Professional Positions Research Articles

How Artificial Intelligence Modifies the Content of Training Future Teachers for Upbringingal Work

Introduction to the problem. The development of artificial intelligence technologies has significantly affected the pedagogical discourse due to the growing availability and popularity of generative neural networks among students. Technological progress has actualized the problems of a moral and ethical nature. In the process of forming the professional subjectivity of the future teacher as an educator, it is necessary to prepare students for pedagogical interaction with gifted students who are passionate about artificial intelligence technologies. The purpose of the article is to identify and characterize the main directions of changes in the content of training future teachers for educational activities in the context of the development of artificial intelligence technologies. The study was conducted on the basis of data on the mentoring activities of teachers in the course of preparing schoolchildren for participation in the All-Russian Olympiad in Artificial Intelligence in 2021–2022. The study is based on the methodological basis of the systems approach. 100 schools from 46 regions of the Russian Federation took part in the study. The researchers used a questionnaire method from school administrators, computer science teachers, schoolchildren and their parents to collect data. Research results. It is substantiated that the current level of development of artificial intelligence technologies has an impact on the content of general professional pedagogical competencies and on the targets for the formation of the professional position of a teacher as an educator. To perform professional labor functions, a future teacher of any subject needs to have a basic understanding of the complex of technological solutions that are united by the concept of “artificial intelligence”, about the key tasks in which artificial intelligence technologies are used today, about achievements in the field of artificial intelligence. To carry out educational activities, the future teacher needs a formed personal and professional position, including a value attitude to the ethical boundaries of the use of artificial intelligence. Conclusion. The main directions of changes in the content of preparing future teachers for educational activities in the context of the development of artificial intelligence technologies are associated, firstly, with the expansion of ideas about the areas of application of artificial intelligence, and secondly, with the mastery of technological developments for their application in professional pedagogical activity, in- thirdly, with a specification of the role of the teacher as a mentor in the personal development of gifted students.

Historical and Cultural Prerequisites for the Formation of the Modern Image of an Educational Counselor

Introduction to the problem. The uncertainty of the professional position of the position of educational counselor is associated with insufficient theoretical and methodological substantiation of the content and functions of the activity. It becomes relevant to turn to the historical and pedagogical analysis of socio-cultural conditions mediating the practice of realization of the educational activity of a teacher. The aim of the article: to show the historical and cultural origins in the activity of the educational counselor, to determine the possible conditions for the formation of a positive image of the counselor in modern conditions. The methodological basis of the study is formed by the provisions of systemic (V. G. Afanasiev, M. S. Kagan, etc.) and sociocultural (A. G. Asmolov, A. S. Akhiezer, etc.) approaches, theoretical provisions of the concept of constructing social reality (P. Berger, T. Lukman, etc.). Berger, T. Lukman, A. Schütz, etc.), including in the form of images of pedagogical reality (T. A. Romm), the idea of polysubjectivity of education (D. V. Grigoriev, N. L. Selivanova, etc.). Research Findings. The position of an educational counselor can be interpreted in different senses, which set different images of his/her activity. For the formation of a positive image of the educational counselor it is important to comprehend the channels of influence on its perception by the public and professional consciousness, taking into account the existing historical experience. The formation of perceptions of the modern image of the educational adviser is connected with the existence in the national pedagogical tradition of the role of the counselor - an adult leader in children’s social organization (“vozhatsky image”) and the educational component of class leadership (“educational image”). Conclusion. Addressing the problem of forming the image of the educational counselor becomes an important task of education, because it expands ideas about the essence and functions of counselors (information function); promotes the inclusion of educational counselors in the everyday social and educational reality (integration function); promotes consolidation and identification of the bearers of this role among other social and pedagogical subjects (identification role).

Primary School Teachers’ Personal and Professional Beliefs on Diversity

The paper presents research conducted among Croatian primary school classroom teachers and subject teachers regarding their personal and professional beliefs about diversity. The notion of diversity in the context of education was presented as individual differences between students based on race, ethnicity, religious beliefs, gender, abilities, sexual orientation and social class. The results indicate that teachers show different levels of openness towards certain aspects of diversity in the domains of both personal and professional beliefs, but that their personal beliefs are statistically more positive than their professional beliefs. Differences in teachers’ beliefs with respect to years of work experience, previous education and professional position were also examined. Statistically significant differences were established only regarding professional position and only in the segment of professional beliefs. The results indicate that there is a need for further research in this area, that is, research that primarily investigates the factors that influence teachers’ professional beliefs.

