Student Professional Development Research Articles

ВИКОРИСТАННЯ В ОСВІТНЬОМУ ПРОЦЕСІ ТЕХНОЛОГІЙДИСТАНЦІЙНОГО НАВЧАННЯ

The integration of Ukraine into the European educational space involves strengthening the requirements for the quality of professional training of future specialists. The main task is to create all the conditions for learning, personal and professional development of students, to ensure the effective formation of their professional competence, regardless of the modern challenges and dangers faced by society in the 21st century. Currently, higher education institutions have a dilemma: are they able to move away from the traditional academic style of teaching to innovations, to focus not on knowledge and skills, but to ensure the process of forming the competence of the future specialist. Considering the circumstances, digital technologies are becoming more and more widespread, and in scientific publications there is a debate about the effectiveness of their use in the educational process of higher education. The integration of digital technologies in higher education creates new opportunities for both students and teachers, making learning more interesting, dynamic, visual, etc. The advantages and features of the use of remote technologies to improve the quality of professional training of future specialists in the conditions of a mixed form of organization of the educational process in institutions of higher education, which creates new conditions of learning and cooperation for all participants of the educational process, are considered. The most promising technologies of distance learning are characterized, which have important advantages, taking into account the peculiarities of the professional training of future specialists in the conditions of mixed learning in institutions of higher education. Such technologies include: gamification of the process of professional training of future specialists, quest technologies, cloud-based learning technologies, intelligent information systems in education, mobile learning technologies, immersive technologies. Currently, in the conditions of modern existence and development of society, innovative technologies are offered to higher education seekers, which gradually replace traditional methods of learning and ensure flexibility and quality of the educational process. We see the prospects for further research in the improvement of the educational process by determining the optimal ratio of classroom and remote components in the conditions of a mixed form of education in the process of developing the professional competence of future specialists and developing appropriate educational and methodological support.

Collaborations between industry and academia for future workforce development: construction practitioners’ perspective

PurposeThere is a growing mismatch between the skill demands of the industry and the offerings of academia. One way of reducing this mismatch is by improving collaborations between practitioners and instructors using web-networking platforms. However, it is important to understand practitioners’ considerations while collaborating with instructors. Therefore, this study identified these considerations in order to infer inputs for the design of the graphical user interface (GUI) of a web-based platform for connecting instructors and practitioners.Design/methodology/approachA mixed method was adopted through a survey and focus group. A survey was used to capture practitioners’ considerations while collaborating with instructors for student development, and a focus group helped uncover an in-depth understanding of the study phenomena. The data were analyzed using descriptive and inferential statistics and thematic analysis.FindingsThe results show the willingness of practitioners to collaborate with instructors for student development, the ways by which practitioners are willing to meet instructors' course-support needs and their considerations in deciding to do so. Slight differences were observed between the results of the survey and the focus group regarding the ranking of the practitioners’ considerations. The study highlighted demographic differences in practitioners’ considerations when deciding on meeting instructors' course-support needs. The results provide a basis to deduce the GUI inputs of web-networking platforms for connecting instructors and practitioners.Originality/valueThis study revealed practitioners’ design needs and GUI inputs to facilitate the design of web-networking platforms for connecting instructors and practitioners. This study also contributes to user interface design principles, theories on individual differences and practitioners’ involvement in student professional development.

TEACHERS’ PERCEPTION OF IMPLEMENTING BLENDED LEARNING AT THE UNIVERSITY LEVEL

ABSTRACT 
 In higher education institutions, internet accessibility, availability, and connectivity are helping teachers to adopt the latest pedagogical content and technological knowledge. Blended learning is one of the latest methods in the teaching-learning process. This study was conducted on university-level teachers in Islamabad, Pakistan. The key purpose of the study was to explore teachers’ perceptions of adopting blended learning at the university level. For the assessment of the perception of teachers about blended learning, we have used stratified random sampling to select participants. A study of 51 teachers in blended learning found that faculty are prepared to implement the approach, but issues like the internet, network, and electricity must be resolved before implementation. Higher education institutions must utilize blended learning and IT components to improve personalized learning and student professional development.

