Successful Professional Development Research Articles

Barriers to organisational development in higher education lifelong learning initiatives

From an economic human capital perspective, higher education lifelong learning initiatives should include the professional development of individuals as well as organisational development. This indicates the dissolving of boundaries between individual and organisational development and that successful professional development occurs at both individual and aggregated levels. Based on the networked mode, higher education institutions could be closely linked to their surrounding society, embracing a two-way relationship with a hybrid character, including multiple connections with branches and/or organisations. In such initiatives, formal education and informal work-related tasks are blurred and both are emphasised as equally important. In focus are collaborative features and the idea to link theoretical reasoning to authentic organisational problems. To offer higher education lifelong learning for organisational development, Mid Sweden University initiated a project called BUFFL in collaboration with eight organisations belonging to an established network of banks and insurance companies. This paper aims at reporting barriers to organisational development in higher education lifelong learning. It answers the following research question: Which barriers could be identified when implementing a hybrid and networked approach to higher education lifelong learning for organisational development? A case-study-inspired approach was conducted. In total, 328 registrations from the collaborating organisations were documented in the BUFFL courses. In addition to open-ended questions and Likert scale questions in the course evaluations, the methods also included conversations with leading representatives of the collaborating organisations. Although several barriers were highlighted in line with the innovation resistance theory, the main barrier seems to be that no organisation applied lifelong learning as a tool for strategic organisational development. The study suggests that a crucial barrier breaker to reduce or eliminate the main barrier is a course on strategically managed competence development for leading representatives of participating organisations. A combined focus on individuals and organisations could also stimulate leading representatives to take a holistic approach to the organisation’s competence development. This includes increased responsibility to ensure that investments in the competence area are beneficial for the organisation. Bringing company-relevant data as input to the courses could ensure the establishment of strong links between theoretical perspectives and work-related practices.

Conditions for successful professionalisation of students within the federal project “Professionalitet”

The main ideas of the Federal Project “Professionalitet”, launched in 2022, are strategic vectors for the development of vocational education in the context of modern challenges, a new sectoral approach to targeted training of in-demand professionals for priority sectors of the economy. The solution to this strategically important task is possible only on the basis of close real interaction between professional educational organisations of secondary vocational education and training with employers and industrial partners, whose orders for personnel training are carried out by colleges and technical schools. The problem of the research is the need to answer the question: how to achieve successful professional development of mid-level specialists in order to meet the needs of industry labour markets and specific enterprises in the region. The purpose of the article is to summarise the experience of implementing the federal project “Professionalitet” for training a new specialist in one of the largest clusters of the Sverdlovsk region – the metallurgical cluster based on the Pervouralsk Metallurgical College. During the study, an analysis of domestic and foreign scientific literature on the issue, content analysis, generalisation and systematisation of the data obtained were used; pedagogical experience has been studied and generalised and prospects for further implementation of the federal project “Professionalitet” have been determined. The results of the study can be used by managers of professional educational organisations in order to improve the process of training highly qualified specialists for specific industrial sectors.

Technology for organizing self-regulated learning at the stage of early professionalization of high school students in psychological and pedagogical classes

Importance. In the modern world, the role of the teacher has changed, and now students – future teachers are faced with the task of not only teaching, but also being prepared for constant self-development, professional growth and continuous learning. Modern regulatory documents of the teacher education system define competence that promotes self-education as necessary for mastery by a future teacher. Developing the ability for self-regulation in students in the pedagogical education system has great potential for successful professional development. Therefore, it is important to organize an effective process of self-regulated learning in a modern school at the stage of early professionalization in psychological and pedagogical classes. The purpose of the study is to develop and substantiate a technology for organizing self-regulated learning that promotes successful readiness for personal and professional development of high school students – students of psychological and pedagogical classes.Research Methods. Analysis of data from theoretical and empirical research in the field of self-regulated learning, also used: analysis, synthesis, generalization, comparison and interpretation, survey.Results and Discussion. Self-regulated learning is a process in which students actively participate in their own learning activities. High school students involved in self-regulated learning show higher educational results, quickly master course materials and more often achieve their personal goals. In the context of the cognitive-technological approach to learning, an innovative technology of self-regulated learning at the stage of early professionalization of high school students in specialized psychological and pedagogical classes is scientifically substantiated, including an activity algorithm: self-diagnosis – goal setting – self-motivation – planning – implementation of personal strategy – self-reflection; as well as diagnostic and autodidactic methods. A diagnostic technique has been developed to identify the level of students’ readiness for self-regulated learning.Conclusion. Considering that self-regulated learning is a complex process that requires many years of practice, training and experience, its effective use in the format of technology for organizing self-regulated learning, especially at the stage of early professionalization in psychological and pedagogical classes. The effect is enhanced when using a cognitive-technological approach, an algorithm of stages and a set of auto-didactics methods. The designed technology is a valuable innovative tool for increasing the efficiency of psychological and pedagogical classes, as well as for research and practice in the field of teacher education.