THEORETICAL CONCEPTS OF METHODOLOGICAL INNOVATIONS IN THE INSTITUTION OF HIGHER EDUCATION

Theoretical concepts of methodological innovations in higher education institutions were comprehensively analyzed in the article. It must be stated that among the whole spectrum of pedagogical technologies, we prefer interactive ones. The implementation of these methods allows to conduct diagnostics and assessment of knowledge acquired by students as well as to conduct control of theoretical concepts of the necessary material, the result of all these must be filling of information gaps between existing and unknown knowledge for students. It must be stated that these technologies are effective both for conducting lectures and practical classes. Dialogic communication between the lecturer and the audience leads to mutual understanding, interaction, joint solution of general but significant tasks for each of the participants. At the same time, during the lecturer's dialogue with future teachers, they learn to think critically, solve complex problems, taking into account the analysis of the circumstances and the information provided. No less important is the formation of alternative approaches, making deliberate decisions, skills of debating with the lecturer or fellow students, taking as a basis their own vision of the problem. Particular attention is paid to contextual learning, which greatly contributes to the optimization of learning. It is primarily based on students' creative and productive thinking, actions and communication, but not exclusively on the processes of perception or memory. Contextual learning is organized in such a way that knowledge, skills and abilities are not transferred as objects of student activity, but as means of solving tasks of professional activity.We found out that interactive technologies and strategy of contextual learning contribute to the consciousness of professional position and self-actualization of the future teacher. These technologies help to level out some "problem areas" of professional training of future teachers, guarantee the achievement of the expected results of the educational process and improvement of the quality of graduates’ training.

'We need to offer something better to the scholars of the future.' Which way forward for heterodox economics?

After the global financial crisis, hopes were high that there would be a pluralisation of the economics discipline and a boost for heterodox economics that challenged dominant economic models. However, mainstream economics once again proved its enormous resilience and the future of alternatives to this mainstream is anything but certain. Geoffrey Hodgson's new book on this issue has sparked fresh discussions about the stunted development of heterodox economics and proposals for possible ways forward. This article will argue that the crucial factor for the future of heterodox economics is not converging on a single unified paradigm or raising the quality of research, but rather gaining access to different kinds of capital, first and foremost professorial positions at universities. Such access is severely restricted under present conditions as a result of epistemological and ontological discrimination. Heterodox economics can only flourish if the epistemic community of economists embraces paradigmatic pluralism as part of their academic culture, or if regulations are put in place to secure access to such capital and so to academic freedom.

Reflexive professionalisation in social work practice development, research, and education: the vital challenge of democratic citizen participation

ABSTRACT This paper examines how the renewed critical emphasis on reflexive professionalisation in the field of social work can take into account the challenges regarding the politics of democratic participation of service users as citizens while working towards social justice. Our contribution is based on the findings of a collaborative European research project involving researchers, students, public service organisations, service user organisations, and educators from various European countries. The aim of the project was to gain a differentiated and in-depth understanding of how reflexive professionalisation in social work may function as a concept and practice that stimulates social care that integrates a commitment to democratic citizen participation. Based on a qualitative content analysis of 21 transnational empirical case studies, we identify four vital dimensions of developing reflexive and democratic participatory approaches in social service contexts: (1) cultivating a historical awareness of how the professional identity and mandate of social workers has been and is currently (nationally) defined; (2) articulating the professional positions and normative value orientations that underpin (participatory) practice development; (3) reflecting on the constructions of problems, service user identities and related actions; and (4) creating space for ambiguity, risks and mistakes.

