System Of Postgraduate Education Research Articles

ПІДГОТОВКА ВЧИТЕЛІВ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ОСВІТИ ДО ФОРМУВАЛЬНОГО ОЦІНЮВАННЯ НАВЧАЛЬНИХ ДОСЯГНЕНЬ МОЛОДШИХ ШКОЛЯРІВ

The article identifies the peculiarities of teachers’ training in the system of postgraduate education for the formative assessment of educational achievements of primary students, which has a developmental and corrective nature and allows to achieve quality educational results. The urgency of the transition of domestic institutions of postgraduate pedagogical education from "advanced training" to "development of professional competence" of teachers is confirmed. The essence of the phenomenon of assessment competence of primary school teachers as an integral part of their professional competence, as the ability to assess students’ learning outcomes, which involves their knowledge of the types of assessment of students’ learning outcomes (formative, current, final, etc.), methodic of formative, current and final assessment; ability to apply various methods of formative, current and final assessment of students’ academic achievements, to follow to the criteria established or developed together with students during the assessment, to develop students' skills of self-assessment and self-motivation. The necessity of development of assessment competence of teachers is justified. Its structure in the conditions of the competence-based approach is revealed (motivation, professional qualities, the received knowledge, abilities and skills, activity of subjects of studying and its components: motivational, cognitive, activity, reflexive). The components of the assessment activity of primary school teachers are singled out: outlining the purpose of assessment, determining the terms of assessment, forecasting the expected results, defining criteria, methods of tracking the progress of students in studying the topic. The conditions of readiness of primary school teachers for formative assessment are revealed: motivation of assessment activity; understanding the philosophy of formative assessment; practical skills and abilities of its implementation. Some ways to solve the problem of training teachers in the system of postgraduate education for formative assessment are identified. The criteria of professional readiness of a primary school teacher are illuminated: scientific and theoretical (pedagogical, psychological, professional), methodical, technological knowledge (the use of pedagogical technologies, the ability to accumulate and use positive pedagogical experience, etc.), forecasting the results of own activity, its correction and reflection.

ФОРМУВАННЯ ПІДПРИЄМНИЦЬКОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛІВ ПРИРОДНИЧИХ СПЕЦІАЛЬНОСТЕЙ У СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ


 
 
 
 In the process of reforming the Ukrainian education industry, postgraduate education is task with developing entrepreneurial competence in teachers who will be able to prepare students for later life, self-realization and development, active citizenship, professional careers in market conditions.In the article presents the main priorities of the system of postgraduate pedagogical education for the formation of entrepreneurial competence of teachers of natural sciences, which are to ensure the variability, mobility and flexibility of the educational process. The stages of formation of entrepreneurial competence of teachers of natural sciences in postgraduate education have been elaborated, which include entrance testing, training, self- educational activity and initial testing. In the context of such processes of modernization of the system of postgraduate pedagogical education, it is important to review not only the content, but also the forms, methods and approaches to the organization of training of teachers of natural specialties in relation to the formation of entrepreneurial competence.Such systematic training of teachers is aim at prompt reorientation of their activities and formation of teachers of the future.
 
 
 

SUBSTANTIATION OF PRAXEO-DYNAMIC APPROACH TO THE IMPROVEMENT OF FUTURE TEACHER’S READINESS FOR THE PRIMARY SCHOOLCHILD’S SPIRITUAL-MORAL DEVELOPMENT

