Wyniki wyszukiwania - Biblioteka Nauki

1

Postgraduate training of the specialists in tourism sector

100%

Babikova K.

Intercultural Communication

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2016

|

nr 1/1

61-72

EN

Purpose. The article highlights the features and value of postgraduate training in the field of tourism. An important step to improve the efficiency and quality of tourism is an organization of professional preparation, training and retraining of professionals working in this field. Methods. As the tourism market is extremely dynamic, diversified and fleeting, only a systematic and continuous development of knowledge workers will ensure the adaptability and flexibility of the tourism business. Given the current educational trends in continuing education consider necessary to implement training for the tourism business training. Postgraduate seminar training allows employees to tourism businesses to gain new knowledge and skills, to master modern information technologies in tourism, new approaches to master the organization and management tourism activity. Results: Attention is paid to the basic concept of professional development and professional training – the professional development specialists forms professional development of tourism industry professionals and training in such forms as short-term training, self-study, internships, field education, informative tour.

2

Development of Scientific and Natural Competence of Technology Teachers in the System of Postgraduate Education by Means of Information and Communication Support

100%

Kashyna G. , Nazarova K. , Burak V.

Edukacja-Technika-Informatyka

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2019

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tom 10

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nr 4

151-155

EN

The research deals withthe analysis of the results of experimental work on the problem of development of technology teachers’scientific and natural competence in the postgraduate education system in the conditions of modern processes of education informatization. Itdescribes the main results of the technology teachers’ scientific and naturaltraining study in the postgraduate education system by means of information and technological support.On this basis it is concluded that the effective knowledge and skill masteringis provided dueto the usageof information and technological support in the postgraduate pedagogical education system.

3

Development of information competence of the teacher technology in postgraduate education

88%

Kashyna G.

Intercultural Communication

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2016

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nr 1/1

140-154

EN

Purpose. With the development of information society the main task of training future and current teachers is to teach them to use modern information and communication technologies in the educational process, causing the need for changes in the traditional system of education of teachers. The development of science and technology requires teacher training in the effective use of its achievements, competently directed personal development of students creatively working to improve the educational process, use and demonstrate the use of modern information technology. Methods. The effective development of information and communication competencies of teachers technologies during training in the system of postgraduate education depends on the orientation of the educational process on the principles of person-centered and activity approaches learning and application of methods, tools and organizational learning, which involve the use of information and communication technology. Results. Developed and implemented methodological elements of the system based on determining components of information competence of the teacher of technology to new levels of professional training of teachers technologies. It should be noted that the use of modern information and communication technologies in learning technologies (lessons work) significantly improves the level of teaching, provides a choice of place, time, content and learning, promotes better learning students; In addition, these technologies allow you to create a complete online learning space for students and teachers of self.

4

Primary Teachers’ Professional Training in the System of Postgraduate Education in the Light of Differentiating Teaching: Irish Experience

75%

Gotsuliak K.

Comparative Professional Pedagogy

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2015

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tom 5

|

nr 1

92-97

EN

Different information sources, namely National Strategy for Higher Education to 2030 (Ireland), Introduction to Primary School Curriculum (1999), (Ireland), Primary Professional Development Service - Differentiation in Action, Ireland’s official postgraduate study website, the Strategic Plan 2012-2016 of Mary Immaculate College, Limerick University), have been studied. The mission of primary education in the light of differentiating teaching has been indicated. Main aspects of differentiating teaching have been highlighted. The correspondence between differentiating teaching foundations and primary school curriculum has been proved. Irish experience in professional training of future primary teachers in the system of postgraduate education in the light of differentiating teaching has been analyzed. Due to theoretical analysis of Professional Master of Education (Primary Teaching) (PME) postgraduate course’s aims the priority tasks of future primary teachers have been defined. Peculiarities of the postgraduate course of the Professional Master of Education (Primary Teaching) at Mary Immaculate College, University of Limerick have been justified. Positive aspects of Irish experience in postgraduate education system, in particular professional training of primary teachers, have been defined. Perspectives for the Ukrainian postgraduate system as for professional training of primary teachers have been outlined.