Особенности формирования у курсантов военного вуза познавательных установок посредством дидактического потенциала интеллектуально-познавательных игр

The aim of the article is to show how cognitive attitudes are formed among military academy cadets through didactic intellectual-cognitive games. The authors highlight the importance and necessity of enhancing and developing the mindset towards the values of cognitive activities in cadets within the pedagogical process as a crucial element in preparing them for future military-professional activities. The research is novel in that it is the first to demonstrate that the formed cognitive attitudes serve as the basis for the successful professional and personal development of military personnel, leading to achieving a high level of professionalism and competence. As a result, the study identifies the criteria and levels of cognitive attitudes formation among cadets; clarifies the notion of a cognitive attitude, outlines the factors influencing the formation of cognitive attitudes, reveals the advantages of using interactive teaching methods in the architectonics of modern educational space, and highlights the didactic potential of intellectual-cognitive games in shaping cognitive attitudes among cadets.

COMMUNICATIVE ASPECTS OF CHORAL PRACTICE

The communicative activity of a head of a choral collective is an indicator of successful professional development of choristers, a tool for improving their level. The category and concept of communication as a tool of interaction between the leader and members of a choral collective are very important aspects in choral practice. Emphasising the specifi cs of relationship between a choirmaster and choristers, the author builds a connection between personal characteristics of a choral collective head with his/her professional qualities and their communicative projection into the fi eld of communication with the choral collective. Of particular importance is consideration of national cultural traditions of students from China studying at Russian music universities.

Factors related to a successful professional development for specialist nurses in surgical care: a cross-sectional study

BackgroundA high level of competence among staff is necessary for providing patient-safe surgical care. Knowledge regarding what factors contribute to the professional development of specialist nurses in surgical care and why they choose to remain in the workplace despite high work requirements is needed. To investigate and describe the organizational and social work environment of specialist nurses in surgical care as part of studying factors that impact on professional development.MethodThis was a cross-sectional study with a strategic convenience sampling procedure that recruited 73 specialist nurses in surgical care in Sweden between October to December 2021. The study was guided by STROBE Statement and checklist of cross-sectional studies. The validated Copenhagen Psychosocial Questionnaire was used, and additional demographic data. Descriptive statistics were performed and the comparison to the population benchmarks was presented as the mean with a 95% confidence interval. To study potential differences among the demographic and professional characteristics, pairwise t tests were used with Bonferroni adjustment for multiple comparisons with a significance level of 5%.ResultsFive domains were identified as factors related to success, as they received higher scores in relation to population benchmarks: quality of leadership, variation of work, meaning of work and work engagement as well as job insecurity. There was also a significant association between a having a manager with low nursing education and job insecurity (p = 0.021).ConclusionsQuality of leadership is important for the professional development of specialist nurses in surgical care. Strategic work seems to include managers with a higher nursing education level to prevent insecure professional working conditions.