Current issues of legal regulation of the teaching activity of the head of a higher education institution in Ukraine under the conditions of concurrent employment

The article examines certain aspects of the realization of the right of the head of a higher education institution of Ukraine to carry out teaching activities under the conditions of concurrent employment. The relevance of the raised issue is substantiated by legislative changes to the mechanism of legal regulation of labour relations under conditions of concurrent employment. The legal possibilities of the head of a higher education institution of the III-IV level of accreditation to simultaneously occupy another position of a scientific and pedagogical employee on an internal co-employment basis are analysed. Attention is drawn to the latest legislative requirements regarding the peculiarities of concluding an employment contract under the conditions of concurrent employment. Doctrinal approaches, materials of court practice, explanations of authorized state bodies regarding the right of the head of an educational institution to teaching activities during working hours are considered. Attention is focused on the peculiarities of the legal status of the head of a higher education institution, scientific approaches to the content of the definitions «scientific and pedagogical employee», «scientific and pedagogical activity», «conflict of interests», etc. are analysed.
 Formed own views on the content of certain provisions of the Law of Ukraine “On the Prevention of Corruption”, clarification of the National Agency for the Prevention of Corruption regarding the existence of a conflict of interests for the head of a higher education institution in cases where he occupies the position of professor of the department. Attention is drawn to the threat of signs of indirect discrimination of the head of a higher education institution in the case of limiting his right to part-time teaching, loss of potential opportunities for further scientific growth, and improvement of his qualifications as a teacher and scientist.
 The conclusion is substantiated that the head of a higher education institution not only has the right, but is also obliged to engage in teaching and research activities, even during working hours, and necessarily in the educational institution he heads. It is emphasized that depriving the head of a higher education institution of the right to teaching or scientific activity under conditions of concurrent employment will negatively affect the implementation of the main task of the higher education institution - conducting educational and scientific activities at a high level.

A Duoethnographic Study of Power and Privilege in the Psychotherapeutic Space: Dialogical Research as Professional Development

We are three psychotherapists, also trainers at different universities in the United Kingdom, who came together to explore the application of duoethnography as a research method in the context of counselling and psychotherapy. The focus of our dialogues was on privilege and power as experienced between client and therapist in the therapeutic relationship, mirroring the social worlds we each come from and return to. The article presented here is written largely in the form of ‘speaking turns,’ reflecting the dialogical nature through which data were generated. We met periodically through Microsoft Teams to record our dialogues and furthered our exchange via email communications and other text messages. We came together explicitly mindful of and valuing our differences – one woman and two men; our ethnocultural heritages being Greek, African, and English, with different trajectories towards our professional positions; and we highlight differentials in privilege emerging along lines of gender, race, and class. Emergent themes include: ‘the visible – invisible spectrum of privilege,’ ‘the historic present,’ and ‘power with versus power over.’ As an ongoing, highly relational form of encounter, this project highlighted the benefits this approach can bring in the ongoing development of therapists. Participation facilitated the revelation of more unconscious or unarticulated material. We found the duoethnography depended upon our mutual negotiation of trust and preparedness to be vulnerable in the encounter. Recognising that each dialogue brings unique configurations of similarity and difference, we thus argue for greater uptake of duoethnography methods in counselling and psychotherapy training and research.

A cross-sectional study of career paths for Swedish registered nurses with a doctoral degree: When aspirations and possibilities collide

Registered nurses with a doctoral degree are important for the quality of care, nursing education, and nursing research. Still, postgraduate career paths are criticized for being too vague. To enable career path development, mapping of the current situation appears fundamental. The objective was therefore to chart the current professional positions and work conditions and to explore the future career aspirations of registered nurses with a doctoral degree in Sweden. A cross-sectional survey study was conducted including 118 participants, all nurses with a doctoral degree earned between 2016 and 2022. This study is reported in accordance with STROBE. The participants reported a significant change from hospital-based positions before doctoral studies, towards university-based positions after graduation. This is clearly in contrast to their expressed aspiration to hold a shared position, remaining in contact with the clinical context. In conclusion, a national collaboration is needed and wanted regarding career opportunities for registered nurses with a doctoral degree in Sweden. Furthermore, career paths within nursing science need to be established within the clinical context.

