Search results - CEJSH

1

Kontrola kompetencji w dobie internetu - czy rzetelne egzaminowanie jest jeszcze możliwe?

100%

Wojciechowski P.

e-mentor

|

2016

|

issue 3 (65)

46-53

PL

W felietonie skomentowano wybrane zmiany, jakie dokonały się w nauczaniu wraz z rozwojem i upowszechnieniem się nowych narzędzi elektronicznych. Z jednej strony "papierowe" egzaminy coraz częściej zastępowane są e-testami, z drugiej strony studenci masowo upubliczniają pytania egzaminacyjne w internecie. Portale społecznościowe, np. Facebook, umożliwiają tworzenie bazy pytań dostępnej dla zamkniętych grup osób. Łatwość i szybkość wymiany informacji pomiędzy studentami wymusza zmiany w systemie kontroli kompetencji.

2

Competencies of a deaf educator and deaf speech and language therapist in the diagnostic and therapeutic process of a child with hearing impairment

55%

MARCINIAK-FIRADZA R.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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issue 25

297-331

PL

Renata Marciniak-Firadza, Competencies of a deaf educator and deaf speech and language therapist in the diagnostic and therapeutic process of a child with hearing impairment. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 297-331. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https:// doi.org/10.14746/ikps.2019.25.13 The specificity of the cognitive processes of a child with hearing impairment, and the need to apply appropriate methods and means of teaching, requires participation of a properly prepared specialist in the field of remedial and educational, preventive and therapeutic work in the didactic process. The manifestation of not only theoretical reflection on the profession of teacher and speech and language therapist, but also the effect of practical searches related to the vocational education and training of educators and speech and language therapists,as well as the assessment of their work, is the issue of professional competencies of a deaf educator and deaf speech and language therapist in the diagnostic and therapeutic process of a child with hearing impairment. Competence is understood in the article in two ways: as a range of knowledge, skills, predispositions and as a range of qualifications.

3

Kompetencje porządkowe związane z przebiegiem prac komisji sejmowych i senackich

51%

Malec-Lewandowski P.

Przegląd Sejmowy

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2022

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issue 1(168)

79-101

EN

The subject of the article contains the issue of order competences related to the proceedings of Polish parliamentary committees. In turn, the aim of the study is to define their basic features, including similarities and differences between the order competences related to the proceedings of Polish parliamentary committees – in the area of their component parts, including the entity holding it, authorisation and subject, as well as in the area of elements related to them, which include the conditions for the admissibility of their application, as well as the appeal procedure against decisions constituting their application. Finally, the aspiration for this aim takes place using a dogmatic method, which includes an analysis of the content of the provisions relating to the competences in question. Its result shapes a list of the above-specified features of order competences related to the proceedings of Polish parliamentary and senatorial committees. The article also compares Polish regulations with those applicable in selected Central European countries, i.e. in Germany, Austria and Hungary.

4

Changes in Time Perspectives Resulting from Psychotherapy

51%

Sakuma S., Gyawali B., Kimura T., Nishikawa C., Watanabe J., Katsumata T.

Annales Universitatis Paedagogicae Cracoviensis. Studia Psychologica

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2013

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vol. 6

166-179

EN

Constructed for clinical use and based on the concept of the feedback and feedforward systems in “cybernetic-psychology,” the Time Perspective Scale (TPS) was administered to three clients in order to assess the effects of psychotherapy. Two clients were withdrawn, suffering from a condition known as hikikomori in Japan; the other client was diagnosed with PTSD after suffering a major personal loss as a result of the Eastern Japan earthquake and tsunami in 2011. The TPS was administered at pre-, mid-, and post-interventions. In addition, the Hildreth Feeling-Attitude Scale (F-A Scale) and the Kumamoto University Competence Scale (KUCS) were also administered to compare the results of the TPS. Results from the TPS indicated that at the end of the intervention, clients’ thoughts were positively focused on the present and the future. In comparison to their negative thoughts concerning the present and the future during the pre-intervention period, two clients displayed positive feedback regarding the past, and all clients displayed positive thoughts about the present as well as positive feedforward thoughts for the future. Similar to the TPS, the F-A Scale and the KUCS indicated that the clients had more positive and more constructive cognitions after the intervention. Therefore, the TPS is a useful questionnaire for assessing the therapeutic efficacy of the time perspective.

