Wyniki wyszukiwania - Biblioteka Nauki

1

THEORETICAL MODEL OF LIFE-LONG PROFESSIONAL DEVELOPMENT FOR TEACHING STAFF

100%

Vozgova Z.

Czech Journal of Social Sciences, Business and Economics

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2013

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tom Volume 2

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nr 2

6-14

EN

This paper aims at explaining the ways of lifelong education for teaching staff throughout professional career and professional mobility of teaching staff. At the present stage within each level of professional education the main objective is the lifelong professional development of specialists, employees, teaching staff due to the constant improvement of the federal state educational and professional standards. The article deals with the component structure of the theoretical model of life-long professional development system. The given model involves target, theoretical-and-methodological, substantial, multifunctional, procedural-and-methodical and resultant units. The following stages are singled out: starting actualization, innovative inclusion and programme-targeted facilitating management of lifelong professional development of scientific-and-pedagogical personnel.

2

Pedagog jako odborník prvního kontaktu v situaci krize žáka

100%

Cimrmannová T.

Studia paedagogica

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2009

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nr 2

41-50

EN

Face to face with the variety of psychosocial problems which impact lives of children and the young, it is the need for interdisciplinary approach which is increasingly emphasized. Crisis situations such as bullying, parental divorce or violence in the family require that teachers cooperate with professionals rather than deal with the situation in isolation and intuitively. It is the aim of the paper to outline the import of situations of crisis in lives of people and the need for interdisciplinary cooperation for instance in cases of home violence or the CAN syndrome. To receive professional help, such as in a crisis centre providing help for children, the student must first get in touch with a so-called first-contact professional, who cannot deal with the problem in its entirety but can identify it. First-contact professionals are mostly teachers or physicians. Comprehensive care of a team of professionals is what the child receives then, the two first-contact professionals being its important members. What does this cooperation look like in practice? Which obstacles and hindrances may occur? Which are the competencies and obligations of teachers dealing with situations of this kind? The 42 theoretical-critical study outlines the possible answers. It may be said that dealing with psychosocial problems of children and the young has its “blind spots”, the insufficient social communication between the individual participants of the “therapeutic process” being among them. The process inevitably includes teaching staff, who are in everyday contact with the pupils and students at risk.

3

Survey on the Teaching Staff of European Police Colleges

100%

Bogdalski P.

Internal Security

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2009

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tom 1(1)

145-162

EN

This study presents results of a questionnaire survey concerning the broad meaning of the employment relationship between European police higher colleges and their teaching staff. The analysed issues involved the selection criteria and procedures, mechanisms which motivate teachers to apply for a post in police colleges, police professional experience as a prerequisite to employment, nature of employment, timeliness of professional experience as well as the length of the employment contract. Analysis of the mentioned areas are to reveal common features (standards), which characterise employment of teaching and training staff in police higher colleges. The results of the analysis are accompanied with a presentation of selected individual solutions. In the case of police colleges, the revealed standards may serve as benchmarks in order to make it possible to evaluate the situation in one's own institution, whereas the individual solutions may by found useful as examples of good practices. The research was to verify the hypothesis that police professional experience has an important influence on the nature of employment of teaching and training staff in European police higher colleges. At the same time, the significance of this experience decreases in the case of the colleges which have an academic status.The first part of the paper contains the description of the international context of the work of higher police colleges, including its relation to the Bologna Process. The second part of the paper is concentrated on the findings concerning the teaching staff, which were recorded within the Project Survey on European Police Education (project carried out under the patronage of CEPOL). The third part of the study relates to the presented research. It is devoted to the methodology of research, specific tasks of police higher education institutions, academic status of the colleges as well as to the situation of civilian and police teachers. In the final conclusions the author referred to the question of the hypothesis verification.

4

Teachers’ Satisfaction Concerning the Use of ICT in Rural Educational Centers of Andalusia (Spain)

88%

Raso-Sánchez F. , Cáceres Reche M. P. , Díaz I. A.