Modern interpretation of the category “prognostic competence” in the interdisciplinary dimension

The article highlights the problem of forming the prognostic competence of a modern teacher as an integral element of his/her professional competence. The generalization of the study results fixed in scientific literature on the initiated problem made it possible to specify the concept “prediction” (a scientifically substantiated statement about the possible states of the object or alternative ways and terms of their implementation; the result of prognostic activity, anticipatory knowledge, hypothesis, a set of information obtained as a result of the use of human abilities to anticipation, prediction based on intuition and scientific understanding of patterns which are applied to events and phenomena both in the past, present and future time). It was established that the prognostic competence of the teacher is a synthetic, multi-determined personal and professional construct that determines the teacher's ability to coordinate the goal and result of professional and pedagogical activities (pedagogical forecast); to determine the directions of pedagogical activity according to the proposed hypotheses; to enrich the palette of professional functions with pedagogical predicting. It has been proven that the prognostic competence allows the teacher to construct individual educational trajectories of students and predict likely changes in the field of education using the potential of pedagogical prognostication; reflects the teacher's own desire for professional self-determination and personal development of others by means of didactics. The structure of the prognostic competence of a modern teacher is described in the unity of cognitive-informational, intellectual-mental, instrumental-technological and worldview-related professional components. The cognitive-informational component of the prognostic competence provides a theoretical “foundation” that reflects the systematicity, orderliness, and complexity of education seekers’ knowledge regarding the methodology of prognostication, the phasing of prognostic activity, the vectors of pedagogical predicting (forecasting) within the system of professional and pedagogical activities. The intellectual-mental component of the prognostic competence of a Mathematics teacher reflects his/her innate cognitive intentions, the level, rhythm and pace of assimilation of information, ability-related opportunities in the use of higher-order cognitions, mental activity, flexibility of thinking and its variability. The instrumental and technological component of the teacher's prognostic competence records the practical possibilities of the teacher to implement the cognitive-informational profile of pedagogical prognostication in the educational space. It reflects a complex of skills that ensure the effective implementation of the elements of pedagogical forecasting in the system of professional and pedagogical activities. The worldview-related professional component of the teacher’s prognostic competence expresses the teacher’s stable professional position regarding the use of the potential of pedagogical prognostication in the system of specific pedagogical activity. It reflects innate pedagogical abilities that allow a teacher to correctly and creatively use the skills of pedagogical forecasting to build students’ individual educational trajectories at an intuitive level.

Invisible women: barriers for women professionals in the water, energy, food, and environment sectors in Nepal

Despite evidence of women’s roles and expertise in the management of water, energy, food, and the environment (WEFE), the WEFE literature is almost silent on gender issues. In the context of climate change, achieving more inclusive management of natural resources is vital; yet women continue to be underrepresented as professionals in WEFE sectors, and largely absent in leadership positions. Using Nepal as a case study, this paper explores the enduring barriers to their exclusion, and entry points for greater equity among professionals in these sectors. To do so, we draw on key informant interviews with 34 male and 31 women professionals from government, civil society, non-governmental organizations and consultants, as well as a roundtable discussion with 20 women professionals specifically focused on gender barriers in these sectors in Nepal. Drawing on Gaventa (2006)’s power cube, this paper examines how power dynamics within and between the public and the private spheres create a web of barriers that conflate to sideline women professionals. While women have reached the “closed space” as defined by Gaventa (i.e., are recruited to professional positions in WEFE sectors), different sources of “hidden” and “invisible” power at play in the public and private spheres continue to limit their participation, influence and decision-making. We argue that the continued marginalization of women professionals calls for a focus on understanding the power and intersectionality dynamics that sustain exclusion. This focus is critical for the development of strategies to increase the voice and leadership of women professionals in WEFE decision-making.