5

ВИКОРИСТАННЯ ІНТЕРАКТИВНИХ МЕТОДІВ НАВЧАННЯ ПРИ ПІДГОТОВЦІ МАЙБУТНІХ ПЕДАГОГІВ У ВИЩОМУ НАВЧАЛЬНОМУ ЗАКЛАДІ

51%

Томашевська М.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

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issue 8(72)

180-190

EN

The dynamic nature of modern vocational education is recognized by all modern researchers. The basic concept of the education system becomes competence, and in the system of vocational education – professional competence, which is understood first of all as the ability of a specialist to further professional self-improvement.In order to update the education system, moving it to a competent basis, you need to revise the very model of learning. The passage from the passive to the active model is necessary, and it is already practically realized, but the most productive is the interactive model of learning, since the student, due to its use, learns not only to apply the knowledge gained in the school, but also constantly look for new, update the luggage of their professional competences. The article deals with the theoretical basis of interactive learning. This type of learning is associated with a transition to competence education; it is creating an atmosphere of interaction between teacher and students and between the students at the lesson. All students are involved in the interactive learning process; they are active and independent, and the role of the teacher changes: he is not the translator of information; he is a mediator and an equal participant of learning process. The article compared the traditional (passive and active) and interactive learning, marked differences at all levels – in the definition of objectives, forms, methods, tools and content of learning, as well as differences of the work of the teacher. Teacher provides pedagogical support of the educational process and the process of interaction between students, their communication, fulfilling the assistant function, consultant. Among the interactive learning methods are marked oral verbal methods (heuristic conversation, hybrid forms of lectures), visual methods, practical and problem-search methods of active learning (method of analysis of production situation, “case studies”, playing techniques, research method, problem-based learning, method of “brainstorming”, method of projects, quizzes, competitions, contests, festivals and etc.).

6

ФОРМУВАННЯ ДОСЛІДНИЦЬКОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ У ПРОЦЕСІ ФУНКЦІОНУВАННЯ ІСТОРИКО-ПЕДАГОГІЧНИХ СТУДІЙ

51%

Венгловська О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

|

issue 2(46)

212-220

EN

Modernization of the education system, including primary school is possible for change approaches to preparing competitive specialist. At this time takes place the transformation of personal and professional requirements for training a primary school teacher, based on the principles of active, learner-centered, competence approaches. The content of training for primary school provides the integration of theoretical and practical component input to curriculum research components which in turn updates the formation of research competence of a primary school teacher. The analysis made it possible to find sources of theoretical approaches of contemporary Ukrainian researchers to determine the nature and structure of the concept of «research competence». Itwasestablishedthatinthemodernscientificusetheterm «researchcompetence» hasnosingleinterpretation.However, most researchers are unanimous in their opinion that this concept is an integrated quality of individual, which promotes the formation ability of future primary school teachers to carry out research, simulate processes and phenomena based on acquired knowledge. It is important for disclosures of the outlined problem is to determine the structure of the research competence. The article is based on research competence framework developed by H. Ivanyuk, which provides: methodological, motivational-value, procedural, technical and reflective components. The paper presented the experience of forming research competence of a primary school teacher in the process of historical and pedagogical studies functioning.Participation of students in the historical and pedagogical studies contributes to the development of their research competencies such as: the ability to work with historical and pedagogical sources, analyze, differentiate, compile, simulate processes and phenomena, design the algorithm of their own research activities.Formation of research competence takes place in the process of research work of students at the Pedagogical Museum of Ukraine, archival institutions and libraries.Publicationofthedataoccursinthecourseofteachingsessionsof HistoricalStudies, whilewritingstudentpapers, bachelor's, master'stheses. Beliefs mobility, the ability to produce new ideas, introduce new technologies and adapt learning to model and design the learning environment are indicators of research competence, which is formed in the process of studying academic disciplines, and in the operation of this form of extracurricular work as historical and pedagogicalstudies.

7

Perception of human capital competences for the provision of tourist services: an overview of visitors to the destination Mazatlan, Sinaloa, Mexico

51%

Larrañaga Núñez A. M., Molina Germán J. O., Pérez Melo A. Y.

