Foreign Language Course

Development and implementation of digital peer mentoring in small groups for first-year medical students.

Mentoring has become an important educational strategy in medical training. Peer mentoring (PM) can enhance student experience and support transition to higher education. This article documents the implementation of an online peer mentoring program for first year medical students at a newly founded medical school in Germany during the COVID-19 pandemic and its development into in-person PM. We developed the program in close collaboration between students and teachers. Students were invited to apply as peer mentors via email; they received instructions and reflected on their role and experiences in meetings before, during and after the semester. One or more peer mentors were assigned randomly to a student group. We evaluated the program with an online survey inspired by the "Modified Mentorship Effectiveness Scale". After successful piloting PM was implemented into the core curriculum. In 2020 we assigned 17 peer mentors to 14 groups of 6-7 students. Groups met 3 or more times via Zoom®. Overall satisfaction was high. Both student groups reported benefits for their personal and professional identity formation. Atmosphere in online meetings was excellent. Most important topics were exams/learning strategies. In 2021 meetings were held in person. Overall satisfaction, perceived benefits and learning atmosphere were again rated very positively. Most students preferred many-to-many PM and random matching. The implementation of PM was successful and beneficial for the participating students. PM can help first-year medical students reduce anxiety, improve self-organization and orientation at university. It fosters identity formation and has positive effects on peer mentees as well as on peer mentors.

Double the degree, double the identity? Identification and experiences of students studying two simultaneous degrees

This study investigates the impact of studying two degree programs on students’ identity formation and experiences within the evolving landscape of higher education, characterized by massification and managerial trends in the context of a weak economy. I use a narrative analysis of interviews with 14 Colombian students enrolled in joint-degree programs at an elite private university. I found that students tend to focus their identity development within a single program of study, contrary to the promise of broader identity multiplicity envisioned by the university's joint degree policy: 8 students ended up building their professional identities primarily within one program of study, three students had not developed any, and only one student developed two professional identities. Second, the intensive demands of these programs appear to prioritize the identity of a joint degree student, relegating alternative social and ego identities due to limited socialization opportunities. Third, the conflicted process of identity formation is frequently laden with frustration from unmet expectations, feelings of overload or under-stimulation, and isolation from peers. In conclusion, universities’ promises to enhance career paths and professional identities through joint degree programs may be decoupled from students who do not double their professional identities and horizons. This finding has implications for the theorization of professional identification. As students mature, they often prioritize career opportunities within a program over dual or multiple professional identities. Building multiple professional identities at the university is often unrealistic, and when it does occur, it may be at the expense of subordinating other social and ego identities. Finally, universities offering joint degrees could use these theoretical reflections and empirical findings on identity formation and student experiences that are consistent with our knowledge of the complexity of professional identity formation and the plausibility that this complexity is amplified by the addition of another program of study.

Requirements of the modern international labor market for specialists in electrical engineering specialties

The article reveals the essence, leading functions and models of the modern international labor market, which in the context of its demand made it possible to reveal the special significance of professional training of highly qualified specialists for the electrical industry. According to the reasoned statement that electrical engineers work in an area of high responsibility, the author motivates the need for the polytechnic education system to shift the emphasis from obtaining the appropriate qualification to the formation of professionalism, as this is critical to ensuring the quality and reliability of labor tasks in the electrical field. Based on the occupational program of an electrical engineer as a comprehensive tool for a comprehensive description of the requirements for professional and personal qualities of a specialist, the nomenclature of his/her interdisciplinary knowledge, skills and abilities is determined, which is the basis for the successful performance of tasks within a specific functional labor complex with its managerial, organizational and technical components. With an emphasis on the broad semantics of the category "technician", the author emphasizes the special significance of the technical dexterity of a modern electrical engineer, which in the context of socio-technological development and digitalization acquires a transfer context. It has been proved that it is precisely because of this circumstance that the demand of the modern international labor market is mainly focused on the transferable skills of an electrical technician, that is, his ability to perform a wide range of specialized activities that go beyond basic professional functions. In view of this, the paradigm of continuing education of electrical engineering specialists must necessarily operate with the latest requirements for mastering the set of necessary and sufficient multidisciplinary knowledge, forming flexible thinking and the ability to successfully solve complex problems based on creativity and readiness to cooperate with other people and artificial intelligence systems.