The New Educational Review

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2013

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tom 34

246-257

EN

This is a study on the use of Information and Communication Technologies (ICT) in education, with a particular emphasis on rural schools, covering topics that range from the insights of teachers on the necessary adaptation of their work methods, to the actual use of ICT in the classroom. To this end, a descriptive methodology is applied through a non-experimental design by means of a survey, targeting a sample of 217 individuals. The objective is to determine the degree of satisfaction of rural teachers of the autonomous community of Andalusia with what concerns the role of ICT and current technology management strategies. The study was carried out from the point of view of teaching and school organization. Above all, the interest lies in determining which aspects of this new reality are more appealing to the teacher, from personal and professional standpoints. Some of the most relevant results and conclusions point out a high degree of satisfaction with the novel possibilities offered by ICT while enhancing teaching and broadening professional relationships. In turn, these same conclusions highlight that the most significant constraints occur at the organizational level (e.g. management, resource allocation), which represents a key aspect for the improvement of these educational centers in the near future.

5

Pedagogičtí pracovníci na malotřídních školách - izolovaní a nekvalifikovaní?

88%

Trnková K. , Chaloupková L. , Knotová D.

Studia paedagogica

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2009

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nr 2

51-68

EN

The paper presents the problems involved in operating small schools with composite classes as experienced by their staff. A statistical analysis of selected items from a national questionnaire survey conducted in small schools with composite classes is used to introduce topics viewed as key ones in the everyday reality of providing education in these schools. Mainly professional specifics surfacing in teaching at a small school are emphasized. The individual chapters discuss qualification of staff, their continuing education, openness versus isolation of small schools as to professional experience sharing, cooperation and inspiration. The individual topics are connected by the typical context of village environment providing a common denominator to the relevant variables.

6

КІЛЬКІСНІ ТА ЯКІСНІ ПОКАЗНИКИ ВИКЛАДАЦЬКОГО СКЛАДУ ВИЩИХ ПЕДАГОГІЧНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ СУМСЬКОЇ ОБЛАСТІ (ДРУГА ПОЛОВИНА 40-х – ПЕРША ПОЛОВИНА 50-х рр. ХХ ст.)

75%

Бугрій В.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 3(57)

3-9

EN

The purpose of this article is to analyze the quantitative and qualitative indicators of teaching staff of higher educational establishments in Sumy region in the second half of the 40-s and early 50-s of the XX-th century. The research methods are the following: analysis, synthesis, comparison, generalization. The results of the study are the defining the quantitative and qualitative indicators of teaching staff of higher educational institutions in Sumy region. The practical significance lies in discovering the opportunities for creative use of historical and pedagogical information about the quantitative and quality indicators of teaching staff of higher educational establishments in Sumy region at the present stage. The conclusions of this research are that in the first years after the resumption of the pedagogical higher education institutions in Sumy region there was a lack of the qualified specialists. The shortage of teachers made it impossible to establish a full-fledged system of training of teaching staff. In order to solve this problem return of the educators from the ranks of the Soviet army was accelerated. In addition school teachers were involved to work in pedagogical universities. At the beginning of the 1950-s the restoration of the quantitative composition of teaching staff took place. All higher educational institutions of Sumy region were staffed according to the staff schedule. The teacher was elected by competition, the number of part-time workers was negligible. With the aim of improving the quality of the teachers’ staff in the first years after the resumption of work of pedagogical universities the people who had not completed higher education were dismissed. At the same time the question about ensuring of pedagogical higher education institutions with highly qualified staff was urgent. The teaching staff of higher educational institutions of the Sumy region in the context of academic qualifications was different. The best situation was in Sumy pedagogical Institute, which had a staff of the highest number of the associate professors, candidates of Sciences. The increase in the percentage of the teachers with scientific degrees and academic ranks was carried out in two ways: either through the implementation of fulltime dissertation research or through the involvement of the experts from other cities. Overall, the level of scientific qualification of the teachers during the research period increased very slowly, which negatively affected the quality of the training of the students. In the postwar years ideological education of the teaching staff was intensified. The work of the directorates of the institutes was focused on the control over the ideological direction of the educational process, the Marxist-Leninist education, institutional strengthening and revitalization of the party and Komsomol organizations of educational institutions. Further investigation needs the issue of the national teaching staff of pedagogical universities of the Sumy area of the study period.