Journal of Intercultural Management

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2014

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vol. 6

|

issue 4-1

133-145

EN

The consolidated tourist destinations are facing a stagnation situation, preamble to decline, stay, or rejuvenate (Butler, 1980). This perspective raises the need to develop strategies at national, local and organizational levels to maintain or increase the influx, spending and tourist permanence that generates greater benefits to the destination, which implies, necessarily, having human capital possessing ability, as well as the technical and behavioral competencies sufficient to cater to these visitors. The purpose of the study is to analyze the perception of tourists regarding the competences of the human capital in lodging, food and transportation organizations in the city of Mazatlan Sinaloa. The research was conducted using a mixed methodology, being a descriptive, cross-sectional study. A questionnaire was used to develop the field work. The human capital in the tourism sector that operates in the services of accommodation, meals and transportation in the destination of Mazatlan, has enough power from the perception of the visitors. The contribution of this research is considered relevant due to regularly surveyed tourists to learn about the satisfaction of service or from the perception of our human resources, which inferred the search for references about the state of the issue being addressed.

8

The development of functional competence of the teacher to the level of modern requirements

51%

Kulbaeva B., Kibataeva N., Mustayapova A.

Intercultural Communication

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2017

|

issue 3

75-92

EN

The purpose: to make attempt to answer the questions connected with the analysis, understanding different interpretations of the conceptual apparatus on the problem of "functional competence" and radical change of professional consciousness of the teacher. Research methods. In the course of experimental work conducted at the Institute, the various methods of analysis, collection, systematization of material: observation, interview, discussion, questioning, testing were used. The paper discusses modern requirements to professional activity of the teacher and the ways of formation of its functional competence in the transition to a model of education focused on result. The degree of proficiency in the functional competence of teachers is directly related to the successful activities of the student, the development of key competencies. One of the key competencies is the state's demand for the quality of the high school graduate's personality in the form of educational outcomes. The main functional qualities of a person in solving a strategically important task for the country are initiative, the ability to think creatively and to identify non-standard solutions, the ability to determine the professional path, the willingness to learn throughout life. All available functional skills are formed in intercultural communication in the conditions of the school. Results: The appropriate methodological recommendations were developed, training manuals were issued; the experience of creatively working teachers was summed up, measures were taken to improve the content of the program of courses "Development of functional skill (reading, mathematical, natural-science) for students in the framework of an international PISA study".

9

Kam Ústavní soud nechodí (a nejen o tom)

51%

Kysela J., Stádník J.

Právník. Teoretický časopis pro otázky státu a práva (The Lawyer - Scientific Review for Problems of State and Law)

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2021

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vol. 160

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issue 11

899-918

EN

On the occasion of the centenary of the beginning of the Czechoslovak Constitutional Court’s operation, the authors take note of its basic definition as well as the reasons and manifestations of its little success in the interwar constitutional conditions. Serious problems with the appointment of members of the court were repeated in both successor states. The Czech Constitutional Court is conceptually different from the Czechoslovak one, which is reflected, among other things, in the list of its competencies. Their number and character increase the number of cases in which the Constitutional Court decides, if it even has jurisdiction at all to resolve the matter. The last part of the article is therefore devoted to a critical analysis of these decisions.

CS

Při příležitosti stého výročí zahájení činnosti československého Ústavního soudu si autoři všímají jeho základního vymezení a také důvodů a projevů nevelké úspěšnosti v meziválečných ústavních poměrech. Závažné problémy s ustavováním členů soudu se zopakovaly i v obou nástupnických státech. Český Ústavní soud se od toho československého koncepčně liší, což se projevuje mj. ve výčtu kompetencí. Jejich počet a charakter zmnožují případy, kdy Ústavní soud rozhoduje, je-li vůbec k řešení věci příslušný. Kritické analýze těchto rozhodnutí je věnována poslední část článku.

10

„MÓWIENIE JEST CZĘŚCIĄ PEWNEJ DZIAŁALNOŚCI, PEWNEGO SPOSOBU ŻYCIA”1. O KOMPETENCJI LINGWISTYCZNEJ JAKO KOMPETENCJI GIER JĘZYKOWYCH

51%

Szczepaniak J.

Acta Neophilologica

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2013

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vol. XV/1

191-200

EN

This paper presents one of the possibilities of a new view at the notion of linguistic competence based on the concept of language games by Ludwig Wittgenstein. In contrast to “mental” perception of language competence as universal grammar encoded in genome, it underlines the importance of performativity and mediality. The understanding of a message content refers necessarily to how we use words in specific language games and how we cope with various sign systems and media spaces. The concept of language games competence proposed by a German researcher Jan Georg Schneider is based on the latest, culture related research concerning mediality issues (including in particular transcriptivity as presented by Ludwig Jäger), performativity and theory of language.