The article is devoted to the substantiation of praxeo-dynamic approach to the improvement of future teacher’s readiness for the primary schoolchild’s spiritual-moral development. The use of this approach allows educators to develop a research program that will open new horizons in cognition and transformation of personality. The research has been conducted using scientific empirical and theoretical methods, common scientific methods: analysis, synthesis, comparison, induction and deduction. The descriptions have been used to determine the praxeo-dynamic approach to the future primary school teachers’ professional training. The article represents an analysis of studies, which suggest that a praxeo-dynamic approach to the improvement of future teacher’s readiness for the primary schoolchild’s spiritual-moral development should take into account the strength and pace of the development of each personality’s abilities. These findings confirm the idea that while working with students we should pay attention to the fact that excessive acceleration in the formation of cognitive, emotional and behavioral spheres of personality can lead to negative results (e.g, ignorance in other areas of life and interests, which are limited to narrow specialization). Therefore, when these features emerge, we should be more cautious about organizing the educational process in higher education institutions. This study is characterized by the fact that the author provides a rational for the praxeo-dynamic approach from the point of view of achievements of modern humanitarian knowledge. It allows educators to plan the actions of future teachers, which are aimed at the formation of their readiness for spiritual-moral development of primary schoolchildren. It also gives the opportunity to develop the abilities, which taken in a system, can affects this readiness. The results of this study can be used in the educational process of institutions of higher education in terms of improving teachers’ pedagogical skills in the system of postgraduate pedagogical education, in the process of design of compulsory and optional pedagogical courses while training students of the specialty “Primary Education”. Using a praxeo-dynamic approach to the improvement of future teacher's readiness for the primary schoolchild’s spiritual-moral development the following aspects should be taken into account: moral attitudes (restraint, compassion) and four emotional types of intelligence (according to T. Bradberry and D. Greaves), which have a direct impact on the productivity, effectiveness and dynamism of this area of professional activity. It is also important to use hands-on exercises, which help to increase emotional intelligence.

PECULIARITIES OF MASTERING LANGUAGE MATERIAL BY CHILDREN WITH DOWN SYNDROME

The article reveals peculiarities of language learning by children with Down syndrome. Children with Down’s syndrome frequently have speech and language impairments although the nature of their language learning difficulties can differ substantially between individuals. Both hearing loss and delayed development contribute to language learning. Children show specific strengths in receptive vocabulary. Sign and gesture can support vocabulary learning and visual scaffolds support language learning. Enhanced verbal environments help to develop verbal abilities. While understanding precedes expressive ability for all children, this balance is frequently larger than usual and is sometimes vast, which in some cases leads to children’s understanding and other abilities being underestimated. Individuals are likely to have difficulty expressing their thoughts and feelings. Most learners have significant speech, language and communication needs throughout childhood. Activities to support the full range of speech, language and communication needs that individual children experience should be directed by a speech and language therapist. The script of the workshop of the same name for philology teachers, which can be conducted in extra-curricular time in the system of postgraduate education, has been worked out.

ПРОЄКТУВАННЯ ІНФОРМАЦІЙНОЇ СИСТЕМИ МОНІТОРИНГУ ПРОЦЕСУ ПІДВИЩЕННЯ КВАЛІФІКАЦІЇ ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ

У статті розглядається актуальна проблема – необхідність розробки інформаційної системи моніторингу процесу підвищення кваліфікації педагогів у закладі післядипломної педагогічної освіти. У публікації здійснено концептуальне проєктування цієї системи. Зокрема описано данні та відповідні інформаційні процеси, що характерні організації та здійснення підвищення кваліфікації педагогів. Уточнено базові вимоги до проєктованої інформаційної системи моніторингу: відповідність визначеним групам користувачів; можливість обліку педагогів регіону для здійснення планування курсів підвищення кваліфікації; аналіз результатів навчальної діяльності слухачів за допомогою методів математичної статистики; автоматизація підготовки необхідної документації внутрішньої звітності та здійснення її відповідного аналізу тощо. Крім того, реалізований програмний засіб має бути елементом відповідного комп’ютерно орієнтованого навчального середовища закладу післядипломної педагогічної освіти. На основі вище зазначеного визначено мету, задачі, принципи розробки, загальну структуру, етапи реалізації інформаційної системи моніторингу процесу підвищення кваліфікації педагогів та очікувані результати від її впровадження. Водночас у публікації визначено, що подальші дослідження можуть стосуватися розробки інфологічної моделі бази даних інформаційної системи моніторингу процесу підвищення кваліфікації педагогів у закладі системи післядипломної педагогічної освіти, шо забезпечує аналіз цього процесу та підтримку прийняття необхідного управлінського рішення адміністрацією для його корегування, а також планування спільної діяльності з районними методичними кабінетами та відповідними представниками утворених об’єднаних територіальних громад регіону щодо професійного розвитку педагогів у міжкурсовий період.