RIGHT OF OPERATIONAL MANAGEMENT: LIMITS ON REALIZATION OF PROPERTY INDEPENDENCE OF AN INSTITUTION

The scientific article provides a historical analysis of the doctrinal approach to the legal characterization of the right of operational management. Particular attention is paid to the scientific works of Professor S. M. Korneev and his position on the right of operational management as a subjective real right. The position of Professor S. M. Korneev is presented. on the distinction between the right of ownership and the right of operational management, which became the basis for the author’s conclusion that the subject of the right of operational management manages the property of the owner for the purposes that the owner sets for the first. The article touches upon the question of the possibility of transferring the powers of the owner to the subject of the right of operational management, the answer to which was given at one time by Professor Korneev S. M., who believed that the owner, transferring this or that power, does not transfer it completely. The author also examines the current problems of applying the norms of the civil legislation of the Russian Federation on the right of operational management, which in most cases take place in relation to private institutions. The question is raised about the subsidiary liability of the founder of the institution for the debts of the latter. It is concluded that it is necessary to revise the main features of the right of operational management in the new economic conditions, which are different from those that took place in the Soviet period of Russia’s development.

Career capital as a factor contributing to success on the labor market – a case study of a selected professional group

Motives: On a rapidly developing and unpredictable market, it is the employees who are responsible for building their professional position and furthering their career. The career capital accumulated during professional life is the main tool that increases employees’ competitive advantage on the market and determines their employability.Aim: The aim of this article was to identify the key factors that contribute to career capital on the example of a selected professional group of laboratory diagnosticians. In addition, an attempt was made to determine the impact of career capital on professional achievement and to identify the benefits of investing in career development.Results: Career capital consists of professional and personal (individual, private) resources. Investment in the development of career capital and the long-term process of accumulating its resources can generate numerous benefits for both the employee and the employer. Individual benefits can be both tangible and intangible.

Closing the Gender Gap Among Canadian Ophthalmology Societies

ABSTRACT Objective To evaluate gender distribution in Canadian ophthalmology societies’ leadership and to determine associations between gender, academic productivity, and institutional rank. Methods We identified members and assessed their gender composition using publicly available updated webpages. SCOPUS database was used to gather research metrics. Results In this study, data was collected from 12 Canadian ophthalmology societies, which included 277 executive committee members. Of these, 70.5% (196) were male and 29.1% (81) were female (p < .0001). Males were significantly more prevalent in presidential leadership roles (39 males vs. 23 females, p = .02), while females were more represented in other leadership categories (77 females vs. 61 males, p = .03). The Canadian Ophthalmological Society (COS) showed an upward trend in female representation from 19.2% in 2016 to 42.3% in 2021. Research productivity showed a positive correlation with society leadership rank, with a correlation coefficient of 0.732 for the m-index (p < .001) and 0.356 for the h-index (p < .05). Academic rank was also positively correlated with society leadership rank, with a correlation coefficient of 0.536 (p < .001). There was no significant difference in h-index (12.7 ± 1.0 for males vs. 13.8 ± 1.5 for females, p = .85) or number of publications (48.6 ± 5.1 for males vs. 60.0 ± 11.3 for females, p = .83) between male and female executive members, but females had a higher m-index (0.67 ± 0.05) compared to males (0.58 ± 0.03, p < .05). In academic rank, males were more likely to be associate professors (25% vs. 5% for females, p = .0001) or instructors (14.8% vs. 6.3% for females, p = .05), while a higher proportion of females held assistant professor positions (47.5% for females vs. 30.1% for males, p = .006). Conclusion In this study, we found that males were more prevalent in executive positions, particularly in presidential roles among Canadian ophthalmology societies. The gender distribution in leadership reflected the gender composition of practicing ophthalmologists in Canada. There was a positive correlation between research productivity and society rank, as well as academic position and society rank. Male and female executive members had similar h-index and number of publications, but females had a higher m-index. These findings highlight the need for continued efforts to address gender disparities in ophthalmology leadership.

Fragilising clients: A positioning analysis of identity construction during clinical psychology trainees' supervision.

