Search results

1

Aspekty etyczne badań naukowych w polskim pielęgniarstwie

100%

Kunecka D., Pomeranian Medical University in Szczecin, dankak@autograf.pl

Annales. Etyka w Życiu Gospodarczym

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2015

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vol. 18

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issue 3

EN

Recent years in Poland have been characterized by the dynamic development of scientific activity among nurses. It might have been caused by several factors, namely: the rising needs and expectations of representatives of this professional group, the necessity of adjusting to EU standards, changes in the system of education, as well as the individual “research needs” of those representatives. However, is there a correlation between the increase in the quantity of scientific research and its quality? An attempt to answer that question led the author to formulate this paper’s goal, which had been formulated as follows: to analyse different sources of information concerning the reality of scientific research in nursing in Poland.

2

The formation of psychological students necessary competences of during their practical training

100%

CHERKASOVA I.

Edukacja-Technika-Informatyka

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2013

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vol. 4

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issue 1

158-161

EN

The author contemplates a problem of formation of common cultural and professional competences of students from psychological faculty. The author also describes the practical training organization at the faculty of psychology of the Vladimir state university

3

Implementation of Applied Training Techniques to the System of Postgraduate Education

100%

RIDEI N., BORDIUG N.

Edukacja-Technika-Informatyka

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2019

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vol. 10

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issue 2

165-169

EN

The paper presents the analysis of the practical training methods, which are used during professional training of specialists in ecology in the system of postgraduate education. The method of projects and training, as the best methods of professional development, are described. The importance of application of binary teaching methods is analyzed; their integral effect on professional development in the system of postgraduate education is shown.

4

The Methodology of Professional Competencies Formation for The Specialists in Environmental Monitoring on the Basis of Synergistic Pedagogics

100%

BORDIUG N., ALPATOVA O., ISHCHUK O., SVITELSKYI M., SMAGLY V.

Edukacja-Technika-Informatyka

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2018

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vol. 9

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issue 1

197-201

EN

The issues of professional training for future environmental engineers training are considered in the article. The methodical bases of teaching environmental monitoring have been developed and substantiated for the application in the learning process through the implementation of inter-disciplinary approach. The basic components of training future environmental engineers have been defined and analysis of the formation of professional system-modeling competencies in environ-mental monitoring have been conducted.

5

Professional Competences of Future Teachers: Perspective of Different Evaluators and Contexts

88%

Makarevičs V.

Journal of Teacher Education for Sustainability

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2008

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vol. 10

68-78

EN

The article presents research on professional competence for future teachers. The study provides the answers to the questions 1) what are the differences between the future teachers' desirable and real professional competences evaluated by students themselves, their University teachers, and their potential employers? 2) what are the differences in the evaluation of future teachers' professional competences provided by the students and University teachers from the study programs enriched with the principles of ESD and those who come from other programs? The future teachers (n=24) and teachers from the Daugavpils University (n=24) as well as the school principals of Latgale region of Latvia (n=25) filled out the questionnaire by Grecov and Popova (2005). It was concluded that both students and teachers see the necessity for the further development of competences while encounter with ESD principles mostly elicits the need for the higher standards of professional competences and more critical stance toward the achieved level.

6

ГОТОВНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ФІЗИКИ ДО ФОРМУВАННЯ В УЧНІВ ЗНАНЬ ПРО НАНОТЕХНОЛОГІЇ

88%

Величко С., Іваній В., Мороз І., Ткаченко Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 6(60)