Impact of Gamification on Undergraduate Physiotherapy and Occupational Therapy Pedagogy: A Comprehensive Review and Quality Analysis using MERSQI

Introduction: In the realms of physiotherapy and occupational therapy pedagogy, a notable shift towards student-centered approaches has been witnessed, with gamification emerging as a pivotal tool for fostering teaching methodology and motivating learners. This study helped to explore innovative educational gamification methods and assessed the quality of the evidence which could help in incorporating this approach in undergraduate teaching. Aim: To evaluate the impact of gamification on undergraduate pedagogy in physiotherapy and occupational therapy. Additionally, it aimed to analyse the quality of evidence of research using the Medical Education Research Study Quality Instrument (MERSQI) scale. Materials and Methods: Employing a systematic approach, a thorough search was conducted across various electronic databases including Google Scholar, PubMed, Science Direct, etc. The search strategy used a combination of keywords like: “gamification”, “physiotherapy”, etc. Quality of evidence was assessed using the MERSQI scale. A total of 679 articles were screened, ultimately leading to the inclusion of 12 studies. Results: The review included 12 Studies with 1348 Students of UG programs. Quality assessment, measured via the MERSQI scale, yielded scores ranging from 8 to 13.5 out of 18. Key gamification strategies such as Kahoot! and Escape Room puzzles were observed to significantly enhance active learning, bolster retention rates and foster critical problem-solving skills among students. Conclusion: It was found that gamification had a positive impact on the motivation, learning outcomes, and professional development of students and holds immense potential for revolutionising pedagogical practices and fostering a dynamic and engaging learning environment.

Психологическая характеристика наставничества как условия преемственности личностно-профессионального развития будущего педагога

Background. The article presents the results of research into the characteristics of the personal and professional development of the future teachers in interaction with their mentors — young university teachers. Objectives. The study had its purpose to investigate the dynamics of personal and professional development of students who participated in the experimental mentoring program at the university. Study Participants. The study involved 300 respondents aged 18 to 22 years (245 women, 55 men), students of pedagogical specialties. Methods. Primary and final diagnostics included the questionnaires “Motives of the teaching profession” (T.N. Silchenkova), “Communicative and organizational inclinations” (V.V. Sinyavsky, B.A. Fedorishin), “Students’ motivation for achieving success” (S.A. Pakulina), Rogers — Diamond's method for diagnostics of socio-psychological adaptation, Holmes and Rage’s method for determining stress resistance and social adaptation. The Student's t-test was used to process quantitative data. Results. The article determined the characteristics of mentoring as a condition and technology for ensuring the continuity of personal and professional development of the future teachers. The empirical study results allowed to describe the dynamics of their professional (pedagogical) orientation, to assess the level of their flexible skills development, and reveal their motivation for success. As a result of participation in the developed Mentoring Program, students' motives for choosing pedagogical activity have changed (the number of internal motives has increased), indicators of flexible skills (communicative and organizational abilities, stress resistance, socio-psychological adaptation) have increased, their ideas about success have changed qualitatively (assessments of the main characteristics of success have become more internalized). Conclusions. Implementation of the Mentoring Program taking into account the students’ personal characteristics, motives and interests of young teachers makes it possible to consistently and purposefully activate the subject position of future teachers, ensuring the continuity of their personal and professional development at the university.