7

Assessment of teachers' knowledge about first aid.

75%

Bakalarski P.

Critical Care Innovations

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2020

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tom 3

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nr 1

18-23

EN

INTRODUCTION: Knowledge and skills of correct providing first aid by witnesses of an incident are crucial in the Chain of Survival. Ones of the places of increased risk of occur a state of emergency health risk are large groups of people, such as schools. For this reason, teachers working in them should demonstrate a high level of knowledge in the field of first aid for both adults and children. The aim of the study was to assess of teachers' knowledge about first aid. MATERIAL AND METHODS: The study was conducted in central Poland in June 2018 among 80 teachers of various specialties. The research tool was the author's questionnaire consisting of 20 questions, of which 4 were sociodemographic questions. The statistical results were analyzed with use of the rho-Spearman test. The significance level was assumed at p<0.05. RESULTS: In the study involved 68 women and 12 men. The average age was 44 years (SD ± 9.54). The average result obtained by all surveyed pedagogues was 8.99 points (SD ± 3.40) on a scale of 0 to 16, giving just 56.19%. Teachers coped with questions related to resuscitation in adults the best, giving 69% of correct answers, while the worst with resuscitation in children - 34% of correct answers. The statistical analysis showed correlations between the level of knowledge and age (rho-Spearman= -0.238; p=0.034) and gender (rho-Spearman=0.315; p=0.004). No impact of residence was demonstrated (rho-Spearman= -0.073; p=0.519). The author showed a strong correlation of the test result with the field of science conducted by teachers school subject (rho-Spearman= 1; p=0.003). Teachers of natural and technical sciences were below the pass rate (51%). CONCLUSIONS:The examined teachers show significant gaps of knowledge in the field of first aid. They should undergo cyclically training on how to deal with various health or life threatening situations. There is a strong correlation between the level of first aid knowledge and the school subject that teachers teach.

PL

WSTĘP: Wiedza i umiejętności poprawnego udzielania pierwszej pomocy przez świadków zdarzenia są kluczowe w łańcuchu przeżycia. Jednym z miejsc podwyższonego ryzyka wystąpienia stanu nagłego zagrożenia zdrowotnego są duże skupiska ludzkie, takie jak szkoły. Z tego powodu, pracujący w nich nauczyciele powinni wykazywać wysoki poziom wiedzy w zakresie postępowania w ramach pierwszej pomocy zarówno dorosłym jak i dzieciom. Celem badania była ocena wiedzy kadry pedagogicznej w zakresie udzielania pierwszej pomocy. MATERIAŁ I METODY: Badanie przeprowadzono w centralnej Polsce w czerwcu 2018 roku wśród 80 nauczycieli różnych specjalności. Narzędzie badawcze stanowił autorski kwestionariusz ankiety składający się z 20 pytań, z czego 4 były pytaniami socjodemograficznymi. Do analizy statystycznej wykorzystano test rho-Spearman’a. Poziom istotności przyjęto dla p < 0,05. WYNIKI: W badaniu wzięło udział 68 kobiet oraz 12 mężczyzn. Średnia wieku wyniosła 44 lata (SD ± 9,54). Średni wynik jaki uzyskali wszyscy przebadani pedagodzy wyniósł 8,99 pkt. (SD ± 3,40) w skali od 0 do 16, dając zaledwie poziom 56,19%. Nauczyciele najlepiej poradzili sobie z pytaniami związanymi z resuscytacją osób dorosłych udzielając 69% poprawnych odpowiedzi, z kolei najgorzej z resuscytacją dzieci – 34% prawidłowych odpowiedzi. W analizie statystycznej wykazano korelacje pomiędzy poziomem wiedzy, a wiekiem (rho-Spearman= -0,238; p=0,034) oraz płcią (rho-Spearman=0,315; p=0,004). Nie wykazano wpływu miejsca zamieszkania (rho-Spearman= -0,073; p=0,519).Autorzy wykazali silną korelację wyniku testu z dziedziną nauk prowadzonego przez nauczycieli przedmiotu (rho-Spearman= -1; p=0,003). Poniżej progu zdawalności (51%) znaleźli się nauczyciele nauk przyrodniczych i technicznych. WNIOSKI: Przebadani nauczyciele wykazują znaczne braki wiedzy w zakresie pierwszej pomocy. Powinni oni odbywać cykliczne szkolenia dotyczące postępowania w różnych sytuacjach zagrożenia zdrowia lub życia. Istnieje wśród pedagogów silna zależność poziomu wiedzy z pierwszej pomocy od nauczanego przez nich przedmiotu.