5

ПРІОРИТЕТИ ДИСТАНЦІЙНОЇ ПІДГОТОВКИ ВЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ В СИСТЕМІ ПІСЛЯДИПЛОМНОЇ ПЕДАГОГІЧНОЇ ОСВІТИ

75%

Старченко С.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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nr 2(46)

401-408

EN

Article deals with theoretical provision of the question of optimization and improving qualification of physical training teacher in the system of post-graduate pedagogical education. It is defined that distance education in postgraduate educational establishments is one of the most perspective directions for increasing accessibility, mobility and improving quality of higher professional education for teachers in physical training. Purpose of the article – theoretically prove necessity and peculiarities of distance education of teachers in physical training at postgraduate higher educational establishments through use of informational and communicative technologies. Improving of qualification on distance by means of informative and communicative technologies will provide possibility to get diploma, or certificate of educational establishment, being hundreds of kilometers away, also continuous training will improve his or her subjective-professional competence. In the system of postgraduate education of teachers in physical training it is possible to use various technologies of distance education, most important of those are: «case»-technology, TV-technology, network and mixed technology. Correspondingly, telecommunication means of education can be: printed and written materials that are forwarded by regular mail or by fax; telephone network; audio and video recordings, educational radio and television; interactive programed educational means, computer educational programs; local and global computer networks. Depending on the degree of use of informative technologies, article suggests classification as for computer use in the improving qualification ofa physical training teacher. Improving qualification of a teacher in physical training through the system of distance education by means of the use of computer telecommunications makes it perspective in improving his or her subjective-professional competence that includes deductive, methodiological, motive, training-competitive and health-improving components. Further studies require the development of the content of distance learning courses of improvement of the physical culture teachers’ qualification with the use of information and communication technologies followed by the study of professional disciplines.

6

Language Communicative Competence in the System of Postgraduate Education

75%

TOLOCHKO S. , KHOMYCH V. , DEDA R.

Edukacja-Technika-Informatyka

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2017

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tom 8

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nr 2

118-125

EN

Postgraduate education in Ukraine is a specialized improvement of education and professional training of a person through deepening, expansion and renovation his professional knowledge, skills and abilities or getting another specialty based on previously acquired educational qualification and practical experience. Postgraduate education is carried out by higher educational establishment or by structural subdivisions of higher educational establishment with appropriate accreditation level in the form of training programs or internship. This article devoted to the formal expansion of skills within the resulting profile or retraining. Formation and polishing of the person’s individual style of business communication occurs throughout adult life. Language communicative competence is complex education system, which requires constant improvement. Speaking more than one language involves the formation of a foreign language communicative competence. This problem requires a review of government and universities policy on planning and forming of language communicative competence among students of advanced training courses.

7

Konieczność dokształcania się jednostki wynikiem przystosowania się do rynku pracy

75%

Woś M.

Edukacja Humanistyczna

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2019

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nr 2

39-50

PL

Dokształcanie się pracowników stanowi jeden z nieodłącznych elementów życia zawodowego. Praca zawodowa przyczynia się nie tylko m.in. do postępu technologicznego, ale przede wszystkim do rozwoju osoby i jej poczucia wartości. Środowiska akademickie, często we współpracy z przedsiębiorcami, proponują absolwentom studiów wyższych studia podyplomowe w ramach dokształcania. Uzyskany dyplom przez jednostkę daje jej gwarancję doskonalenia oraz odnalezienia się w zmieniającym się rynku pracy. Aby sprostać dzisiejszym wyzwaniom w sferze m.in. gospodarczej, uczelnie przez cały czas powinny dalej modelować swoje podejście do studentów, jako przyszłych pracowników. Wdrożenie lub też utrwalanie metod i form oddziaływania oraz współpracy ze studentami, które się sprawdzają i podnoszą jakość kształcenia, m.in. metoda tutoringu i refleksji, daje nadzieję na kształcenie jednostek, która utrwala i pomnaża szeroko rozumiany dorobek kultury ludzkiej.

EN

Graduate training scheme is an inherent part of labour life. Occupational work makes not only for technological progress but mainly for personal development and self-esteem. Graduates are often offered postgraduate education by academe or businessmen. Individual’s graduating is a guarantee of cultivating and finding oneself in decreasing labour market. In order to equal today’s challenge i.e. in business area, universities should still design their attitude towards students, as further workers. Implementation or consolidation methods and forms of influencing on students’ cooperation, which are verified and upgrade education i.e. tutoring method and reflection, gives hope to educating individuals, who consolidate and multiply in the broad sense cultural achievement.

8

Kształcenie specjalizacyjne w dziedzinie inżynierii medycznej

75%

Pałko T. , Zalewska E.

Inżynier i Fizyk Medyczny

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2016

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tom Vol. 5, nr 1

5--7

PL

W artykule omówiono podstawy prawne i aktualny stan wdrażania kształcenia podyplomowego w dziedzinie inżynierii medycznej.