ADAPTATION AND INTEGRATION OF INTERDISCIPLINARY APPROACHES IN THE EDUCATIONAL PROCESS FOR THE FORMATION OF COMPLEX PRACTICAL SKILLS IN FUTURE PROFESSIONALS OF PROFESSIONAL AND TECHNOLOGICAL EDUCATION ACCORDING TO THE CONCEPT OF NUS

The article focuses on the analysis of the importance of adaptation and integration of interdisciplinary approaches in the educational process as a key strategy for the formation of complex practical skills in future professionals of vocational and technological education, in accordance with the Concept of the New Ukrainian School (NUS). The theoretical foundations and practical aspects of the integration of disciplines are revealed, focusing on its importance for the training of specialists who are able to act effectively in today’s dynamic and innovative professional environment. The study found that the integration of interdisciplinary approaches contributes not only to a deeper understanding of subject knowledge, but also to the development of critical thinking, analytical skills, creativity and the ability to work in a team. An overview of successful cases of integration is given, which demonstrate the increase in the effectiveness of training and the formation of practical skills through the implementation of interdisciplinary projects and tasks. In addition, the article analyzes the challenges and obstacles to the integration of interdisciplinary approaches, such as the rigidity of curricula, the need for teacher training, and changes in the evaluation system, suggesting ways to overcome them. The importance of innovative teaching methods, the involvement of ICT, the activation of student participation in the educational process and the development of flexible educational programs that support interdisciplinary integration are indicated. The conclusions emphasize that the adaptation and integration of interdisciplinary approaches is not only an opportunity to improve the quality of education, but also a necessity in training specialists ready for the challenges of the modern world. Prospects for further research are seen in the development of specific methods and tools for the effective integration of interdisciplinary approaches, as well as in the analysis of the long-term impact of such integration on the professional development of students.

Personal experiences of a fourth-year social work student: insights into South Africa social work education and professional development

This presentation offers insights into the personal experiences of a fourth-year social work student at the University of the Free State (UFS), Bloemfontein, South Africa. The student reflects on how the Bachelor of Social Work Curriculum at the UFS prepared him for practice, drawing upon the three primary methods of social work - casework, group work, and community work. Furthermore, the presenter discusses core social work skills and competencies required to render services to diverse clients within the South African context. Finally, this presentation highlights the student's personal and professional development throughout his studies and how he integrates social work ethics in practice to be a champion for social justice. How to cite using ASWNet style Rademan, D. (2023). Personal experiences of a fourth-year social work student: insights into South Africa social work education andprofessional development. People centred – The Journal of Development Administration (JDA), 8(4), 00. Social Work andDevelopment Student Conference (SWDSC), 16 June 2023. https://dx.doi.org/10.4314/jda.v8i4.8 Visit journal website: https://jda.africasocialwork.net

Quality of education: monitoring and evaluation of educational results

The quality of education is one of the most important and urgent problems in the modern educational world. With the advent of new technologies, global challenges and changes in the socio-cultural environment, education is becoming increasingly important as a factor of successful integration into society and achievement of personal and professional goals. The quality of education determines not only the level of knowledge and skills, but also forms competencies, develops critical thinking and promotes personal growth of students. In this context, the issues of the quality of education become the subject of universal interest and discussion, both among educational institutions and in society as a whole. How to ensure high quality training? How to evaluate and measure this quality? How to adapt educational standards to the changing needs of students and the labor market? This article discusses research on the quality of education, the search for optimal ways to modernize educational practices and achieve high standards of learning quality. The author examines various aspects of the quality of education, its impact on the personal and professional development of students, as well as ways to improve the quality of educational process in accordance with modern requirements and challenges, ways of students’ competencies in the modern educational system. The article also focuses on standardization and personalization of evaluation procedures, monitoring of educational results. Recommendations for improving the intra-university system of monitoring and evaluation of students’ educational results are offered.

Health and Wellness Projects Created by Student Pharmacists during Advanced Pharmacy Practice Experiences: Exploring the Impact on Professional Development.