8

ОСОБЛИВОСТІ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ВЧИТЕЛЯ В ШКОЛАХ ПОДІЛЛЯ ПЕРШОЇ ПОЛОВИНИ ХІХ СТ.

75%

Опушко Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 5(59)

369-376

EN

The profession of a teacher is complex and multifaceted, it requires constant improvement of professional skills. The quality of the proceedings of the educational process and multifaceted development of the younger generation depend on the proper professional teacher training. As it is noted in the National Doctrine of Education of Ukraine in the XXI century “permanent professional development of teachers is an important condition for the modernization of education”. In our view, the improvement is impossible without studying the experience of past practice, taking into account disadvantages of activities and usage of its best ideas. Concentrating our attention on the study of education in general, summarizing its contents, forms, methods of training and education, we cannot ignore the nature and features of professional work of teachers in schools in Podillya the first half of the nineteenth century. That is an essential component of quality assurance of educational process. The article highlights the features of professional work of a teacher in schools in Podillia during the first half of the nineteenth century. In research process and analysis of historical and educational publications and archival sources on these issues, the author have analyzed the regulatory legal framework governing the activities of pedagogical staff, the peculiarities of professional training of the future teachers and semantic filling of process, identified and analyzed the main professional abilities and the nature of educational work of teachers of different types of schools in the region during the specified period, the issue of their social protection is investigated, the basic requirements (professional and personal) that treated before the candidates for the position of the teacher are noticed. It is found out that the main requirements to the teacher’s personality in the first half of the nineteenth century were: love for children, patience, courage, and responsibility. The author believes that this study is not exhaustive and further investigation needs the question of educational activities of teachers in schools of Podillia in the first half of the XX century, and examining the requirements which were applied to private teachers of the specified period.

9

Rozwój kadr pedagogicznych na przykładzie publicznych liceów ogólnokształcących z terenu miasta Białegostoku

75%

Budzisz B. , Cholewo K.

Ekonomia i Zarządzanie

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2010

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tom Vol. 2, no. 1

97-106

EN

The article presents the opinions of the teaching staff of 16 Public High Schools located in Bialystok on the idea of their occupational development and their participation in it, the main determinants of the developmental process and conditions and possibilities of occupational fulfillment. The information was collected on the basis of the questionnaire carried out in year 2008. In the research took part 160 educators (86% women and 14% men). The authors also describe the activities of the management staff of the researched high schools promoting occupational development.

10

Kształcenie kursowe w warunkach wyższej szkoły oficerskiej sił powietrznych : pierwsze spostrzeżenia i wnioski

75%

Bilski J.