EN

The article presents regulations and current state of the postgraduate education in medical engineering.

9

The possibility of using multi-criteria methods as innovative tools for supporting postgraduate education

63%

Korniejenko K.

Czasopismo Techniczne. Mechanika

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2015

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tom Y. 112, iss. 4-M

69--80

EN

The aim of the article is to analyse the possibility of using multi-criteria methods for support in planning the postgraduate program, their implementation and their evaluation. Multi-criteria methods, which are used to support the decision-making process, are a response to the complexity of contemporary problems, including uncertainty, incomplete data and changing environment. One of these issues is matching the postgraduate program to the current requirements of potential students. The research methods used in this article are a critical analysis of literary sources and a case study of the ‘PIT Mobile postgraduate studies in collaboration with industry’ project, financed by the European Social Fund.

PL

Celem artykułu jest analiza możliwości wykorzystania metod wielokryterialnych jako narzędzia wsparcia w planowaniu programu studiów podyplomowych, ich realizacji oraz ewaluacji. Metody wielokryterialne, stosowane do wsparcia procesu decyzyjnego, są odpowiedzią na złożoność współczesnych problemów rozwiązywanych w warunkach niepewności, niepełnych danych oraz zmieniającego się otoczenia. Jednym z takich zagadnień jest właśnie dopasowanie programu studiów podyplomowych do aktualnych wymagań potencjalnych uczestników. Zastosowane metody badawcze to: analiza krytyczna źródeł literaturowych, case study na przykładzie projektu „PIT Mobilne studia podyplomowe we współpracy z przemysłem” finansowanego z Europejskiego Funduszu Społecznego.

10

Postgraduate professional education development in Ukraine

63%

Serhiienko S. , Gladyr A. , Dernova M.

Prace Naukowe Politechniki Śląskiej. Elektryka

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2015

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tom z. 4

137--145

EN

The paper analyzes the current state of modern lifelong education in Ukraine and the ways of its reformation. Current issues in adult education were considered and analyzed. Structured presentation and classification of varieties of lifelong professional education are given. Main paths for professional education upgrading are determined. An integrated approach for the modern educational service system implementation based on lifelong learning is proposed. The principles of cooperation between local authorities, State Employment Service, employers, training centers for providing educational services are explained. Ways of implementation of the information system for postgraduate education quality assessment and career adaptation providing are proposed. Personal and group assessment criteria of higher professional education efficiency on the basis of graduates career monitoring are given.

PL

W artykule przeanalizowano aktualny stan współczesnego kształcenia na Ukrainie i sposoby jego zmian. Przedstawiono bieżące kwestie edukacji dorosłych w zakresie kształcenia zawodowego. Zaproponowano przyjęcie zintegrowanego podejścia do wdrożenia systemu nowoczesnych usług edukacyjnych poprzez ciągłe szkolenia. Omówiono zasady współdziałania władz lokalnych, publicznych służb zatrudnienia, pracodawców, centrów szkoleniowych. Autorzy sugerują sposoby wdrożenia systemu informacji dla oceny jakości kształcenia podyplomowego. Omówiono też kryteria skuteczności szkolnictwa wyższego oparte na monitoringu dalszych losów zawodowych absolwentów.

11

Inteligencja emocjonalna a preferowana specjalizacja medyczna – wyniki badania empirycznego

63%

Pawełczyk A. , Kotlicka‑Antczak M. , Śmigielski J. , Pawełczyk T. , Rabe‑Jabłońska J.

Psychiatria i Psychologia Kliniczna

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2012

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tom 12

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nr 2

96-101

EN

Aim of the study: Literature emphasizes a positive impact of emotional intelligence on interpersonal and communication skills, the doctor‑patient relationship, and the level of empathy. On the other hand, few research studies dealing with the correlation between emotional intelligence and medical specialty choice or preference are available. Our research was aimed at checking if there are differences in the ability to perceive and identify emotions according to facial expression (one of the dimensions of emotional intelligence) between students preferring different medical specialties. Method: The research involved 251 six‑year students of the Medical Faculty, Medical University of Łódź. The examined group consisted of 174 women (69.33%) and 77 men (30.67%). The subjects’ average age was 24.7 years. The surgical specialty was preferred by 44 women (28.21%) and 43 men (58.11%), non‑surgical by 112 women (71.79%) and 31 men (41.89%). The subjects were asked to fill in a questionnaire with demographic data (gender, age, preferred specialty) and the Emotional Intelligence Scale – Faces (SIE‑T) by Matczak, Piekarska and Studniarek. Results: Men significantly more frequently chose surgical specialty (58.11%), as compared to women (28.21%); chi2=19.08, p<0.001. No significant differences were found in SIE‑T results between women and men who study at the 6th year of the Medical Faculty; Mann‑Whitney U= 0.81, p>0.05. Similarly, no differences were found betweenthe students preferring surgical and non‑surgical procedures; Mann‑WhitneyU= ‑0.93, p>0.05. Results: Male and female students of the Medical Faculty do not differ in the level of emotional intelligence. Emotional intelligence does not differentiate the students preferring surgical and non‑surgical specialties.