3-14

EN

The article reveals the specific methodological training of physics teachers to the development of students’ knowledge about nanotechnology on the basis of the analysis of experience of foreign countries.In the article the category of readiness of the teacher of physics to form nanophysics technological students’ knowledgeis determined as the personal formation of the future teacher that includes the totality of professional competence aimed at the development of nanophysics technological students’ knowledge and their positive motivation on the future scope of activity in the field of nanotechnology. From an assessment position oftheachievedlevelofprofessionalismasanintegratedindicatorofformationofspecialprofessionalcompetencethefollowingcomponentsof thephysics teacher’sreadinesstoformnanotechnologicalstudents’ knowledge are highlighted: scientificandtechnical, subjectandeducational, information and technological. Scientificandtechnical component includes the knowledge of nanophysics, ways and methods of integrating content in the field of nanotechnology, environmental aspects of development of nanotechnology. Subjectandeducational component includes the ability to master professional and pedagogical skills which are necessary for the implementation of the process of teaching nanotechnology, development of value attitude in teachers to the experience of the creative professional activities, readiness to use the experience of the creative professional activities and development of students’ positive motivation on the future scope of activity in the field of nanotechnology. Informationandtechnological component includes the ability to master the basics of designing and implementing the learning process of students the basics of nanotechnology, using in their professional activities of Information Technologies, measuring methods based on the use of nanotechnology tools. The prospects for further research are seen in the search of the ways of including nanophysics technological knowledge in the courses of general and theoretical physics which are studied at the pedagogical universities in preparing future physics teachers to the activities in the field of learning the basics of nanosciences and nanotechnology.

7

Intercultural communication as a source of professional competences for innovative activity

88%

Tereshchenko M.

Intercultural Communication

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2016

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issue 1/1

8-21

EN

Purpose – to analyze the impact of intercultural communication on the professional innovative activity, to assess the possibility of developing of the professional competencies to innovative activity through intercultural communication. Methods: hypothetical-deductive method, formalization, generalization, classification, systematization, extrapolation. Results. The bilateral relationship between intercultural communication and innovative activity is grounded. A person, who is more capable of cross-cultural communication, is more capable of innovative activity too, he / she is more opened, flexible, adaptive and creative. It is therefore important to develop, in the professional training of future specialists, the intercultural competence - the ability to cross-cultural contacts: to teach them to recognize cultural diversity not as an obstacle but as a positive diversity, as a source of new potentially useful information. For future professionals of innovative activity, it’s even more important than for others. The process of innovations’ working out often deals with problems of creating something new, of forming of new ideas. And any variety can help, because another person is a treasure trove of new points of view. Intercultural communication can be a source of new ideas, new knowledge and skills, new professional competences, as well as a new channel to promote an innovative product to different target groups.

8

Organizational and Professional Competences Preparing Counsellors for Working with People Who Have Experienced Sexual Violence

88%

Adamczyk B.

Studia Paedagogica Ignatiana

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2020

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vol. 23

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issue 3

PL

This article addresses the issue of the competence of counsellors working with people experiencing sexual violence. The theoretical part of the article describes the basic concepts related to institutional (professional) counselling and describes a professional counsellor and his/her competences in a descriptive way. The subject of the research includes the competences of counsellors in the field of working with people who have experienced sexual violence. The purpose of the study was determining and describing their competences – both organizational and professional ones – from the perspective of the experience of individual listeners preparing for counselling work. The study uses a narrative method with content analysis. The research problem took the form of the following question: what are the competences of a counsellor in accompanying a sexually abused person from the perspective of the personal experience of future counsellors? The research was conducted in 2019 among 23 postgraduate students preparing for counselling work. The results made it possible to select subcategories within the examined categories that show the specificity and value of the competences described by the respondents, and allowed us to emphasize the importance of the interdisciplinary knowledge and skills of counsellors. In addition, the conclusions of the study are valuable for pedagogical practice, especially in terms of enriching the offer of studies addressed to counsellors working with people who have experienced sexual violence.

9

Kompetencje zawodowe a system praktyk w kształceniu studentów informacji naukowej i bibliotekoznawstwa

75%

Irena G., Stanula M.

Biblioteka

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2013

|

issue 17(26)

169-193

EN

Traineeship programs constitute an important element in higher education in research information and librarianship. They significantly influence and improve professional competence of students, which may turn out to be decisive in their prospective employment. The present article attempts to analyze the quality the traineeship program offered by the Institute of Research Information and Librarianship at the Jagiellonian University within the time frame of the past eight years (2004/2005-2011/2012). The analysis is based on the available documentation kept at the institute. The analysis includes a review of the location of placements, types of host institutions and opinions of traineeship programs supervisors and students involved. In addition, the changes introduced to the traineeship program resulting from the implementation of a new curriculum at the institute, devised according to the All-National Framework of Professional Qualifications for higher education institutions, are presented and discussed. The article is concluded with a discussion on the possible influence of traineeship program upon future chances of employment on the labour market.