Dropout of Young Teachers from the Education System: Motivations, Risk Factors and Possible Solutions

Abstract: This article discusses social, pedagogical, and managerial aspects of young teachers’ integration into the education system with a research focus on the issue of “young teachers dropping out” of the school system in the first years of their careers. This article further analyses the motives and risk factors which influence the process of teachers’ integration into the school environment. Possible solutions are sought to mitigate the risk of teachers permanently leaving the educational system. The need for developing a comprehensive system to support the successful professional adaptation and development of novice teachers - from their academic preparation and teaching practice, to their active period of professional consolidation and career development - is outlined. This article is based on up-to-date data of the implications of the issue within the education system of Israel. A mixed methods approach, combining quantitative and qualitative research approaches, is used for the purpose of this research. The quantitative data aim to provide a macro-level picture of the process of attrition in the teaching profession in terms of teacher and educational institution characteristics. The qualitative part of the research includes an analysis of a number of documents on the policy of the Ministry of Education of Israel on teachers leaving the profession. Keywords: Teacher preparation and qualification; Teacher's career development; Adaptation of novice teachers, Teacher-mentor, Mentor.

Technological Pedagogical Content Knowledge for Professional Teacher Development

Technological pedagogical content knowledge (TPACK) is a knowledge that extends beyond the conventional categories of the three “core” areas of education (pedagogy, content, and technology). Not every classroom, subjects, or pedagogical philosophy can benefit from the same technology tools. To improve teaching quality, teachers in any field should participate in professional development programs to learn about and use novel approaches to content distribution, assessment, and documentation. Technology-enhanced education is a challenging, systematized endeavor. When it comes to incorporating technology in the classroom, there is no optimal approach. There is a need for a method that regards teaching as a dialogue between instructors’ knowledge and their classroom practices. There are three pillars around which excellent technology-based instruction is built: subject matter, instructional methods, and available technology tools. All the differences in how much and how well schools use technology in the classroom can be traced back to these three interrelated factors. Therefore, teachers must be familiar with the strengths and limitations of various educational resources. This paper aims to provide the basic concept and significance of professional teacher development and analyze TPACK as a key to successful professional teacher development. Finally, it explains how the TPACK is used in many disciplines to improve students’ academic excellence and teachers’ TPACK in subjects such as science, English, social studies, and mathematics.
 
 Received: 11 November 2022 / Accepted: 26 December 2022 / Published: 5 January 2023

Розвиток професійної компетентності майбутніх фахівців транспортних технологій на морському та річковому транспорті через професіогенез

The purpose of the article is to conduct research and analyze the issue of forming the social and psychological competence of future specialists in transportation technologies in the maritime and river transport industry. The overall goal of the study is to identify key aspects and factors that influence the process of applicants’ professional development and their readiness to perform professional duties in the modern conditions of transportation industry development. The article explores important aspects of training future specialists who will work in the field of transport technologies, in particular, in maritime and river transport. The author of the article analyzes the theoretical foundations of the formation of professionogenesis and socio-psychological competence of applicants aimed at creating a basis for the professional development of future specialists. In order to achieve this goal, the scholars have developed a methodology for organizing an experimental study that allowed to determine the level of readiness of applicants of higher and vocational education institutions to obtain technical education and form competencies for further professional growth in the transport industry. The study identified the key components that affect the readiness of applicants to work in the transport industry, in particular in the field of maritime and river transport. Practical recommendations for the implementation and improvement of the professional qualities of applicants in the field of preparation for professional activities in the transport industry, in particular in the water transport sector, are elaborated. The practical significance of the study lies in the fact that through this research, the scientific community has the opportunity to obtain new data regarding the formation of professionogenesis and professional growth of applicants specializing in transportation fields, particularly in maritime and river transport. The research findings can be used to improve educational programs and teaching methods aimed at providing more effective training for future professionals in the transportation industry. Overall, this article represents a significant contribution to the development of scientific thought in the field of professional preparation for future specialists in transportation technologies, and it also provides practical recommendations for their successful professional development in the transportation sector, fostering the further growth and enhancement of this industry.