ORGANIZATION OF SPECIALISTS EDUCATION AND TREINING IN THE FIELD OF PREVENTIVE MEDICINE IN UKRAINE: PAST AND PRESENT

Summary. Changes in many areas of economic activity in Ukraine, the introduction of the latest technologies, the emergence of new objects of sanitary and epidemiological surveillance and an increase in the level of environmental hazard pose new challenges in the field of preventive medicine, which requires the improvement of theoretical knowledge and practical training of specialists.
 Aim. Theoretical justification of new approaches to postgraduate training of Preventive Medicine Physicians in Ukraine in connection with the transformation of the healthcare system into the Public Health system of Ukraine and the introduction of a new model of postgraduate education – the Continuous Professional Development system.
 Materials and methods. Normative legal acts of Ukraine in the field of medical education and in the field of activity of the sanitary-epidemiological service of Ukraine were used. The theoretical and methodological basis of the study was made up of the methods: bibliosemantic, logical-structural approach, and content analysis.
 Results and discussion. The system of training specialists in preventive medicine, which was created during the years of independence of Ukraine in accordance with the needs of the system of the State Sanitary and Epidemiological Service of Ukraine, is considered. The analysis of problematic issues related to the modern undergraduate and postgraduate education of preventive medicine doctors in the new legislation in the field of education and science in Ukraine is carried out. The priority areas of development of the system of postgraduate education and training of specialists in preventive medicine based on the model of Continuing Professional Development are highlighted. A new look at the specialty "toxicology" as a promising area of scientific and practical activity and a key tool of the Public Health system is substantiated. The programs of education and training for toxicologists according to the standards of the European Union countries were presented. The prospect of further research in this direction was reasonable.
 Conclusions. Reforming the Ukrainian healthcare system towards the creation of the European Public Health system requires a radical change in the model of undergraduate and postgraduate training of preventive medicine physicians, namely the creation of a new professional Public Health group, where the toxicology specialty should be one of the main ones.

Information Support of Educationalists as an Important Function of a Postgraduate Education System

The conducted research on the status of information support of educationalists made it possible to install that such basic functions of scientific and pedagogical information as analytical-prognostic, integrative, and a function of operational and purposeful formation of various categories of specialists at present are not sufficiently implemented. This can be accounted for by the versatility and complexity of pedagogical process itself, as well as by a low level and limited range of developing operational systems differentiated scientific and methodological services to various categories of teaching staff. The research classified the types of information required in the system of postgraduate education of teaching staff. Based on the theoretical analysis of information access in the system of postgraduate pedagogical education (PPE), and programs of information and library service of teaching staff, it has been rationalized that there is a great necessity for establishing centers of scientific and information support aiming at improving the qualification of teaching staff. With this in view, ways of improving the informational function of PPE have been thoroughly studied and revealed. The most significant of them suggests that an automated corporate information system and a corresponding Internet site must be created. This can ensure the remote search and delivery of electronic materials from the funds of the State scientific and pedagogical library, and the libraries of educational institutions; an exchange of resources with other libraries and organizations; developing information and telecommunication technologies in institutions of postgraduate education; training teachers to use computer technologies, etc.

Системa критеріїв оцінювання розвиненості фахової компетентності начальників фізичної підготовки і спорту військових частин збройних сил України у системі післядипломної освіти

Системa критеріїв оцінювання розвиненості фахової компетентності начальників фізичної підготовки і спорту військових частин збройних сил України у системі післядипломної освіти

Formation of professional stress resistance of future heads of educational institutions at the stage of master's training