PL

Cel pracy: W literaturze podkreśla się pozytywny wpływ inteligencji emocjonalnej na zdolności interpersonalne i komunikacyjne, na relację lekarza z pacjentem oraz poziom empatii. Jednocześnie dostępnych jest niewiele prac badawczych poświęconych zależności pomiędzy inteligencją emocjonalną a wybieraną lub preferowaną specjalizacją lekarską. Celem naszej pracy było sprawdzenie, czy istnieją różnice w zdolności spostrzegania i identyfikowania emocji na podstawie wyrazu twarzy (jeden z wymiarów inteligencji emocjonalnej) pomiędzy studentami preferującymi różne specjalizacje medyczne. Metoda: Badanie przeprowadzono z udziałem 251 studentów VI roku Wydziału Lekarskiego Uniwersytetu Medycznego w Łodzi. Badana grupa składała się ze 174 kobiet (69,33%) i 77 mężczyzn (30,67%). Średni wiek osób badanych wynosił 24,7 roku. Specjalizację zabiegową preferowały 44 kobiety (28,21%) i 43 mężczyzn (58,11%), niezabiegową – 112 kobiet (71,79%) i 31 mężczyzn (41,89%). Badanych poproszono o wypełnienie kwestionariusza z danymi demograficznymi (płeć, wiek, preferowana specjalizacja) oraz Skali Inteligencji Emocjonalnej – Twarze (SIE‑T) Matczak, Piekarskiej i Studniarek. Wyniki: Mężczyźni istotnie częściej wybierali specjalizację zabiegową (58,11%) niż kobiety (28,21%); chi2=19,08, p<0,001. Nie stwierdzono istotnych różnic w wynikach SIE‑T pomiędzy kobietami i mężczyznami studiującymi na VI roku Wydziału Lekarskiego; UManna‑Whitneya= 0,81, p>0,05. Nie odnotowano także różnic pomiędzy studentami preferującymi specjalizacje zabiegowe i niezabiegowe; UManna‑Whitneya= ‑0,93, p>0,05. Wnioski: Studenci i studentki Wydziału Lekarskiego nie różnią się poziomem inteligencji emocjonalnej. Inteligencja emocjonalna nie różnicuje studentów preferujących specjalizacje zabiegowe i niezabiegowe.

12

Teaching Staff Advanced Training in Russia, the Republic of Kazakhstan, the USA and Canada

63%

Kovalchuk V.

Comparative Professional Pedagogy

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2015

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tom 5

|

nr 4

16-21

EN

In the article the peculiarities in organization of postgraduate teacher training in foreign countries have been highlighted; the basic problems and prospects for advanced training which stipulate for reforming the relevant national systems have been revealed; common and distinctive trends in their development have been justified. In Russia there is a cascade (cyclic) system of teaching staff advanced training, based on the principles of andragogy, namely, continuity, self-control and self-analysis of professional activities by teachers and the use of their own experience during the advanced training. The abovementioned system consists of three phases such as pre-course, course and implementing. Each element of this model is a constituent part of the other, providing cycling and growth. Tasks for teachers are grounded on all the phases of the described system and influence their professional development. In the Republic of Kazakhstan there are three basic systems for teaching staff advanced training, namely, centers of educational excellence at the “Nazarbayev Intellectual Schools”, JSC “National Centre of Teaching Staff Advanced Training” (based on RIPKSO and 16 regional teaching staff advanced training institutes), teaching staff advanced training centres at universities and experimental sections. According to the defined module in the terms of the complex 3-month courses combining face-to-face and online training are provided. In the USA advanced training is provided by multilevel higher educational institutions which offer a wide range of different full-time and distance training programs and some programs are taught directly in educational establishments. The content of advanced training is determined by standards of professional pedagogical education according to the educational program and provides for fundamental, psychological, pedagogical, methodical, IT, practical, social and humanitarian training. Teaching staff advanced training in Canada is provided by various educational establishments, departments of education, school boards, regional centers of education, teachers unions and private providers of professional development services.