Western mental healthcare system reforms prioritise person-centred care and require clinicians to adjust their professional positions. Realising these reforms will necessitate clinicians-including clinical psychologists-acquiring professional identities that align with them. Learners develop professional identities through socialisation activities: within interactional spaces such as supervision learners come to understand the self (clinician) and, by extension, the other (client). A clinician's understanding of who I am is intertwined with an understanding of who they are. Our study offers a moment-by-moment examination of supervision interactions of clinical psychology trainees to illuminate processes through which the identities of therapists and clients are constructed. We examined how clinical psychology trainees and supervisors construct identities for themselves and clients in supervision. We used positioning analysis to explore identity construction during interactions between supervisors (n= 4) and trainees (n= 12) in a clinical psychology training clinic. Positioning analysis focuses on the linguistic choices participants make as they position themselves (and others) in certain social spaces during everyday interactions. Twelve supervision sessions were audio recorded and transcribed. We found that clients were frequently positioned as fragile and subsequently analysed these sequences (n= 12). Clients' identities were constructed as fragile, which co-occurred with clinical psychologists' claiming positions as responsible for managing their distress. Supervisors played an active role in linguistically positioning clients and trainees in this way. Trainees rarely contested the identities made available to them by supervisors. We suggest that linguistically positioning clients as fragile perpetuates paternalistic clinical discourses that do not align with mental healthcare reform priorities. We make visible how this is achieved interactionally through language and influenced by organisational power relations. Intentional efforts are required to support the professional identity construction of clinical psychologists in ways that do not perpetuate paternalism. We offer recommendations for education and clinical practice to support these efforts.

The importance of teacher awareness of student mental health in the EFL classroom

The primary goal of this paper is to present, examine and exemplify the versatility and inclusiveness of the term ‘mental health’, i.e. the role of mental health as an integral component and affective factor in learning English as a foreign language. The most common mental health disorders and their early signs and symptoms are listed and described. Furthermore, the importance of teacher awareness of student mental health in the EFL classroom is elaborated as well as what and how much teachers should know about mental health and bullying so as to recognize and address them if need arises. It can even be said that the COVID-19 pandemic and school closures exacerbated this issue, and a suggestion to move forward could be building student resilience. Not only do teachers but also parents and guardians play a crucial role in their children's education, so how they can help protect their children's mental health has been additionally discussed. This paper will enrich the existing pool of theory on student mental health with the results and discussion from research conducted via interviews among 50 EFL teachers from various high schools in Skopje (North Macedonia), concerning their views on teacher awareness in respect to student mental health in the EFL classroom. The interview responses show an optimistic trend of increase of teacher interest in student mental health and empathy for students, albeit lack of institutional support. It is hoped that this paper will open avenues of thought for EFL teachers to probe even more into mental health in the EFL classroom. It is also important to acknowledge that while the overarching objective is to foster and promote mental health awareness among all educators across the board, this paper distinctly accentuates the significance within the domain of teaching EFL. This emphasis stems from the authors’ perspective: one being an aspiring EFL teacher, and the other currently holding the position of an Assistant Professor (tertiary education). The aspiration is to highlight EFL teachers as influential figures capable of catalyzing transformative change for the future. / Keywords: mental health, bullying, resilience, students, awareness, EFL classroom

Telework, travel times, and peak hour avoidance in England: An overview using travel times across five weekdays

This study examines the association of telework and travel times for work and non-work purposes at peak and off-peak times over the five-day workweek (Monday-Friday). Two seemingly competing hypotheses are considered. The first is that teleworkers travel less and avoid peak hours because of a greater flexibility of their working hours. The second is that teleworkers have to travel at peak times as much as others, due to the temporal ordering of the cities and society. Data for residents of England from the 2015–2019 UK National Travel Surveys (NTS) are used. Overall, the analysis suggests that when considering the five-day workweek, teleworkers experience longer travel times than other workers for both work and non-work purposes. The longer travel times for work reflect the fact that teleworkers are more likely to hold professional or managerial positions, have higher incomes, commute by train, and/or work in London. The association of telework and non-work travel times remains once employment, commute, socioeconomic and location factors are taken into account. There is also indicative evidence for some net peak avoidance among teleworkers for commuting but not for non-work travel. The findings thus suggest that both hypotheses may hold, although the first for commuting and the second for non-work travel. Whether the conclusions extend to teleworking after the COVID-19 pandemic remains to be examined using NTS or similar data, but it is not implausible that qualitative differences in teleworkers’ travel times and peak hour travel pre- and post-pandemic may not be as large as public discourse might suggest.