PL

Praktyki zawodowe są ważnym elementem kształcenia na kierunku informacja naukowa i bibliotekoznawstwo. Istotnie wpływają na poszerzenie kompetencji zawodowych studentów, co w przyszłości decyduje o możliwości ich zatrudnienia. W niniejszym artykule podjęto analizę realizacji praktyk na przestrzeni ostatnich ośmiu lat (2004/2005–2011/2012) w Instytucie Informacji Naukowej i Bibliotekoznawstwa Uniwersytetu Jagiellońskiego, na podstawie dokumentacji zgromadzonej w instytucie. W analizie brano pod uwagę miejsca praktyk, rodzaje instytucji, w których one przebiegały, oraz opinie opiekunów praktyk i studentów. Przedstawiono także zmiany w programach praktyk, wynikające z wdrażania nowego programu kształcenia w instytucie, opracowanego zgodnie z Krajowymi Ramami Kwalifikacji dla Szkolnictwa Wyższego, oraz ich wpływ na szanse absolwentów na rynku pracy.

10

THE IMPACT OF INTEREST ON COMPLETION OF PROFESSIONAL COMPETENCES AMONG YOUNG TEACHERS

75%

BEREZA A.

Scientific Bulletin of Chełm - Section of Pedagogy

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2020

|

issue 1

71-87

EN

The Professional developmenmt of a teacher in the XXI century should be a standard. Especially among young teachers who just begins to follow his professional way. Interest of a man determines his choice of professional carrier. Furthermore while doing his job interests may pointing the direction of completion or achieving new professional competences, which might be useful during a carrier. In this article the review of apropriate literature is made in order to define competences and interests. Also characteristic of classifications of professional competences of teachers was made. By means of descritption and analyse of own researches the author tries to revill the impact of interests on taken professional development by young teachers. She describes also different forms of professional development taken by teachers and their actual interests.

11

Edukacja przywięzienna w perspektywie czasowej. Wybrane zagadnienia

75%

Pierzchała K.

Kwartalnik Pedagogiczny

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2020

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vol. 65(1 (255))

99-115

PL

Education in prison conditions is mostly focused on resocialization. In Poland, imprisonment also aims to educate and motivate people to lead a generally acceptable lifestyle. To achieve this, penitentiary institutions use appropriate educational measures by means of which changes in the personality of the convict are created. One of such methods is the introduction of education. In order to facilitate the selection of the educational content for the school’s didactic and educational tasks, it is necessary to make the inclusion of learning objectives more concrete and operational. By definition, prison schools help convicts in intellectual transformation as well as arousing interests. They are also helpful in building positive personal qualities, deepening competences in the field of ability to behave in difficult situations, etc. Education allows the convict to obtain professional and life maturity, and also teaches competition and teamwork. teamwork. Apart from scientific requirements about choosing appropriate educational content there are also some program concepts such as pedagogical theories about selecting the content of education.

12

СИСТЕМА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ БАКАЛАВРІВ І МАГІСТРІВ ФІЗИЧНОЇ РЕАБІЛІТАЦІЇ (ФІЗИЧНОЇ ТЕРАПІЇ) В УНІВЕРСИТЕТАХ НІДЕРЛАНДІВ

75%

Лянной Ю.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 3(47)