11

Syntagmatic translation: translator’s friend or foe?

51%

Kujawska-Lis E.

Prace Językoznawcze

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2015

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issue 17/1

41-55

12

Twórczość pedagogiczna jako niezbędna kompetencja studentów kierunków pedagogicznych

51%

Oleksa I.

Scientific Bulletin of Chełm - Section of Pedagogy

|

2011

|

issue 1

33- 43

EN

The aim of the article is the pedagogical work in terms of development of personal and professional competence of students at pedagogical faculties. A review of definitional concepts of creativity and teaching creativity in relation to future teachers work has been performed. The article considers the specifics of development on students' creativity.

13

EDUCATIONAL PROCESS WITH THE STUDENTS WITH THE SPECIAL NEEDS IN THE HIGHER EDUCATIONAL ESTABLISHMENT

51%

Ponomaryova G.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 6(50)

145-157

EN

In the article the author reveals the possibilities of the development of social competence of students with special needs in the educational process of the higher educational establishment. The origin and meaning of the term "social competence" were analyzed; interdisciplinary connections in the interpretation of the concept were defined. The investigation of the problem of receiving higher education by people with special needs was thoroughly carried out and the structure and content of the concept were detailed, that allowed to determine the specifics of the process of the organization of the educational work in this area in the higher educational establishment. In reference materials social competence is defined as a complex entity, reflecting the level of adequacy and effectiveness of the human response to the problematic life situations, achieving real goals in a specific social context, the using of appropriate methods for it and positive development as a result of their own activity in society, confirmation of adequacy of social behavior by others, ability to participate in a complex system of interpersonal relationships and to understand other people. The content of social competence is multidimensional as the competence itself, it largely depends on the specifics of the social situation, in which there is a formation of this competence of the personality and in which acquired knowledge, skills and personal characteristics are realized. Thus, despite the fact that the content of the investigated concept is determined by the social context, the essence of social competence is understood as the social construct, the formation of which is caused by the act of external factors of a particular social situation. The structure of social competence is defined as from the point of specific requirements of external environment, and as basing on established scientific views on the structure of personality. Understanding social competence as an integrative personality formation, which combines social knowledge, abilities, behavioral skills in a system that allows to integrate internal and external resources to achieve socially important goals and solve problems in different social situations with a clear understanding of their role in this process, in its structure three major components will be considered – cognitive (information, social knowledge, education, awareness), value-significant (values, ideals, motivation, moral milestones) and component of activities (actions, doings, behavioral strategies).

14

ПСИХІЧНА САМОРЕГУЛЯЦІЯ ЯК МЕТОД ПІДВИЩЕННЯ ЕМОЦІЙНОЇ КОМПЕТЕНТНОСТІ ФАХІВЦЯ СОЦІАЛЬНОЇ СФЕРИ

51%

Ясточкина І.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

|

issue 8(52)

457-465

EN

The purpose of the article is to analyze the concept of “emotional competence” in the context of such its component as self-regulation, to describe the methods of psychic self-regulation, focusing on optimizing the mental state of the specialist of social sphere. The article deals with the concepts of «emotional competence», «psychic self-regulation», outlines the components of emotional competence: understanding of oneself, self-regulation, motivation, empathy and social skills. Emotional competence is seen as the ability to recognize and acknowledge somebody’s own feelings and the feelings of others for self-motivation to manage somebody’s own emotions and relationships with others. An important aspect of professional activity of the specialist of social sphere is mastering the techniques and methods of self-regulation as an important component of emotional competence. Self-regulation is defined as a set of measures aimed at managing somebody’s own internal states, impulses and resources, which include: self-control, reliability, integrity, adaptability, openness to the new. Psychic self-regulation – is managing somebody’s psycho-emotional state, which is achieved by the impact of the person on himself through words, mental images, control muscle tone and breathing. The basic methods of psychic self-regulation are: autogenous training, neuro-muscle relaxation, breathing techniques, visualization methods, associated with the impact of the word. Applied combination of methods of self-regulation can be individual, distinctive. Timely self-regulation can prevent residual effects of overvoltage conditions, the recovery forces, contributes to the normalization of emotional background, assists in taking control of somebody’s emotions, enhances the body’s mobilization resources. Failure to regulate somebody’s own emotional states, inability to cope with stress and affective mood prevents successful professional activity of the specialist of social sphere. It is emphasized that the important task of modern teacher education, relevant not only for professional, but personal development is the need to improve the emotional competence of future specialists of social sphere. It is concluded that mastering a wide range of methods of self-regulation, their timely and skillful application is the key to professional health of the specialists of the social sphere, and also acts as psychology and psycho-correction means.