The article deals with the problem of professional stress resistance of future principals at the stage of master’s training. The results of studying the level of professional resistance of future principals using the Jenkinson technique for determining stress susceptibility and the SACS-strategy questionnaire and coping behavior model are presented. The state of development of the identified problem in the psychological and pedagogical science and practice of higher education institutions is analyzed. The essence of stress resistance is revealed, opportunities for preventing professional stress, the resources of stress resistance formation and ways to increase the level of stress resistance at the stage of Master’s training are identified and analyzed. The complex program of increasing the level of professional stress resistance of future principals which is aimed, first of all, at eliminating potential sources of stress in their inner world, which includes: formation of skills of productive interaction and skills of constructive conflict resolution, constructive difficulties; teaching methods of analysis, interpretation and realistic assessment of stressful situations, mastering constructive coping strategies; formulation of stress protection strategies; teaching self-regulation methods and techniques; formation of sanogenic thinking is justified, developed and implemented. The main ways of realization of the complex program are: educational activity (lecture-educational work, practical classes, performance of creative work (individual educational-research task), independent and research work of undergraduates, functioning of student problem group, individual-advisory work tasks during management practice, training practice. The role of psychological and pedagogical disciplines and, in particular, of the course “Occupational health of the teacher”, developed by the author and psychological and pedagogical training in the formation of professional stress resistance of future educational institutions principals is identified. The matters require amplification are defined. They are substantiation and implementation of antistress sanogenic psychotechnologies, technologies of the resilience formation among educational institutions principals in the system of postgraduate pedagogical education.

Впровадження дистанційної форми навчання в систему післядипломної освіти: проблемні питання сьогодення

Впровадження дистанційної форми навчання в систему післядипломної освіти: проблемні питання сьогодення

Contemprorary features of preparation and teaching cycle «neurology» to doctors-residents in specialty «General Practice – Family Medicine»

The aim of the study is to analyze contemporary features of teaching the course of neurology to doctors-residents in specialty "General Practice-Family Medicine" at the Department of Neurology and Neurosurgery, Faculty of Postgraduate Education (FPE) of the Vinnytsia National Pyrogov Memorial Medical University, to identify problematic issues and prospects for further development.Results. The educational process at the department is carried out according to the program of studying at the internship in the specialty "General Practice-Family Medicine", where 72 academic hours are allotted for the course of neurology. To improve the assimilation of the material and the quality of teaching, the department uses a variety of innovative interactive methods, namely: debriefing of patient’s cases in a small group of interns (2-3 people), case-methodology (active problem-situational analysis), brainstorming and others. The best way in teaching is to combine simultaneously more than one technique depending on the situation. The department widely uses modern multimedia technologies and presentations, where the lecture material is presented briefly, clearly and as much as possible simplified with an emphasis on the most necessary information in practice. The use of the newest technologies of teaching and presenting materials at the department contributes to mastering all the necessary knowledge of neurology in the practical activities of the future family doctor and using this knowledge for the benefit of society.Conclusions. For a qualitative pedagogical process in the system of postgraduate education and increasing its efficiency in modern conditions, constant development and implementation of innovative teaching methods with the use of world experience is necessary. In order to improve the assimilation of material in the conditions of a large information load, modern multimedia technologies and various pedagogical techniques that improve the quality of the learning process and the assimilation of the information provided should be used.

Criteria and formation levels of professional competences of specialists of the nature protection branch in ecological monitoring

During the study there were elaborated criteria and estimation levels of the multi-step system of training specialists of the nature protection branch for ecological monitoring: for future specialists and professionals by the formation level of professional competences in ecological monitoring; for specialists of the nature protection branch by the level of readiness to the professional activity. There was constructed a criteria-level scale for estimating future competences formation of future specialists that includes motivational, theoretical-methodological and analytical-practical criteria. The estimation is realized by reproductive, sufficient and high levels. For future professionals in ecological monitoring, the criteria-level scale for estimating professional competence formation includes motivation-value, activity-practical, scientific-research criteria and interpreting, constructive, research levels. For the professional development of specialists of the nature protection branch in the system of postgraduate education, a criteria-level scale was developed for estimating the level of readiness to the professional activity, including the following criteria: motivational-axiological for estimating formation motives of the professional nature protective activity; competence for estimating professionalism; professional attitude for estimating a personal attitude to the professional activity, especially independence in making decisions, in using different approaches to solving complicated ecological situations, in elaborating and planning projects for improving the environment quality. Corresponding to peculiarities of the professional development, there were determined readiness levels, namely basic, integrative-projective, creative. There were elaborated and substantiated criteria, parameters and levels that provide the estimation of the multi-level training system of specialists of the nature protection branch for ecological monitoring through the formation of professional competences and readiness to the professional activity