97-107

EN

In the article the system of professional training of bachelors and masters in physical rehabilitation (physical therapy) at the institution of higher learning in the Netherlands is analyzed. In the researching process a list of universities in the Netherlands which are preparing bachelors and/or masters in physical rehabilitation (physical therapy) has been established. The system of professional training of bachelors and masters in physical therapy at the Thim university was exposed in details. It is found that the curriculum of training of bachelors of Physical Therapy at Dutch universities is expected for 4 years and consists of 240 credits under the European Credit System (ECTS). The plan is divided into three phases –education (60 credits ECTS), basic (60 credits ECTS) and transitional (120 credits ECTS). The internship of future bachelors consists of two periods of twenty weeks, which can be taken abroad. Master Training lasts 18 months (90 credits) with assigning graduate qualification «The Master of Science in Physical Rehabilitation (Physical Therapy)» (MScPT). The Master program in the terms of quality standards of the European Union (EQF) has 7 levels of education. During the research professional competences of physical therapist that are put in this country by The Royal Society of Physiotherapy (KNGF) have been found. Most Dutch university teachers are actively using interactive learning environment where the students discuss scientific problems demonstrating practical skills, conduct interactive sessions and exercise control. The teachers Magistrate conduct master classes, publish books (including virtual), organize a discussion on the site, conducting seminars, webinars (including practical demonstration), Web conferences, and presentations, and organize study tours. Besides the representatives of universities actively communicate on pages of Facebook, Twitter and LinkedIn. Six days a week the teachers are willing to pay attention to the students. The control of the organization, the introduction of quality results and future masters of knowledge is made by the Examination Board. Thus, the students deepen their knowledge and skills through contact training, blended learning, learning in the workplace. The students also perform a research project under the guidance of an experienced supervisor.

13

Kompetencje zawodowe studentów kierunków technicznych

75%

Brodzińska K., Brodziński Z.

Zagadnienia Doradztwa Rolniczego

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2009

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vol. 59

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issue 4

107-117

EN

The aim of this article is to recognize factors which determined professional competences of students who in the short time are finishing choosen technical direction of high education with particular regard paid to rural labour market. The survay covered 84 studentas, which wanted to bring up their entrepreneurial competence in extraeducational system. Results of research showed that students evaluated highly usefulness of knowledge, which they obtained during study as well as knowlege, they evaluated within professional practices. However, they aren’t interested in creation of work place and taking up own economic activites. Therefore, it is indispensable to look for effective ways on stimulation of entrepreneurship among young people.

PL

Celem artykułu jest poznanie czynników warunkujących kompetencje zawodowe studentów kończących wybrane kierunki techniczne, z uwzględnieniem specyfiki wiejskiego rynku pracy. Badaniami objęto grupę celową 84 studentów, którzy zadeklarowali chęć podnoszenia kompetencji przedsiębiorczych w systemie pozaedukacyjnym. Wyniki badań wykazały, że studenci wysoko oceniają zarówno przydatność wiedzy nabywanej podczas toku studiów, jak i rangę doświadczenia zawodowego w ramach praktyk zawodowych i staży. Niska jest natomiast orientacja na tworzenie miejsc pracy, w tym podejmowania działalności gospodarczej na własny rachunek.

14

Edukacja całożyciowa jako personalny wymiar realizacji osoby ludzkiej

75%

Ir E.

Pedagogika Przedszkolna i Wczesnoszkolna

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2020

|

issue 2 (16)

71-78

EN

The article shows that lifelong education is a personal dimension of the realization of a human person, which results from the fact that a person learns throughout his life, which is inscribed in human nature. Without lifelong education, and thus taking various actions aimed at getting to know the world and oneself, expanding one’s knowledge and competences, it is impossible to become a professional teacher who is to be an authority, a role model, and a specialist in his field for a student.

15

Determinanty w procesie doskonalenia zawodowego osób pracujących i ich wpływ na karierę zawodową w świetle badań własnych

75%

Bogucka B.

Relacje. Studia z nauk społecznych

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2018

|

issue 5

137-149

EN

The article outlines the motives of undertaking professional development and its impact on shaping the professional career of people working in Nowa Sól County. It presents the problems of employees in building their professional career path in the local environment, by acquiring, completing or improving their qualifications and professional skills through courses and trainings undertaken on their own initiative.