15

РЕАЛІЗАЦІЯ ІНТЕГРАТИВНОГО ПІДХОДУ В СУЧАСНІЙ ЕКОЛОГІЧНІЙ ОСВІТІ СТАРШОКЛАСНИКІВ

51%

Шмалєй С., Щербина Т.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

|

issue 10(54)

328-333

EN

The article presents the integrative approach in modern ecological education of school children. Ecological education points to the need for a synthesis of knowledge and activities; it forms a category of “ecological consciousness”, “ecological thinking”, “ecological performance”, “ecological culture”. The purpose of ecological education is to form a school of ecological culture, which manifests itself in ecological activities. The article presents the characteristics of the basic principles of ecological education: integrity, inter-disciplinarity, continuity, interconnection of local, national, regional and global approach, the moral and valuable relations. The analysis of the evolution of the concept of “integration of ecological education” is made. The significant binary-integrative theory of the content of ecological education is disclosed. The variations of composition and structure of content, activities, the hierarchy of principles, steps of the process of creation and implementation of integrative ecological education are revealed. The research revealed an important role of the principle of cultural conformity. Anthropocentrism is the basic principle for the formation of ecological consciousness. The theory of the integration of ecological education explores the interpenetration of ecological knowledge and ecological awareness. The paper identified four levels of integration of ecological education. The first level is substantial: the creation of integrated projects, articles, programs, various lessons. The second level is the organizational process: integrative form of education and training, integrative technology. The third level is the student-activity: the convergence process of the subjective roles of participants in the educational process. The fourth level is the socio-pedagogical: the creation of an integrated system of relations between the individual and the environment. Integrative process of modernization of ecological education ensures the formation of educational competencies: general cultural, educational and informative, informational, social, civil, communication, personal growth and development, ecological. Ecological competence is an integral component of each competency.

16

ДУХОВНО-МОРАЛЬНА КОМПЕТЕНТНІСТЬ ПЕДАГОГА ЯК ПЕРЕДУМОВА ЗАБЕЗПЕЧЕННЯ ДУХОВНО-МОРАЛЬНОЇ СПРЯМОВАНОСТІ ВИКЛАДАННЯ НАВЧАЛЬНИХ ПРЕДМЕТІВУ ЗАКЛАДАХ ОСВІТИ

51%

Сіданіч І.

Педагогічні науки: теорія, історія, інноваційні технології

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2017

|

issue 10(74)

234-245

EN

The article addresses theoretical basis of spiritual and moral competence of Masters in Christian Education as a professional basis for teaching subjects of spiritual and moral direction at education institutions of Ukraine. The author analyzes competence as an integral part of research, recommends ways of optimizing the spiritual and moral education in education institutions. Training of the future teacher of Christian pedagogy for highereducation provides education of the person who will sethimself the task of self-improvement and self-development; positive impact on the spiritual life of society. Of course, spirituality and morality are linked regulators of social relations that traditionally are factors of relationships and connections in the process of which is formed the individual attitude to people and to himself. Moral education shapes the human characteristic of social norms of behavior. Accordingly, future specialist’s training in terms of higher education should also include formation of spiritual and moral competence. Considering spiritual and moral training as part of training in terms of the magistracy of higher education, it is worth noting that this competence is determined by the level of consciousness and identity, spiritual values, which are shown within the team. We believe that the future university lecturer’s personal culture depends on the level of entry into the system of moral knowledge, spiritual and moral beliefs, mastery of knowledge concerning the interpretation and application of ethical standards in the life of the deep values, strong-willed qualities of competence, which will coordinate with law obedient professional activities. Competent Master is a worthy prospect for implementing the proposed formula competency of its main components: knowledge as variability, dynamic, diverse information, which should be able to find and weed out unnecessary, transfer of experience of own activities; ability to use knowledge in a particular situation; understanding how to get the knowledge and for which knowledge which method is right; adequate evaluation ofhimself, the world, his place in the world, particular knowledge or superficial things necessary for his work, as well as methods of obtaining or use. Summarizing the views of scientists and these regulations it’s appropriate to formulate the term “spiritual and moral competence” as an integrative personal quality that manifests itself in readiness for the effective implementation of professional activity on Christian principles – personal quality of man that defines its spiritual and moral behavior and affects the level of performance of some (including professional) activities; willingness to use spiritual and moral knowledge, Christian education and skills, and ways of life to solve practical and theoretical spiritual and moral problems.