Zeszyty Naukowe / Wyższa Szkoła Oficerska Sił Powietrznych

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2004

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tom Nr 1

42--47

PL

W artykule przedstawiono pierwszą, krótką analizę procesu kształcenia kursowego prowadzonego w nowych strukturach organizacyjnych Wyższej Szkoły Oficerskiej Sił Powietrznych. Dokonano oceny organizacji tego procesu i jego uczestników. Przedstawiono opinie i wnioski kadry dydaktycznej, bezpośrednio w tym procesie uczestniczącej.

11

Polskie tradycje w kształceniu kadry nauczającej dla szkolnictwa rolniczego

71%

Wolter E.

Biuletyn Historii Wychowania

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1999

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nr 9/10

26-29

EN

Polish Tradition in Training of the Instructive Staff for Agriculture Schooling

PL

Polskie tradycje w kształceniu kadry nauczającej dla szkolnictwa rolniczego.

12

Образовательно-культурные связи Вильны с учебными заведениями правобережной Украины в первой четверти XIX века

63%

Prishchepa E.

Przegląd Wschodnioeuropejski

|

2017

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tom 1

59-67

EN

The article analyzes educational and cultural connections of Vilno with educational establishments of Right-Bank Ukraine in the first quarter of the 19th century and includes the study of the external factors’ influence on the formation of town cultural environment in Ukrainian provinces within the Russian empire in the period when Lithuanian, Belorussian and Ukrainian territories of the former Rzeczpospolita (Polish-Lithuanian Commonwealth) were the part of Vilno educational district. The article states that educational establishments controlled by Vilno University took the most important part in the processes of interaction and communication of towns’ population in that period. In this connection the article considers official transfers of teaching staff within Belorussian and Ukrainian territories. School teachers were mostly representatives of land-poor gentry and promoted both the expansion of school activity sphere and spiritual communication in towns and settlements of Right-Bank Ukraine provinces in general. The article also pays attention and stresses the movement of printed matter and certain cultural values from Vilno to the educational establishments of Right-Bank Ukraine. The article makes a conclusion that Polish culture dominated in towns’ cultural space.

13

Indywidualny program wsparcia psychologicznego kadry pedagogicznej Młodzieżowych Ośrodków Wychowawczych

63%

Siemionow J. M.

Lubelski Rocznik Pedagogiczny

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2022

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tom 41

|

nr 2

133-144

EN

Introduction: Teachers who work in the Youth Educational Centres often come across difficult and demanding situations, which makes them adapt to changing circumstances in internal and external reality, i.e. social and cultural environment. The staff have to become adjusted to these challenges and build their self-efficiency at the same time. It is closely related to the process of improving their convictions that they have appropriate skills in coping with daily difficulties. The teachers also perceive those as challenges not as threats. In order to prevent the teachers’ mental overload while upbringing youths with learning disabilities, emotional and behavioral disorders, the long-term, systematic programs are essential. One of the examples may be the program under discussion. Research Aim: Description of the individual supporting program for Youth Educational Centres staff and presentation of the preliminary program with six participants from different institutions. Evidence-based Facts: Although the results of research conducted with the professional burnout phenomenon are known and described widely, there is relatively little information about the specific prevention tasks, especially in the group of teachers working with troubled youths. Summary: The teaching staff from Youth Educational Centres have participated in various forms of professional development, e.g. workshops, courses, lectures. They make teachers more effective in their efforts. At present, there is a strong need to take care of the employees’ mental health in these institutions. This problem has been particularly visible during the COVID-19 pandemic and its consequences and now it is time to introduce individual standard support procedures in educational work in Youth Educational Centres.