ЗМІШАНЕ НАВЧАННЯ УСНОГО АНГЛІЙСЬКОГО МОВЛЕННЯ СТУДЕНТІВ-ФОЛЬКЛОРИСТІВ З ВИКОРИСТАННЯМ ТЕХНОЛОГІЇ «ПЕРЕВЕРНУТИЙ КЛАС»

Background. The dynamic societal development requires flexible, adaptive, autonomous, and analytical skills in graduates who cannot rely solely on the knowledge and abilities acquired in higher education institutions. Continuous learning, acquiring new knowledge, skills, and abilities are essential for successful professional development. Integrating autonomous and classroom work using internet resources and educational technology, particularly blended learning, provides an optimal approach for meeting these needs. However, further research is needed to explore effective ways of combining face-to-face, independent, online, and distance learning to develop language and communication competencies, especially among folklore studies majors. Purpose. The purpose of the article is to provide a theoretical justification, develop a methodology, and implement blended learning techniques for enhancing oral English production among folklore studies majors using the «Flipped Classroom» technology. Methodology. Conceptually, the study relies on the concept of continuing education, which involves educational autonomy and educational strategies that enable the continuity of education. Practically, the research was implemented in experimental training of Folklore studies majors. The participants of the research were 9 Bachelor students and an English teacher (17 years of experience). Results and Discussion. The applied technology has demonstrated positive outcomes by optimizing classroom time, enabling individualized learning trajectories, and enhancing students’ cognitive engagement through well-planned independent work. Specifically, it has contributed to developing skills such as listening to authentic texts within the field, independently selecting appropriate materials for listening exercises based on predetermined criteria and engaging in dialogues and monologues related to folklore topics. Furthermore, blended learning has also improved folklore studies majors overall oral English proficiency. The educational potential of the «Flipped Classroom» technology extends beyond this spectrum, and further research can explore practical strategies for self-regulation, self-monitoring, and students’ motivation in developing their communicative competence through the «Flipped Classroom» technolohy in higher education settings

ЖОҒАРҒЫ ОҚУ ОРНЫНЫҢ ОҚЫТУ ЖҮЙЕСІНЕ БЕЙІМДЕЛУ ПРОЦЕСІНДЕ БОЛАШАҚ ПЕДАГОГ-ПСИХОЛОГТАРДЫҢ ӘЛЕУМЕТТІК ИНТЕЛЛЕКТІСІН ДАМЫТУ

The relevance of the article is due to the high requirements of the modern education system to the level of professional training of practical teachers-psychologists. Here, as an indicator of the successful professional development of a teacher-psychologist during the period of basic vocational education, one can name the indicators of the student's adaptation to the educational process of a higher educational institution. That is, the article deals with the problem of the development of social intelligence of future teachers-psychologists in the aspect of adaptation to the educational system of the university. The purpose of the article is a theoretical understanding of the essence of the scientific content of the concepts of «social intelligence» and «adaptation to the university education system», the solution of which is carried out through the following tasks: theoretical analysis taking into account various theoretical and applied approaches in Western and domestic pedagogy and psychology, determination of structural components of social intelligence of future teachers-psychologists; determination of indicators of social intelligence future teachers-psychologists and their adaptation to the learning process at the university The article clarifies the concepts of «social intelligence» and «adaptation to the university education system». The indicators of students' adaptation to the educational «group» and educational «activity» are determined. Correlations between indicators of social intelligence of future teachers-psychologists and indicators of their adaptation to the educational process of the university on the basis of the empirical method have been identified and verified.

Biotechnology Immersion Program: professional development where the participants do the preparation, teaching, and outreach to maximize learning gains.

Professional development for teachers of primary, intermediate, and secondary schools (Kindergarten to Grade 12; K-12), especially for highly technical subjects such as Microbial Biotechnology, can involve arduous and ineffective training methods prioritizing content delivery over sound pedagogical techniques. Teachers are learning complex content, techniques, and pedagogies but have little time to practice or gain experience and confidence in their newly acquired skills. The Biotechnology Immersion Program (BiP) sought to overcome this challenge by incorporating an intentional immersive experiential system into professional development; teachers learn new content, experience hands-on activities, and work through assessments in the role of a student while experienced subject matter expert faculty run the teaching and activities. Afterwards, the teachers get the opportunity to switch roles and practice teaching, running, and managing the same learning activities that they just experienced. The faculty experts are available to mentor, guide, and direct the teachers as they try out teaching and implementing novel biotechnology classroom activities. BiP focused on three critical aspects of successful professional development: time, personal experience, and connection. This mentored teaching and implementation practice system provided a robust professional development platform, where educators felt prepared and confident to run new biotechnology lab activities in their own classrooms.