17

The nature, transformations, and forms of the Polish teacher development system

51%

Kartaszyńska R.

Scientific Bulletin of Chełm - Section of Pedagogy

|

2014

|

issue 1

55-68

EN

This paper presents the nature, transformations and teacher professional development system in the years from 1944 to 1994. Emphasis has been put on the importance of teacher professional development in improving their professional competence and quality of work of educational institutions. The professional development of teachers is one of the most important objectives of the education system reform. Taking up this subject arises from searching for model solutions for the modern teacher professional development.

18

ШЛЯХИ ПІДВИЩЕННЯ ЯКОСТІ ВИКЛАДАННЯ АНГЛІЙСЬКОЇ МОВИ ПРОФЕСІЙНОГО СПРЯМУВАННЯ В ТЕХНІЧНИХ УНІВЕРСИТЕТАХ УКРАЇНИ

51%

Корсун Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

|

issue 2(46)

346-352

EN

As the title implies the present paper describes the importance of the English Language knowledge for technical students’ career development. The present paper deals with the development of quality standards in training English for professional purposes. Special attention is given to the implementation of multimedia technologies in training students English language skills. Comparative analysis of innovative educational technologies all over Europe and Ukraine is made. The author emphasizes on the importance of the English language competences in students mobility nowadays. Differences in understanding structural components of foreign language training in Ukraine and other European countries are noted. Advantages and disadvantages of interdisciplinary approach in training foreign language are analyzed in detail. The author emphasizes on the importance of introducing new innovative technologies and techniques in students training process. It is specially noted that the development of new techniques in foreign language learning is the most important task in training students at the technical universities. Special attention is given to the importance of using group and individual work at English classes. The author focuses on multimedia technologies and team work. Detailed analyses of the European standard for training technical students and their use in Ukraine are presented in the research. The present paper deals with the recommendations of changing the national system of higher education in Ukraine in accordance with European standards and European Qualification Frameworks, namely the development of descriptors, the introduction of modular organization of educational process, the use of the rating system of evaluation of students’ knowledge, implementation of the language portfolio, will certainly affect the quality of instruction and improve the quality of education in Ukraine. The research is up-to-date and helps young scientists to compare the differences in training English for engineering and humanitarian students. The author emphasizes on the necessity of implementing high-tech educational technologies in university students training. The prospects for further research are seen in the study of innovative approaches to student’ motivation to learn foreign languages through the introduction of new information educational technologies.

19

Kształtowanie zachowań i postaw przywódczych dowódców i menedżerów

51%

Michaluk A., Kacała J.

Nauki o Zarządzaniu

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2014

|

issue 4(21)

50-63

EN

The article presents organizational and training solutions in the field of leadership competencies of managers and officers candidates in the General Tadeusz Kosciuszko Military Academy of Land Forces in Wrocław. The basis for the authors consideration was to demonstrate that the leadership competencies of managers guaranteed the sustainable competitiveness of organizations and commanders leadership competencies were the guarantee of getting advantage in the modern battlefield. The authors therefore formulate directions for improvement in leadership competencies education, both civilian students and officer cadets, respond to the challenges of the modern business requirements and military units. The article focuses on the changes not only the development process of leadership competencies in the curriculum, but also to improve the processes of recruitment of candidates to the officer profession. Since 2007 the authors have participated in the design of educational programs (curriculum) for students and officer cadets at the Faculty of Management GTKMALF [WSOWL] and have offered system solutions for the development of leadership competencies. Their goal, however, was primarily an explanation of a complex education system of candidates for officers of the army and students in management studies in a military academy in Wrocław.

20

Implementation of Concept of competence in the field of activity of a family physician

51%

YEVTUSHENKO I.

Edukacja-Technika-Informatyka

|

2016

|

vol. 7

|

issue 1

170-174

EN

The article analyzes various approaches to the definition of “competence”. The content of the notion “competence” is specified. The list of the competences of a family physician is considered and analyzed.

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