PL

Wprowadzenie: Kadra pedagogiczna Młodzieżowych Ośrodków Wychowawczych bardzo często doświadcza sytuacji, które wymagają od niej umiejętności dostosowywania się do zmieniającej się rzeczywistości: wewnętrznej, czyli instytucjonalnej, oraz zewnętrznej – społecznej. Wychowawcy stają przed koniecznością systematycznej adaptacji do nowych wyzwań, budując jednocześnie poczucie własnej skuteczności. Wiąże się to z procesem kształtowania przekonań co do posiadanych umiejętności w rozwiązywaniu trudności oraz ujmowania ich bardziej jako wyzwania niż zagrożenia. Aby skutecznie zapobiegać konsekwencjom przeciążenia psychicznego, które pojawia się, w różnym nasileniu, w pracy wychowawczej z nieletnimi, konieczne są długofalowe i systematyczne działania. Jednym z nich może być prezentowany w artykule program. Cel badań: Prezentacja indywidualnego programu wsparcia kadry pedagogicznej Młodzieżowych Ośrodków Wychowawczych oraz opis przeprowadzonego pilotażu, w którym wzięło udział sześć osób z różnych instytucji. Stan wiedzy: W literaturze przedmiotu dominują opisy zjawiska wypalenia zawodowego w grupie nauczycieli oraz jego konsekwencji. Stosunkowo niewiele jest informacji na temat konkretnych działań profilaktycznych, poza jednoznacznym wskazaniem konieczności podejmowania tego typu starań. Podsumowanie: Kadra pedagogiczna Młodzieżowych Ośrodków Wychowawczych od wielu lat systematycznie uczestniczy w różnych formach doskonalenia zawodowego: kursach, warsztatach, na których poszerza swoją wiedzę i różne umiejętności przydatne w planowaniu oraz organizacji zajęć z wychowankami. Aktualnie pojawia się wyraźna potrzeba troski i dbałości o kondycję psychiczną pracowników tych instytucji, o połączenie rozwoju osobistego z zawodowym, z przewagą pierwszego z nich. Pandemia COVID-19 i związane z nią konsekwencje, których doświadczyli wychowawcy i nauczyciele Młodzieżowych Ośrodków Wychowawczych uwypukliła ten problem jeszcze bardziej, nie pozostawiając wątpliwości co do konieczności realizacji tego typu działań i programów. Obecnie takie działania stają się standardem w pracy wychowawczej.

14

A Study of Social Networks for Maritime Education and Training

63%

Takimoto T. , Furusho M.

TransNav : International Journal on Marine Navigation and Safety of Sea Transportation

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2016

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tom Vol. 10, no. 3

409--414

EN

This study analyzes the role played by social networks in maritime education and training. The objective of this study is to investigate the shortage of seafarers in maritime global transportation, as mentioned by the BIMCO. The authors divide the processes of maritime education and training into two categories: “Maritime educational institute” and “Maritime Company.” These are not systematically connected but are found in the processes between social networks; it has the social networks to both. Therefore, teaching staff members, in their roles as job advisors in “Maritime educational institutes,” use social networks in conjunction with “Maritime companies.” The teaching staff members communicate with students using these processes. The teaching staffs are the carriers in regard to how these processes are related. This study surveyed aspects of “personality” and “social networks” pertaining to teaching staffs and quantitatively analyzed the processes related to social networks.

15

Nauczyciele Szkoły Ćwiczeń krakowskiego Pedagogium

63%

Ślęczka R.

Studia Paedagogica Ignatiana

|

2016

|

tom 19

|

nr 2

211-226

PL

Celem niniejszego opracowania jest przedstawienie nauczycieli Szkoły Ćwiczeń związanych z krakowskim Pedagogium oraz ukazanie roli, jaką odegrali w kształceniu przyszłych elit intelektualnych Krakowa. W większości przypadków opisano tutaj nauczycieli, którzy związali swoje całe życie zawodowe ze wspomnianą Szkołą Ćwiczeń, będącą ważnym miejscem zajęć praktycznych dla Państwowego Pedagogium i Państwowej Wyższej Szkoły Pedagogicznej w Krakowie. Takim przykładem może być jej dyrektor Rudolf Hajnos, kierujący szkołą w okresie międzywojennym. Szkoła Ćwiczeń krakowskiego Pedagogium mieściła się przy ul. Straszewskiego 22 i początkowo była czterooddziałową szkołą powszechną. W spisie placówek szkolnych przygotowanym przez Mariana Falskiego w 1933 roku wymieniono ją w grupie państwowych niższych szkół ogólnokształcących o siedmioklasowym cyklu nauczania, z gronem dziewięciu nauczycieli i 127 uczniów. W swoim posiadaniu miała cztery sale lekcyjne o niezbyt dużej powierzchni. Nauczycieli starano się przedstawić w szerokim kontekście ich pracy pedagogicznej oraz wkładu w proces nauczania. Nie zapomniano też o omówieniu ich pasji oraz osobistych sukcesów naukowych i artystycznych. Przedstawiony tutaj materiał odwołuje się do źródeł, które uzupełniono o publikacje oraz wywiady przeprowadzone z absolwentami Szkoły Ćwiczeń.