Professional-synergetic scientific-methodic competency of teachers in the postgraduate pedagogical education system

This article analyzes synergetic parameters of pedagogy as determinants of creative learning, reveals conceptual, theoretical-methodological, functional and competence bases of synergetic pedagogy formation as a new interdisciplinary field of the professional-pedagogic activity. There is determined the author definition of the notion “synergetically oriented scientific-methodical competence of teachers” as a multi-component integral system of equivalent general (universal, key) and professional competences, realized through all learning stages during life by combining, mutually using and adding forms, methods, means and technologies, creating the methodical support of the educational process and based on it, scientific statements and argued results as a consequence of making studies in a certain field of science, solving complicated scientific-theoretical or practical problems. There are defined and concretized system qualities, abilities, readiness to form the professional-synergetic scientific-methodical competence of teachers.There is considered in detail the importance of the professional-synergetic scientific-methodical competence of teachers, conditioned by its functions: for teachers: self-determination, self-motivation; self-reflection and creativity; self-education, self-improvement and self-development self-realization and self-regulation adaptive socialization; ego-protection; self-prophylaxis and self-rehabilitation; for a staff of postgraduate pedagogical educational institutions: treating-monitoring functions; organizational-projecting; methodical, methodological; partner-socializing; psychological-emotional; supporting-realizing; analytic-regulating.There is concretized, that depending on content of the professional-synergetic scientific methodical competence of teachers, educators and levels of cognitive and technological operational components, main functional groups of partial competences are determined: functional-philosophical, general scientific, concrete scientific, scientific-methodical competence and their structure is determined for defining the categorical apparatus and terminological base of this study.There is summarized, that the effectiveness of forming the professional-synergetic scientific methodical competence of teachers in the system of postgraduate pedagogical education, from our point of view, depends on integration of possibilities of its realization in formal, non-formal and informal education. It is vitally important for a teacher, educator to realize continuous professional education, applying innovative forms and methods, forming a personality of students and also demonstrating such attitude to learning on own example, realizing own individual educational trajectory

Impact of a systematic education model for palliative care in cancer.

In clinical practice, pharmacists are continually required to improve their knowledge and expertise; however, the postgraduate education system for professional development cannot be confidently stated to be well established. The establishment of a systematic and multifaceted educational curriculum should be useful to improve home care and pharmacists' contribution; therefore, we developed a curriculum in collaboration with the university faculty of pharmaceutical sciences, department of pharmacy in hospital, and the Fukuoka Pharmaceutical Association. Class topics were extracted from the "Kanwa-Iryou-Yakugaku", edited by the Japanese Society for Pharmaceutical Palliative Care and Sciences. The items are necessary to perform palliative care as a pharmacist. A class schedule of 6 days (24 classes in total) was formulated. Questionnaires on comprehension degree before and after each class were provided to the participants. Comprehension was assessed on a scale of 1 to 10, where "I do not understand at all" was 1 and "I understand enough" was 10. The average recovery rates of questionnaires from each class were 92.6 % and 88.9 % before and after class, respectively. The average number of participants who completely answered the questionnaire before and after class was 45.6; therefore, these data were analyzed. Comprehension degree on each topic had significantly increased after attendance of all classes (p < 0.01). The comprehension degree of participants of the medical science of palliative care did greatly improve. Consequently, it is clear that the standard education model constructed was meaningful for the professional development of pharmacists in palliative care medicine.