FORMATION OF SELF-REGULATORY COMPETENCE OF FUTURE TEACHERS OF FOREIGN LANGUAGES IN THE PROCESS OF PROFESSIONAL TRAINING

The study is characterized the essence of the development of self-regulatory competence of future foreign language teachers as a basis for successful professional development, analyzes the structure, functions and components of self-regulation. An attempt to clarify the nature of self-regulatory competence made it possible to establish the reason for the functioning of the structural elements of the formation of self-regulation during training.The effectiveness of the education system and the growth of social requirements for educational institutions requires highly qualified specialists who are able to be creative in the organization of the educational process and achieve high quality results. Improving the quality of professional training is due to the possibility of mobile response of the educational process to the needs of society and the individual. In connection with the restructuring of the world system in Ukraine, increasing the level of psychological and pedagogical support for professional training, the relevance of the study of the problem of self-regulation of future professionals is growing significantly. Therefore, for specialists dealing with learning problems, pedagogical research is becoming increasingly important, which addresses the problems of self-regulation. Study of the formation of self-regulatory competence of future foreign language teachers in the process of professional training is one of the basic conditions for self-improvement of the individual at the personal and professional levels. However, self-regulatory competence as a property inherent in the future teacher of a foreign language is the basis of professional development, as it determines the purposefulness, motivation, the presence of productive mental states and otherconditions for successful mastery of the profession.

Professional development practices of English language teachers: A synthesis of studies published between 2006 and 2020

AbstractBeing able to address learners’ constantly evolving needs requires teachers to keep expanding their knowledge in their respective fields and actively engage in professional development practices. This qualitative meta‐synthesis, therefore, aimed to investigate the research studies published between 2006 and 2020 with respect to in‐service English language teachers’ professional development. In addition to reporting descriptive information of the studies, this synthesis study highlighted directions of research under five main themes: (1) changes in beliefs and practices with a transition from structuralist to communicative orientations; (2) online platforms in professional development; (3) collaborative professional development through research, coaching and study abroad; (4) the intricate relationship between identity and professional development; and (5) the implications for further effective professional development. Finally, this study synthesises fundamental issues in English language teacher professional development and suggests further research ideas in relation to the findings of the present review. Implications for future professional development practices and research are discussed. It is argued that successful professional development recognising teachers as key agents in the process should provide room for contextualising theory and combining it with practice and application in class. Effective professional development also necessitates acknowledging teachers’ personal practical knowledge. Professional development building on varied and differentiated activities and taking the particulars of diverse teaching contexts into consideration, would contribute to teacher growth provided particular conditions with an overt emphasis on practice, teacher needs, collaboration and sustainability. Such synthesis studies would broaden our understanding of English language teacher professional development and prompt necessary actions for development in educational systems.

Four Lessons to Take From Athena-Without Disguising Oneself as the Mortal, Mentor.

Four Lessons to Take From Athena-Without Disguising Oneself as the Mortal, Mentor.

Psychological and Pedagogical Support of Professional Development of Students in an Inclusive University Environment

The article reflects the problem of psychological and pedagogical support of the educational process in an inclusive environment of the university, presents the results of experimental work aimed at the formation of professional and pedagogical motivation of students during university education, in which the study of disciplines of socio-psychological orientation that contribute to their successful professional development.

Метод адаптивної передтренажерної підготовки авіадиспетчерів на засадах самоспрямованого навчання