13

Teaching Staff Advanced Training: European Experience

63%

Kovalchuk V.

Comparative Professional Pedagogy

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2015

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tom 5

|

nr 3

25-31

EN

The issue of teaching staff advanced training is paid much attention in many countries. In the Republic of Moldova progressive professional credits system is used. Credits are scored not only in assigning teaching degrees or issuing a certificate of continuing professional education, but also for teachers’ evaluation at the educational institution. Advanced training of teaching staff in France is provided by various institutions of postgraduate education, university institutes and regional centers of education in order to help teachers to renew their professional knowledge and at the same time to refocus it on the level of consciousness according to the real problems of school and the community. The feature of teaching staff advanced training in France is that it is teachers’ personal matter and duration of all periods of training should come to one year during all professional career. In Finland, teaching staff advanced training is organized directly in schools under aegis of the National Board of Education, the National Centre for Advanced Training in Education, departments of teacher education and other faculties of higher educational institutions on credit system basis. Among the topical forms there are targeted, cascade, common (cooperative) teaching and learning by own example. In the UK, advanced training takes place in two models: the course model based on higher educational establishments and school based in-service education. The main purpose of advanced training system is to familiarize teachers with theoretical and practical innovations in educational activities, progressive teaching technologies, and consolidate their skills of independent acquisition of knowledge necessary for their professional development.

14

Studium Podyplomowe Telekomunikacji, Informatyki i Zarządzania (CITCOM-PW)

63%

Średniawa M.

Przegląd Telekomunikacyjny + Wiadomości Telekomunikacyjne

|

2001

|

tom nr 10

706-709

PL

Przedstawiono szczegółowe informacje na temat działalności Studium Podyplomowego Telekomunikacji, Informatyki i Zarządzania - CITCOM-PW. Omówiono okoliczności utworzenia, zakres merytoryczny oferty edukacyjnej i jej ewolucję oraz zasady organizacyjne Studium. Zwrócono uwagę na jego miejsce w systemie edukacyjnym i jego powiązanie z potrzebami rynku pracy. Przytoczono zagregowane dane ilustrujące skalę działania Studium oraz wskazano kierunki jego rozwoju.

EN

The paper presents detailed information on operation of the Postgraduate Course in Telecommunications, Information Technology and Management - CITCOM-PW. The beginnings, curriculum and its evolution, and organizational rules of the Course are reported. Its role in the education system and relationship with the needs of the market are emphasized. Aggregated data showing the scale of activity of the Course are presented as well as suggested directions of future development.

15

Możliwości wykorzystania narzędzi m-nauczania dla studiów podyplomowych w zakresie spawalnictwa

63%

Korniejenko K.

Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej

|

2016

|

tom Nr 48

41--46

PL

Celem artykułu jest pokazanie możliwości wsparcia nowoczesnymi narzędziami e-nauczania i m-nauczania kształcenia na studiach podyplomowych w zakresie spawalnictwa. Artykuł przedstawia możliwości wykorzystania różnych form e-nauczania i omawia możliwości wsparcia nauczaniu zagadnień z zakresu spawalnictwa przez innowacyjne narzędzia tj. aplikacje mobilne. Artykuł bazuje na case study projektu „PIT Mobilne studia podyplomowe we współpracy z przemysłem” finansowanego z Europejskiego Funduszu Społecznego i realizowanego na Wydziale Mechanicznym Politechniki Krakowskiej w latach 2013-15, a także późniejszym wykorzystaniu narzędzi do kontynuacji studiów podyplomowych w kolejnych latach. Zastosowane metody badawcze to: analiza krytyczna źródeł literaturowych oraz case study wsparcia e-learninigiem i m-learningiem studiów podyplomowych z zakresu spawalnictwa.

EN

The main aim of the article is to present the possibilities of support postgraduate studies in the field of welding of modern tools for e-learning and m-learning. The article presents the new ways of support for various forms of innovative forms of learning and discusses the application on mobile devices in the area of teaching of welding technologies. The article is based on a case study of the project ‘PIT Mobilne studia podyplomowe we współpracy z przemysłem’ (’PIT Mobile postgraduate studies in collaboration with industry’), financed by the European Social Fund. It was implemented at the Faculty of Mechanical Engineering of the Cracow in the years 2013-15, and the use of the tools to continue postgraduate studies in subsequent years. The research methods used are: critical analysis of literature sources and the case study of support post-graduate studies in the field of welding by of e-learning and m-learning tools.