Дистанційні технології у післядипломній освіті – альтернатива назустріч реформі

The purpose of the work is to analyze the practical, theoretical and methodical bases of training students for the distant form in the context of reforming the health care system in modern Ukraine. Distance learning as a component of the European Higher Education Area (EHEA) requires a qualitative transformation of the learning environment for learners and other learners in order to achieve their autonomy and ability to critical clinical thinking based on a productive approach that is essential for the formation of professional readiness specialists. By joining the Bologna process, Ukraine has embarked on a global reform of its higher education system, which should raise the status of holders of national diplomas on higher education in the European labor market. To achieve the best results in this direction, based on classical teaching methods, it is necessary to develop new ones – based on the Internet technologies of the XXI century, which are already successfully applied in a number of leading universities of Ukraine. The distance learning form is also called «life-long education» because most of the learners are adults. Have higher education, but because of the need to improve their skills or expand the scope of many, there is a need to quickly and qualitatively acquire new knowledge and skills. Due to the fact that distance technologies in the system of post-graduate education provide the status of listeners as important, democratic, active participants in their own potential, the importance of their internal motivation to improve personal and professional qualities is substantially increased. Internal motivation becomes the basis for the implementation of the professional profile of continuing education of doctors with the aim of correcting their personality-value, professional qualities. Conclusions Because of the need for advanced training or expansion of the field, many need to quickly and qualitatively acquire new knowledge and acquire professional skills. The distance learning form is very popular among the audience because of its economic performance and educational efficiency. The social function of professional mobility is a fundamental factor in ensuring the effectiveness of educational and cognitive activities of health professionals. Key words: distance learning; professional improvement; reforming; health care.

Research of motivation aspects of thematic improvement of specialists of pharmacy

The system of postgraduate education of pharmacy specialists (РS) is used to improve their education and professional training with the help of deepening, expanding and updating professional knowledge and skills, an important component of which is the thematic training. Therefore, a question to the PS arises about studying the motivational aspects and attitudes towards such training in order to ensure their professional needs at the current stage of development of the domestic pharmaceutical market, as well as clarifying the forms and methods of its implementation.&#x0D; The aim of the work was the clarification of the views about the motivational aspects types and forms of thematic training in the system of postgraduate education, pointed out by РS, as well as possibilities for a wider usage of innovative approaches.&#x0D; The object of the study was the experience of thematic cycles of passing for improvement by PS. To achieve this goal, modern scientific methods were used, in particular, selective observation, questioning, focus groups, expert assessments, direct study during 2018-2019 years among the PS occupying various positions (97 people who made up the group of respondents).&#x0D; Studies have shown that among the PS there is a motivation to learn on cycles of thematic improvement, both of a general nature (9 components) and for personal needs (12 components). At the first place there is the desire of the РS to get new theoretical and practical knowledge; improve their qualification and skills as a manager, specialist, organizer; expand opportunities for self-analyses, achieve success in their practical activities, improve their financial stability. It has been established that the greatest preference among the types of thematic cycles for PS are full-time educational cycles, field training and part-time education. The opinion of PS about the usage of other innovative forms of thematic training is not clearly indicated. This is due to the lack of experience in using, for example, distance form and intermittent learning, as well as experience in using Internet technologies.&#x0D; Conclusion – thematic improvement of РS is a significant component of postgraduate education to which they have motivational aspects and which is based on the ability to choose the organization, forms and methods of conducting it in order to satisfy their general and personal professional needs. The most attractive types of thematic improvement should be attributed to the passage of cycles in the form of full-time study, visiting training and part-time education. There are opportunities for wider introduction of innovative and promising forms of thematic cycles of the РS with the help of distance and intermittent learning.