A curricular expectation of pharmacy educators is to equip students with strategies for the promotion of health and wellness. The impact on student professional development with involvement in such health promotions has been sparsely documented. The specific aim of this project was to explore the impact on student learning and professional development when they create, implement, and reflect upon a Health and Wellness Project (HWP). In 2022-2023, each student completing a Community Advanced Pharmacy Practice Experience created and implemented an HWP with the goal of serving as a "health promoter" (205 projects). A multi-method design of quantitative and qualitative assessment techniques was used to analyze the impact of creating/implementing the HWP on students' learning, with a self-determination theory (SDT) framework utilized to evaluate professional development. Upon review, all projects met the acceptability criteria. Qualitative data analysis from a subset of 48 students identified themes of impact on learning, which included knowledge acquisition, enhancement of communication skills, opportunity for patient-centered interaction, selection of targeted educational strategies, and immersion into the role of health promoter. All three components of SDT were found to support professional development: competence in the field; relatedness to patients and the profession; and autonomy in creating the HWP. Student quotations demonstrated strong professional identity formation as students began to think, act, and feel like pharmacists.

Использование функционального моделирования в организации внеучебной воспитательной работы вуза

The article presents the author's view on the organization of extracurricular educational work at the university. The authors believe that the main purpose of this type of activity is the personal and professional development of students, which is achieved through the creation of conditions for their active life, civic self-determination, creative development, professional formation and individual personal self-realization. The important role in the systematization and organization of extracurricular educational work of such methodological documents as Educational work schedules and Work programs of education according to educational programs is noted. The article presents a functional model of the organization of educational work on the example of the Volgograd Institute of Management – a branch of the RANEPA. The IDEF0 notation was used to build the model. As a result of the development of the "As is" model, factors were identified that were not previously taken into account, but have an impact on the process of implementing extracurricular educational work.

Trials and Triumphs of Running Cross-Year Experiential Modules: Blending Theory and Practice to Advance Student Professional Development and Academic Practice.

This paper aims to evaluate the impact of two innovative cross-year experiential modules operated jointly between undergraduate Stages 3 and 4 on the professional development of students and the advancement of academic practice at Robert Gordon University in Scotland. Drawing upon pedagogy, including active and experiential learning and qualitative data collected from Stage 3 and 4 student focus groups and academic staff interviews, this paper aims to analyse the opportunities and challenges presented by cross-year experiential modules in relation to student engagement and professional development, and lessons learnt with implications on academic practice. These modules, designed to simulate a real-world Digital Marketing Agency, are a distinctive part of the BA (Hons) Digital Marketing course. They provide collaborative learning problem-solving opportunities through cross-year group work involving Stage 4 students taking on leadership roles in strategic planning over Stage 3 students, in operational roles, who develop related campaign materials in response to the requirements of live clients. This is reflected in the application of two distinct sets of criteria to assess the students’ coursework in accordance with stage-specific learning outcomes. Each group is supported by an academic and industry mentor for the duration of the modules.

Structuring “education – migration – labour market” chain

Purpose. This study aims at analysis of the research landscape with the current trends, gaps, and potential directions for future publications in education, migration, and labour markets in preventing “brain drain” in Ukraine during the war. Methodology. The research method is based on analysis of chronological nature of educational, migration and labour markets and building geographical, interconnections maps and utilizing Scopus and Web of Science databases within VOSviewer software. Findings. The comparison of subject areas demonstrated the interdisciplinary nature of the study, where “social sciences sector” (48.8 %), “economics, econometrics, and finance” (14.8 %) are leading in scientific literature. Four clusters and three clusters of scientific publications were determined in Scopus and Web of Science accordingly. The following trends were obtained: effect of migration on labour market outcome, economic opportunities of high-quality human capital, student professional development to avoid economic crisis were actively investigated by scientists, as well as crisis due to migration flow among young people at universities, positive effect of immigrants and connection with formal education. The highest number of relevant articles are in the United States, Germany, and the United Kingdom. The spatial analysis demonstrates intercontinental connection between researchers of six clusters (North American and Pacific countries, Countries of Northern Europe and the Middle East, Central European countries, island, and peninsular countries of the European contingent and the Gulf of Mexico, Central and Western European countries, Western European countries, and Intercontinental cluster). Ukrainian authors regularly collaborate with scientists from Poland, the Netherlands, France, Switzerland, and the United States. Originality. For the first time, a comprehensive analysis covering all three aspects (education, migration and the labor market) was conducted in order to study the interrelationships and mutual influence of these sectors of the economy. The analysis was carried out on geographical-chronological maps built by the authors based on the Scopus and Web of Science databases. Practical values. The results can be utilized to develop new strategies, policies, and legislative initiatives to ensure improve economical and organizational management of education at universities in a country.