PL

Artykuł nakreśla motywy podejmowania doskonalenia zawodowego i jego wpływ na kształtowanie kariery zawodowej osób pracujących z powiatu nowosolskiego. Przedstawia problemy pracowników w budowaniu ścieżki kariery zawodowej w środowisku lokalnym, poprzez nabywanie nowych, uzupełnianie lub podwyższanie swoich kwalifikacji i umiejętności zawodowych poprzez kursy i szkolenia podejmowane z własnej inicjatywy

16

Postrzeganie własnych kompetencji zawodowych przez studentów pedagogiki UMCS

75%

Sanecki G.

Rocznik Andragogiczny

|

2013

|

vol. R. 2013

75-90

PL

Artykuł stanowi komunikat z badań nad opiniami studentów pedagogiki UMCS na temat kompetencji zawodowych uzyskiwanych przez nich w trakcie studiów. Opinie te odnoszą się do poziomu zdobywanych podczas edukacji akademickiej wiedzy i umiejętności zawodowych oraz kompetencji społecznych. W opracowaniu zaprezentowano także poglądy badanych dotyczące znaczenia poszczególnych grup przedmiotów kształcenia, decydujących o ostatecznym kształcie przygotowania zawodowego absolwentów pedagogiki. Autor informuje także o podejmowaniu przez respondentów działań uzupełniających kompetencje zawodowe poza uczelnią oraz antycypacji takiej aktywności po zakończeniu edukacji akademickiej. Dopełnieniem raportu z badań są oceny badanych dotyczące szans na zatrudnienie w wyuczonym zawodzie.

EN

The article presents research findings on MCSU pedagogy students’ opinions about professional competences obtained by them during studies. These opinions referred to the level of knowledge, professional skills, and social competences. The paper shows the respondents’ views on the importance of the various groups of subjects, which determine the final shape of the work preparedness of pedagogy graduates. The author also reports about the decisions made by the surveyed regarding taking up any complementary measures in order to upgrade and ameliorate their professional competences outside the university, and the anticipation of such an activity after finishing their academic education. A final component of the study is the respondents’ evaluation of the employability in the learned profession.

17

Subjective Evaluation of Demands on Performance of Teacher Professional Activities

75%

Rovňanová L.

The New Educational Review

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2013

|

vol. 34

292-304

EN

The paper presents partial results of the research identifying demands on the performance of professional competences in the school practice in teachers1 with various length of practice and in student teachers. Results are compared with the findings and results of the national report in the OECD international report TALIS 2008.

18

Characteristics and trends in the development of professional competence of the human capital in the agricultural sector

75%

Bencheva N., Tepavicharova M., Wrzochalska A.

Zagadnienia Ekonomiki Rolnej

|

2017

|

issue 1(350)

148-160

EN

During recent years, the development of professional competencies is more frequently linked with the processes of performance, evaluation and career development of the human capital. Their formation requires focused actions to improve particular knowledge, skills and abilities. The analysis of the status and trends in the professional competences of the human capital in the agricultural sector in Bulgaria reveals a number of opportunities for their effective use and management. The purpose of this article is to outline the professional competences of the human capital in the agricultural sector by analysing and presenting the trends in their development. The study covers the period between January and November 2015. It is based on data from polls specially designed for the purpose of the analysis, direct contacts, corporate documentation, etc. The interviews are applied to specify the data and information. The issues and prospects for the development of professional competences of the human capital in agriculture are presented and rated according to the responses received.

PL

W ostatnich latach rozwój kompetencji zawodowych jest coraz częściej związany z wynikami i oceną kapitału ludzkiego oraz rozwojem kariery. Tworzenie kapitału ludzkiego wymaga działań skoncentrowanych na poprawie konkretnej wiedzy, konkretnych umiejętności i zdolności. Analiza stanu i kierunków rozwoju kompetencji zawodowych kapitału ludzkiego w sektorze rolnym Bułgarii ukazuje wiele możliwości jego skutecznego wykorzystania i zarządzania. Niniejszy artykuł ma na celu zidentyfikowanie kompetencji zawodowych kapitału ludzkiego w sektorze rolnym przez analizę i prezentację kierunków jego rozwoju. Praca obejmuje okres od stycznia do listopada 2015 r. Opiera się na danych zaczerpniętych z ankiet specjalnie zaprojektowanych do tego celu oraz na bezpośrednich kontaktach, dokumentacji firmowej itd. Do sprecyzowania danych i informacji zastosowano metodę wywiadu. Problemy i możliwości rozwoju kompetencji zawodowych kapitału ludzkiego w rolnictwie zaprezentowano i oceniono według otrzymanych odpowiedzi.