Teachers' Perceptions of Their Own Competences in View of the Demands of the Professionalisation of the Teaching Profession

Professionalism in the teaching profession plays a significant role in the execution of complex tasks and is based on relevant competences of varying scope and nature. The study conducted in a group of 2151 teachers from the Lubelskie Voivodeship in Poland focused on teachers’ perceptions of their professional competences in terms of their importance, difficulty and decollected. The OIP-II consists of six scales: psychomotor, sensual, imaginational, intellectual OEs, plus emotional sensitivity and emotional empathy. The participants were 116 parents-matic and transgressive. The study used a 40-item questionnaire, describing different areas of teachers’ knowledge, skills and activity, which operationalized broader groups of professional competences. Statistical analyses examined socio-demographic variables: gender, work experience, professional advancement grade, position held, and type and location of the educational establishment.The analysis of the results showed that teachers differentiate their perceptions of competences according to their nature, ranking pragmatic competences as the most important, followed by interpretive and transgressive competences, respectively. They consider the skills andactivities associated with transgressive and pragmatic competences to be more difficult than those associated with interpretive competences. While assessing the mastery of competences, a similar level is observed for interpretive and pragmatic competences and a lower level fortransgressive competences. On the basis of these results, it can be concluded that the teachers primarily pay attention to knowledge and practical skills related to the performance of professional tasks, with less appreciation of aspects related to interpretive and transgressive competences. This approach seems insufficient from the perspective of the ongoing professionalisation of the teaching profession and the challenges of 21st-century education.

ENHANCEMENT OF PROFESSIONAL COMPETENCE OF EDUCATIONAL PROFESSIONALS IN THE CONTEXT OF ORGANIZING METHODOLOGICAL SUPPORT

The article is dedicated to the issues of improving the professional competencies of educational professionals through the organization of methodological support within the framework of creating a unified system of professional development and implementing the “Modern School” federal project.&#x0D; The authors disclose the specifics of methodological support for educators aimed at identifying professional deficits, employing individual educational route technologies, and developing competence enhancement programs. The authors present a model of organizing methodological support for educational professionals, including a component for future educators, thereby proving the importance of organizing methodological interaction with practicing educators to shape a new type of university graduate capable of continuous professional growth. The authors are convinced that involving educators and students, i.e. future educators, in scientific and methodological events, including joint planning, contributes to the development of analytical skills and methodological culture, enhances professional mastery, fosters the establishment of conscious professional positions, and improves communication formats. Special attention is given by the authors to the application of normative and legal foundations for the organization of a multi-level methodological support system involving various methodological structures, professional communities, and subject associations.&#x0D; The article is addressed to the faculty and staff of the supplementary professional education system, research workers, doctoral students, teachers, and students of educational institutions, as well as those interested in educational issues in the field of improving the professional competence of educational professionals.

“I think most people feel like healthcare professionals tell them to take their treatments and judge them for not taking them”: reflexive thematic analysis of the views of adults with cystic fibrosis on how treatment adherence is discussed in healthcare

Objective Previous research exploring patient-practitioner communication in relation to adherence in cystic fibrosis (CF) is limited. This UK study explored the views of adults with CF on how treatment adherence (related to all CF treatments) is discussed in routine CF care. Methods 12 White British adults (ten females; aged 20–37 years; mean 30.1 years) with CF participated in semi-structured interviews. Results Three overarching themes were developed through reflexive thematic analysis: (1) ‘The power of language’; (2) ‘Healthcare professionals do not recognise the importance of context’; and (3) ‘“Admitting” non-adherence is difficult’. The way in which adherence is discussed in adult CF care is viewed as paternalistic and infantilising. Participants reported that healthcare professionals do not always consider the desire to balance treatment-taking with living a normal life. Unwelcome responses from healthcare professionals, and the inability to accurately self-report the amount of treatment taken made it difficult to ‘admit’ non-adherence. Conclusions A culture change is needed in CF care such that people who struggle to take their treatments are not labelled as disobedient, wilfully disobeying orders from healthcare professionals in positions of authority. Instead, an open, honest, non-judgemental approach, as recommended by healthcare agencies for over a decade, should be adopted.