Re-conceptualizing medical education in the post-COVID era

Purpose The COVID-19 pandemic has forced changes in the delivery of medical education. We aimed to explore these changes and determine whether they will impact the future of medical education in any way. Methods We invited leaders in medical education from all accessible US-based medical schools to participate in an online individual semi-structured interview. Results Representatives of 16 medical schools participated. They commented on the adequacy of online education for knowledge transfer, and the logistical advantages it offered, but decried its negative influence on social learning, interpersonal relationships and professional development of students, and its ineffectiveness for clinical education. Most participants indicated that they would maintain online learning for didactic purposes in the context of flipped classrooms but that a return to in-person education was essential for most other educational goals. Novel content will be introduced, especially in telemedicine and social medicine, and the students’ roles and responsibilities in patient care and in curricular development may evolve in the future. Conclusions This study is the first to document the practical steps that will be adopted by US medical schools in delivering medical education, which were prompted and reinforced by their experience during the COVID-19 pandemic.

Управління професійним становленням майбутнього менеджера на початковому етапі університетської освіти

The article analyzes the structure of the process of professional formation of future manag-ers, identifies the components of the characteristics of a future specialist that ensure effective man-agement of professional formation. The concept of professional formation of the individual, which is considered by scientists as the formation of professional orientation, competence, socially signifi-cant and professionally important qualities and their integration, readiness for constant personal and professional growth, is defined. The main directions of professionalization are singled out: pro-fessional training, professional self-determination, self-affirmation and self-improvement, develop-ment of intellectual potential in the field of professional activity, spiritual, aesthetic and moral de-velopment. The initial stage of university education should provide future managers with basic theo-retical knowledge about the analysis of management phenomena, develop the skills and abilities in-herent in this process, thinking and a creative approach to business, and ensure the formation of a professional worldview. The content of the academic discipline "University education and academic writing" is characterized as an important component of the management process of professional de-velopment of future managers. The content modules of the discipline "Content of professional train-ing in higher education", "Academic writing as a type of academic (scientific) communication" were analyzed. They ensure in the first years of studying at the university that students form a system of knowledge about the specifics of a manager's professional activity, typical tasks of his activity, de-velopment of skills in planning a system of activities aimed at supporting academic integrity, which is the basis of the functioning of any educational institution. Based on the analysis of literary sources, the criteria for a student's professional development have been determined: awareness of the goals of professional activity, the desire to know one's business, to master all professional func-tions; assimilation of basic knowledge, requirements of the profession for a specialist, awareness of one's capabilities; readiness for the practical realization of the set professional goals, the search for one's own individual style, optimization of the process of business communication, free performance of professional activities, professional improvement, mastery and creativity.