Actual problems of the pedagogical mastership development of the musical art teacher under conditions of postgraduate pedagogical education

The article is devoted to highlighting the current state of the development of pedagogical mastership of musical art teachers in the system of postgraduate pedagogical education. The modern experience of the development of pedagogical mastership in formal education is considered. The experience of using thematic, author's courses for teachers on the basis of special courses, master-classes, creative workshops, in-depth training, thematic training is described. The description of innovative forms of teacher training in the course period is given. The experience of the organization of non-formal education on the image problem is considered. the The most common forms of training teachers in non-formal education as scientific and pedagogical conferences, workshops, trainings, master-classes, round tables, problem-oriented theoretical and practical seminars, methodical meetings, schools of pedagogical skills, participation of teachers in creative groups associations are described. The experience of organizing professional self-development of musical art teachers in the conditions of informal education, which are based on the basis of modern networked, electronic forms of self-study of teachers, is described. The necessity of preparing individual programs of development of pedagogical skills for the effective training of teachers has been determined. The results of the research in the system of postgraduate pedagogical education, which demonstrate priorities in the types and forms of education among teachers of musical art are described. The ways of introducing new forms of teaching on the development of pedagogical mastership of musical art teachers in the system of postgraduate pedagogical education are defined. Among the prospects for the development of pedagogical skills of teachers in postgraduate education, the substantive content of distant, network, e-learning of teachers, selection of effective learning technologies, formation of a bank of innovative forms and methods, the need to prepare scientific and methodological support for training musical art teachers in postgraduate pedagogical education are determined

ВИКЛАДАЧІ СПЕЦІАЛЬНИХ ДИСЦИПЛІН ВВНЗ: СТАН ПІДГОТОВЛЕНОСТІ ТА НАПРЯМИ ЇЇ УДОСКОНАЛЕННЯ

Introduction: There is a task before the national higher military educational institutions – to prepare the scientific pedagogical specialists, who could unite the deep fundamental military professional knowledge, practical experience and pedagogical excellence with constantly increasing challenges of modern society to the Armed Forces of Ukraine and military higher education system in their military activities. The pedagogical qualification system improvement stipulates the research of military teachers readiness for the pedagogical work modern state. The purpose is to highlight the actual state, problematic issues and directions of improvement of higher military educational institutions special subjects lecturers preparedness. Methods : theoreical: analysis of the theoretical: scientific researches and normative and legal documents, which determines the demands to the higher military school lecturers preparedness; views and facts comparison concerning the investigated topic in historical context with modern state ; prognosis to determine the conditions and directions of effective implementation of the system of principles, rules, demands, which directs lecturers cognitive activities. Empirical: questionnaires, conversation, direct and indirect observation, experts assessment method, self-assessment, testing – were used with the aim of determining the level of higher military educational institutions special subjects lecturers professional competence formedness. Results: The statistical data, obtained as a result of the research, permitted to determine the priority directions to improve the scientific pedagogical personnel postgraduate education system. These are: lecturers familiarization with modern education conceptions, theories, approaches, scientific investigation preparation and pedagogical diagnosing. Originality: The complex investigation of the higher military educational institutions special subjects lecturers preparedness allowed to determine some drawbacks in their preparation, also as some suggestions concerning the directions of pedagogical qualification improvement and the problems in proper organization and pedagogical conditions provision of pedagogical activities in higher military educational institutions. Conclusion : The problem of professional development of higher military educational institutions lecturers, the solving of which is seen in the professional development in the postgraduate education system by involving the teachers to the pedagogical qualification development courses and distance learning.

Designing of additional professional programs for academic teaching staff of higher education organizations

The idea of lifelong education is realized not only in the form of theoretical concepts, but it is put into practice of the personnel’s training as well. The need for constant professional development is fixed at the legislative level and stated in professional standards for all sectors of activity. Under the current legislation the academic teaching staff of any higher education organization must take advanced training courses at least once every 3 years. Thus, the problem of designing additional professional programs - advanced training programs for the academic teaching staff of higher education organization is relevant. Empirical and theoretical research methods, as well as an analysis of our own program development experience, made it possible to make generalizations about the program design stages, which are presented in this article. The design stages contain the baseline comment on the essence of the developer’s actions and a rough result of the design of the program, both at a separate stage and for the program as a whole. Using the ongoing additional professional program as an example, some substantive units that can be considered as the universal ones conforming to professional standards of the academic teaching staff activities are highlighted. The author points out that all program units should have meaningful interdependencies and in this case they can be typified as a kind of educational case, within which both traditional and innovative teaching methods are applied. A non-standard approach to evaluating the students that participate in advanced training courses is the organization of the end-of-course assessment. It represents the project review that helps the student to demonstrate his improved competences. The proposed stages of designing an additional professional program and organizing work with students contribute to the development of the system of postgraduate education and have practical significance for all educational organizations that develop their own advanced training programs for the personnel.

