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1

МΟНІТΟРИНГ ЯКΟСТІ НАВЧАЛЬНИХ ДОСЯГНЕНЬ СТУДЕНТІВ СПЕЦІАЛЬНΟСТІ «ФАРМАЦІЯ» У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ СХІДНΟЇ ЄВРΟПИ

100%
Буданoва Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 1(55)
377-384
EN
We have analyzed the monitoring of basic knowledge quality for students training in specialty “Pharmacy” in higher educational establishments of Eastern Europe. It has been emphasized that the quality of students’ training depends on a combination of knowledge, skills and abilities. Training educators for health sphere always attracted attention both in Ukraine and abroad, and received critics of professional errors pharmacists and doctors. It is arosed in the system of pharmaceutical (medical) personnel training, involved and later spread to other areas of professional education innovative teaching methods and monitoring knowledge. Integration of higher pharmaceutical education to European educational space leads the introduction of professional training of pharmacy students at all levels according to the European norms and standards in education and science, which will be based on the best national practices and experiences around the world. It is necessary for Ukraine to study the experience of Middle Eastern countries that have been for many years developing market economy, establishing forms of cooperation within the “common European home” and a mixed economy integrating into the global market. In Central and Eastern Europe a network of agencies that guarantee the higher education quality – CEE Network (the Central and Eastern European Network of Quality Assurance Agencies in Higher Education). The need to create a network of quality assurance agencies in higher education in Central and Eastern Europe was first discussed in Budapest, Hungary in November 2000. The establishment of the network was made October 13, 2001 in Krakow, Poland. The Monitoring of the basic knowledge quality for future professionals in Pharmacy is a part of the quality control and pharmaceutical education. Now checking the quality of higher pharmaceutical education and related monitoring studies at national level in different forms is implemented in many Eastern European countries.
2

ПСИХОЛОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОЇ ІДЕНТИЧНОСТІ МАЙБУТНЬОГО ПСИХОЛОГА В АСПЕКТІ ЙОГО ПРОФЕСІОНАЛІЗАЦІЇ

86%
Савчук З.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
175-184
EN
The features of professional identity of the future psychologists are depicted in this article. The material about the theoretical analysis of the problem is submitted. The theoretical and practical views of professionalization, professional identity as the basic concept that reflects the nature of professional development are considered. The content of the personal sense of “psychologist” of future professionals is clarified. The different features of professional identity of the future psychologists according to the level of training are analyzed and defined in the article. The theoretical and empirical researches of leading factors and characteristics of professional identity of students who are psychologists are revealed. The main points of view of studying the problems of identity and identification are analyzed. The meaning of “professional identity” as a result of processes of professional self-determination and self-organization is solved. The components of the psychologist’s professional identity that ensure the success of his or her activities as a professional are picked out. The theoretical experiment of researching the process of formation of professional consciousness of the future psychologists during their training in higher school is pursued. The theoretical and practical points of views of personal’s professionalization are analyzed. The professional identity as a basic concept that reflects the nature of professional development is considered. The basic indicators of professional identity, awareness, formation, decision are defined. The problems of professional development of the future psychologists in educational and professional activities in the sphere of practical psychology are solved. The content and dynamics of the personal meaning of “psychologist” of the future professionals is depicted. The difference of indicators of the professional identity of the future psychologists depending according to the level of training and the forms of financing the education is analyzed and identified.
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