Perception of Undergraduate Pharmacy Students on CBL Learning Environment

Introduction: An effective learning environment is important for proper academic and professional development of students. This can be assessed by exploring the students’ perception of the learning environment. This study aims to evaluate students’ learning responses and perceptions of their learning environment regarding case-based learning (CBL) implementation in the subject of pharmacology of second-year undergraduate pharmacy students. Methods: This is a descriptive cross-sectional study. The sample size is 120 second year students from the Pharmacy programme. The data was collected by using self- administered Dundee Ready Education Environment Measure (DREEM) inventory that consists of 50 items with 5 subscales of learning. Results: A total of 148 second-year pharmacy students participated in the survey and the response rate is 85%. The majority of participants were female and the overall mean DREEM score in this study is 137.29, which indicates more positive learning environment than negative. Three items were identified as areas of concern which were an overemphasis on factual learning (mean=1.64), tutors being perceived as authoritarian (mean=1.97) and the presence of a cheating problem in the course (mean=1.86). In this study, no statistically significant association was found between each subscale of the perceptions of the learning environment and cumulative grade point average (p>0.05). Conclusion: Pharmacy students at UiTM Puncak Alam generally hold predominantly positive perceptions. However, there are identified problem areas that require improvement, emphasizing the need for more effective interventions.

VOLUNTARY BEHAVIOR OF STUDENTS STUDYING MEDICAL SPECIALTIES IN THE CONTEXT OF A PANDEMIC

By training young people a range of practical medical skills and engaging them in volunteer activity, they are expected to express themselves and achieve outcomes that have an impact on their own lives and the lives of others in society. Purpose: to determine the attitudes and motivations of students studying medical specialties who want to volunteer using their professional training received at Higher Medical School during the pandemic. Material and Methods: A survey; Mathematical and statistical processing of the obtained data; Applying an established methodology for selection of willing and motivated students; Non-formal education. Results: Total surveyed students 282 - the largest number are those studying the Nurse specialty (48.2%). 57.4% of study participants had experience volunteering. 52.7% would work as a volunteer with Covid-19 patients. 11% were already volunteering Covid-19 at healthcare facilities. The main reason why students are most likely to volunteer in the Covid-19 sectors is personal moral principles (49.2%). The main way students would spread information in society about the nature and principles of voluntary student work is through social networks (75.2%). Conclusions: More than half of the respondents had experience as volunteers. Students are motivated and willing to help Covid-19 patients. Personal motivation and opportunities to improve skills and acquire new knowledge and competencies are the main reasons students prefer volunteering during a pandemic. Volunteer work has a positive influence on the professional development of students, a good impact on their professional identity creation and is essential for their future work as healthcare professionals.

COVIDAssist: Exploring the perspectives on student assistance during the COVID-19 pandemic.

COVID-19 resulted in medical students volunteering to join the health care workforce. Our study aimed to evaluate the perception of clinical staff on the benefit of students' pandemic response. The secondary aims were to (i) evaluate medical students' team working skills, (ii) identify specialties where medical students were most effective, and (iii) identify areas for further training. We conducted a national survey of doctors and nurses. This was conducted in line with a pre-specified protocol by the International Student Surgical Network UK (Incision UK), with support from The Royal Society of Medicine Students Section Collaborative and MedEd Collaborative. A questionnaire was developed and disseminated following AMEE guidance. Survey responses were quantitatively and qualitatively analysed. Of the recorded responses (n = 283), the largest group of respondents was junior doctors, (n = 110, 38.9%), and medicine was the most reported specialty (n = 76, 26.9%) of respondents, followed by primary care, with the lowest responses coming from surgery (n = 25, 8.8%). Of the total responses (n = 283), 76.8% of respondents reported that the student response had a positive impact during the pandemic. Four themes were identified: (i) impact on health care service, (ii) impact on health care staff and patients, (iii) student's professional development and (iv) additional training that students require. Students were an effective part of the pandemic. However, without appropriate definition of their role within a clinical setting, students may be forced to balance learning and service provision. Providing students with dedicated clinical support roles and ward-based learning roles with a competency-based approach holds potential to be both a powerful learning tool and strengthen health care systems to face future crises.