Study of the development of the teacher’s information and communication mobility within the system of postgraduate education

The article presents the results of the research of the essence, structure and features of the development of information and communication mobility of a teacher in the system of postgraduate education. The authors described the research process of information and communication mobility of a teacher, which involved a study of the current state of the issue, as well as an analysis of scientific literature together with the development of basic theoretical principles of the study. Generalization and systematization of information allowed the authors to determine the structural components of a teacher's information and communication mobility including criteria and indicators of its formation. The authors were further able to substantiate the conditions of its development in the educational environment of postgraduate education in the course and inter-course periods of professional development and advanced training. The modular program of teacher training entitled "Development of information and communication mobility of the teacher in the educational environment of postgraduate education" is presented, together with the introduction of the method of its development in the educational environment of postgraduate education. In order to determine the level of formation of teacher’s information and communication mobility, methods of evaluation, self-assessment, mutual evaluation and commentary are applied. The use of the developed diagnostic tools made it possible to evaluate the main components of the teacher's information and communication mobility: perception and analysis of new knowledge in the development of new professional activities (cognitive-personal component), self-assessment and self-analysis of the effectiveness of activity and performance (evaluative-reflexive component), and the acquisition of connections in the process of the interaction of subjects of the educational process aimed at new skills and abilities utilization (social-activity component). With the help of methods of mathematical statistics (ranking, factor analysis, multidimensional dispersion analysis, parametric and nonparametric methods for comparing data using SPSS (ver. 13) computer software program) the effectiveness of the presented methodology is confirmed. The necessity of the interrelation of periodic advanced refresher training for the teacher along with their methodical work and active self-education in intercurricular period is substantiated. У статті представлено результати дослідження сутності, структури та особливостей розвитку інформаційно-комунікаційної мобільності педагога у системі післядипломної освіти. Авторами охарактеризовано процес дослідження розвитку інформаційно-комунікаційної мобільності педагога, що передбачало вивчення сучасного стану проблеми, аналіз наукової літератури, розроблення основних теоретичних положень дослідження. Узагальнення та систематизація інформації дозволило визначити структурні компоненти інформаційно-комунікаційної мобільності педагога, критерії та показники рівнів її сформованості, обґрунтувати умови її розвитку в освітньому середовищі післядипломної освіти в курсовий та міжкурсовий періоди підвищення кваліфікації. Представлено модульну програму навчання вчителів у післядипломній освіті "Розвиток інформаційно-комунікаційної мобільності педагога в освітньому середовищі післядипломної освіти", методику її розвитку в освітньому середовищі післядипломної освіти. Для визначення рівня сформованості у педагогів інформаційно-комунікаційної мобільності застосовано методи оцінки, самооцінки, взаємооцінки, взаємокоментування. Використання розробленого діагностичного інструментарію дозволило здійснити оцінювання основних компонентів інформаційно-комунікаційної мобільності педагога: сприйняття та аналізу нових знань щодо освоєння нових видів професійної діяльності (когнітивно-особистісний компонент), самооцінку ефективності діяльності, самоаналіз результативності діяльності (оцінно-рефлексивний компонент), набуття зв’язків у процесі взаємодії суб’єктів освітнього процесу, зокрема, з метою навчання (соціально-діяльнісний компонент). За допомогою методів математичної статистики (ранжування, факторний аналіз, багатомірний дисперсійний аналіз, параметричні та непараметричні методи порівняння даних з використанням комп’ютерної програми SPSS – версія 13) підтверджено ефективність пропонованої методики. Обґрунтовано необхідність взаємозв’язку періодичного курсового підвищення кваліфікації педагогів з їх методичною роботою й активною самоосвітою в міжкурсовий період.