EN

The aim of this study is to present the profiles of the teachers of the Training School associated with the Pedagogium of Cracow and to show the role they played in the education of the future intellectual elite of Cracow. The paper describes the teachers who tied their professional life with the Training School, an important place for practical classes of the students of the State Pedagogium and the State Pedagogical College of Cracow. As an example one could present Rudolf Hajnos, who was the head of the School in the interwar period. The Training School of the Pedagogium of Cracow was located at 22 Straszewskiego Street and was initially a four-class elementary school. The list of schools prepared by Marian Falski in 1933 listed the school among the state lower general schools of seven-class learning cycle, nine teachers and 127 students. The school owned four modest classrooms and the teachers of the Training School are shown in a broad context of their pedagogical work and contribution to the learning process. Of the same importance are their passions and personal success in scientific and artistic fields. The paper is based on primary source research, supplemented by publications and interviews with graduates from the Training School.

16

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.

17

Teaching Staff Advanced Training: European Experience

63%

Kovalchuk V.

Comparative Professional Pedagogy

|

2015

|

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.

18

Factors predisposing school staff to fungal infections

51%

Ejdys E. , Dynowska M. , Sucharzewska E. , Biedunkiewicz A. , Kubiak D.

Annals of Parasitology

|

2016

|

tom 62

|

nr Suppl.

19

KSZTAŁCENIE KADRY DYDAKTYCZNEJ WYŻSZYCH SZKÓŁ OFICERSKICH W LATACH 1967–1980

51%

Kałużny R.

Edukacja Dorosłych

|

2018

|

tom 1(78)

187-201

PL

Autor w artykule podejmuję kwestie dotyczące przekształcenia w 1967 r. szkół oficerskich w wyższe szkoły oficerskie. Na podstawie analizy źródeł archiwalnych, literatury przedmiotu oraz własnej refleksji opisuje kryteria dotyczące wyznaczania kandydatów na stanowiska nauczycieli akademickich w nowo utworzonych wojskowych uczelniach zawodowych. Zwraca uwagę na kształcenie doskonalące, a w szczególności na kształcenie pedagogiczne kadry dydaktycznej, podejmuje również próbę uzasadnienia konieczności owego kształcenia. Wskazuje także na proces rozwoju naukowego nauczycieli akademickich, w tym wojskowych nauczycieli akademickich, dostrzega i interpretuje mankamenty tego procesu.

EN

In the article, the author deals with issues concerning the transformation of officer schools into military academies in 1967. On the basis of the analysis of archival sources, the literature of the subject and his own reflection, he describes the criteria for appointing candidates for the posts of academic teachers in newly established military vocational academies. He draws attention to training, and in particular to pedagogical education of teaching staff, and also attempts to justify the necessity of this kind of training. He indicates the process of scientific development of academic teachers, including military academic teachers, recognises and interprets the shortcomings of this process.

20

Rola OBRPPD w Czarnej Wodzie w ksztalceniu kadr dla nauki i przemyslu

51%

Rodzen K.

Biuletyn Informacyjny Ośrodka Badawczo-Rozwojowego Przemysłu Płyt Drewnopochodnych w Czarnej Wodzie

|

2007

|

tom 47

|

nr 1-2

21-22