STUDENT PROFESSIONAL DEVELOPMENT: FOSTERING CRITICAL THINKING AMONG STUDENTS

Abstract— Student Professional Development is defined as the activities that enable to supplement and complement the curricular or main syllabi activities. These are the very important part and parcel of educational institutions to develop the students‟ personality as well as to strengthen the classroom learning directly or indirectly. Professional development (PD) can be defined in diverse ways and can take many forms. Formal education is classroom education, with nonformal considered as “any organized, systematic, educational activity, carried on outside the framework of the formal system, to provide selected types of learning to a particular subgroup in the population. A problem higher education faculty face is the lack of a framework for holistic student professional development and assessment. Such a framework can serve as a bridge between academic and professional identity development This article presents the framework planned in the institute for professional development of students where the students learn by Informal education by association and affiliation, specifically, “the life-long process by which every person acquires and accumulates knowledge, skills, attitudes, and insights from daily experiences and exposure to the environment. The idea is to facilitate an academic mixed with co-curricular and extra co-curricular culture so that they can participate as effectively . Our mixed-methods study examined the impact of many activities leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights for student PD program evaluation. Keywords— Keywords: Educational change, impact evaluation, professional development,

How to coach student professional development during times of challenges and uncertainties

BackgroundWhat we teach our (bio)medical students today may differ from the future context under which they will operate as health professionals. This shifting and highly demanding profession requires that we equip these students with adaptive competencies for their future careers. We aimed to develop a framework to promote and facilitate professional development from day one, guided by self-awareness and self-directed learning.ApproachBased on self-directed, transformative and experiential learning, patient involvement and teamwork, we developed a 3-year longitudinal personal-professional development (LPPD) program in the (bio)medical sciences undergraduate curriculum to stimulate self-driven professional development in a variable context. Through group meetings and individual coach consultations, students address topics such as self-awareness, self-directed and lifelong learning, collaboration, well-being and resilience. To drive learning students receive extensive narrative feedback on an essay assignment.EvaluationExperiences and outcomes were evaluated with questionnaires and in-depth interviews. Students and coaches value personal and professional development in a safe learning environment that encourages self-exploration, diversity and connection. Over time, students show more self-awareness and self-directedness and increasingly apply trained skills, resulting in professional identity formation. Students need more clarification to understand the concept of assessment as learning.ImplicationsWith the generic content of a longitudinal program embedded in a meaningful environment, the personal and professional development of students can be facilitated and stimulated to face future challenges. When translating to other curricula, we suggest considering the complexity of professional development and the time expenditure needed for students to explore, experiment and practice. An early start and thorough integration are recommended.

METHODS OF TEACHING INFORMATICS IN THE DISCOURSE OF THE EDUCATIONAL AND PROFESSIONAL PROGRAM“SECONDARY EDUCATION (INFORMATICS)”

The importance of methods of teaching computer science in the professional development of students who obtain the qualification of “teacher of computer science” in the educational and professional program “Secondary Education (Computer Science)“ is revealed. On the basis of the interpretation of the concepts of “methodology“ and “methodology of teaching the subject“, the author’s vision of the content of the curriculum in the discipline “Methods of teaching computer science“ is formulated. The educational and professional programs of higher education institutions regarding the availability of the mentioned discipline and the peculiarities of its study, in particular, at Rivne State University of Humanities have been analyzed. The purpose of studying computer science methods is formulated and the tasks (educational, cognitive, educational, practical), the solution of which contributes to the acquisition by students of awareness of the organization of the educational process in computer science in general secondary education institutions, the use of hardware and software, the development of their own and improvement of existing information and resource, educational, didactic and methodological materials are specified. The content of the course “Methods of teaching computer science” should be selected based on computer science as a fundamental science and as a school subject, as well as on teaching methods as an independent science and as a teacher's pedagogical activity. It is noted that the development of information and communication technologies, technical means and programming paradigms sets new goals for computer science and methods of its study, respectively, updating the process of professional training of computer science teachers. The connections of the studied discipline with other subjects of general and professional training are reflected. It is summarized that students obtaining the qualification of “teacher of computer science” should be familiar with the methodology of teaching computer science, its fundamental concepts and didactic principles and, on this basis, develop their own methodology, select and create pedagogically appropriate and balanced program and methodological support for the educational process.