The subject matter of the article is the processes of self-directed learning (SDL) skill formation for air traffic controllers at the pre-simulator training stage to acquire competence for the purposeful mastery of their professional knowledge, skills, and abilities, as well as the ability for self-organization, personal, and professional self-improvement, which will contribute to their successful professional development and continuous professional development throughout their lives. The existing SDL sub-competencies will enable the air traffic controller to use them in the simulator training in self-regulation mode. The article develops an adaptive SDL method for an air traffic controller in the pre-simulator training stage. The tasks: to describe the basic principles of SDL for air traffic controllers; to develop a cyclical SDL model for pre-simulator training of air traffic controllers; to build a conceptual model of the system of air traffic controller pre-simulator training based on SDL and an adaptation model as the main component of the automated system of adaptive pre-simulator training of air traffic controllers. The methods used are analysis, comparison, and synthesis; system analysis; graphic and object modeling; decomposition methods and graph theory. The following results were obtained. The cyclic model of SDL presented in the paper is the basis for the developed conceptual model of the system of air traffic controller pre-simulator training, based on the principles and elements of SDL. The considered adaptation model can be applied in the automated system of pre-simulator training of air traffic controllers. Conclusions. The scientific novelty of the results obtained is as follows: the proposed approach to the adaptive pre-simulator training of air traffic controllers will optimize the process of such training not only in sense of improving the quality of the training itself in the formation of professional competencies but also in terms of developing special cognitive and metacognitive skills, making the pre-simulator training itself indeed signs of adaptation, considering the individual preferences of the student in the strategic and tactical management of their learning.

Teachers’ Beliefs and Their Students’ Progress in Professional Development

We respond to calls for more research to address whether and how successful professional development (PD) experiences (defined here in terms of student progress) are related to changes in teacher beliefs, specifically about effective literacy instruction for young struggling readers. We developed a measure, a Teacher Belief Score, to identify teacher beliefs present in interview data and we used student achievement data to create two contrasting groups of teachers, those whose students had lower progress and those who had higher. While initially in the fall, lower progress and higher progress teachers differed little in their alignment of beliefs with program features; over time, higher progress teachers trended toward beliefs that were aligned with program features, whereas lower progress teachers trended away. Findings suggest the need for an additional component to Guskey’s model of teacher change: attributing student progress to the new instructional practices learned in PD.

АНТИЦИПАЦІЯ ЯК ЗАСІБ ПІДВИЩЕННЯ ПЕРСПЕКТИВ ПРАЦЕВЛАШТУВАННЯ ТА ПРОФЕСІЙНОЇ ЕФЕКТИВНОСТІ ДЛЯ МАЙБУТНІХ ФАХІВЦІВ

This paper studies the anticipation not as a governmental educational strategy for collaboration with employers, but as an opportunity for individuals (in this case, teachers and students) that can be measured by an algorithm. The paper provides: an individual strategy for successful professional development; a cognitive basis for anticipation; an emotional basis for anticipation; and an anticipation-potential index.

INNOVATIVE APPROACHES TO FORMULATION AND DEVELOPMENT OF SOFT SKILLS OF SECONDARY SCHOOL STUDENTS IN THE CONTEXT OF UKRAINE’S INTEGRATION INTO THE EUROPEAN EDUCATION AREA

The paper is focused on the analysis of soft skills as basic competences for future professional success. During the study the concept of “soft skills” in the educational terminology of European countries and Ukraine was analysed; the importance of formation and developing soft skills for successful future professional development was justified; the directions of educational policy in EU countries and Ukraine to ensure the formation and development of soft skills of secondary school students were found out. As a result of research it was made the conclusion about the importance of soft skills formation and development in secondary school students for their future successful professional realization. It was offered the strategic directions on innovation approaches for the New Ukrainian School in formulation and development of soft skills at secondary school in the context of Ukrainian’s integration into European and World education. In consequence of literature review it was determined that over one-third of skills (35%) were considered important in that days’ workforce would have changed over the next five years (the World Economic Forum, 2016). Today, employers look for job candidates who not only have professional skills in a particular field, but also understand how to make difficult decisions and demonstrate leadership skills. It is concluded that in an effort to prepare the younger generation for their future successful careers, educational institutions must ensure both the formation of professional skills (“ hard skills”) and the development of “soft skills”, not limited to communication skills, because “soft skills” are also the ability to listen, work in a team, think critically, set goals and achieve them, the ability to resolve conflict situations, etc. “Hard skills” and “soft skills” in combination with motivation and personality form a pyramid of development of the future competitive professional. Career success depends on so much more than students’ subject-matter knowledge and expertise. Based on the European experience the policy makers, educators and parents in Ukraine have been recommended to collaborate to ensure that each child’s school experience fosters the social and personal skills that will ensure success when he or she enters the workforce.