19

„Good Internships” – support for gaining professional competences by the students of pedagogy at the University of Wrocław

63%

Musiał E.

Konteksty Pedagogiczne

|

2018

|

vol. 1

|

issue 10

PL

Osiągniecie wysokich standardów w zakresie profesjonalnego przygotowania studentów – przyszłych nauczycieli dziecka młodszego możliwe jest tylko dzięki synergii teorii i praktyki. Uczestnictwo w programach stażo-wych stwarza obok praktyk pedagogicznych, doskonałe warunki do nabywania i rozwijania kompetencji zawodowych przyszłego nauczyciela poprzez osobiste doświadczanie. W trakcie stażu student może podejmować szereg inicjatywy wy-magających od niego wiedzy – działania i refleksji. W ten sposób teoria akade-micka i praktyka integrują się i akcentują, wypełniając przestrzeń kompetencji zawodowych, w których dociekliwość, twórczość oraz otwartość studenta, jego aktywne i systematyczne poszukiwanie wiedzy, krytycyzm badań, refleksyjność i analityczność jego podejścia do problemów edukacyjnych mają istotne zna-czenie. Konfrontacja naukowego i praktycznego oglądu rzeczywistości, przeni-kanie naukowego myślenia do działania przy rozwiązywaniu realnych problemów sprzyjają też konstruowaniu własnych teorii edukacyjnych. Ponadto łączy dwie strategie uczenia się: przed działaniem i w trakcie działania, stanowiąc swoisty pomost pomiędzy wiedzą akademicką a rzeczywistością edukacyjną. Stwarzają okazję do zaistnienia kategorii „stawania się nauczycielem” poprzez poznawanie siebie, swoich możliwości i ograniczeń, a także świadome rozwijanie warsztatu pracy.

EN

Achieving high standards in the field of professional preparation of students-future teachers of a younger child is possible only thanks to the synergy of theory and practice. Participation in internship programs creates, alongside pedagogical on-the-job training, perfect conditions for acquiring and developing professional competences of future teachers through personal experience. Dur-ing the internship, the student may undertake a number of initiatives requiring knowledge – action and reflection. In this way, academic theory and practice integrate and accentuate, filling the space of professional competences, in which the inquisitiveness, creativity and openness of the student, its active and sys-tematic search for knowledge, criticism of research, reflexivity and analytical ap-proach to educational problems are of great importance. Scientific confrontation and practical viewing of reality, a fusion of scientific thinking with action in solving real problems also favors the construction of own educational theories. In addition, it combines two learning strategies: before and during the action, constituting a kind of bridge between academic knowledge and educational real-ity. It is a circumstance for the emergence of the category of “becoming a teacher” through getting to know oneself, one’s possibilities and limitations, as well as a conscious development of a working technique.

20

Optymalne ścieżki kształcenia prowadzące do uzyskania pełnych kompetencji zawodowych

63%

ZAWŁOCKI I., NIEWIADOMSKI K.

Edukacja-Technika-Informatyka

|

2016

|

vol. 7

|

issue 4

164-169

PL

Jedną z najważniejszych kwestii mających wpływ na rozwój innowacyjnej gospodarki jest obserwowane niedopasowanie kompetencyjne. Zjawisko to stanowi również problem dla absolwentów szukających zatrudnienia. W niniejszym opracowaniu scharakteryzowano podstawowe przyczyny tej sytuacji, szczególnie w obszarze systemu edukacji. Następnie opisano dobór i analizę optymalnych ścieżek kształcenia prowadzących do uzyskania wymaganych kompetencji zawodowych z uwzględnieniem drożności kształcenia zawodowego.

XX

One of the key issues affecting the development of innovative economy is competence mismatch observation. This phenomenon is also a problem for graduates who look for employment. In this study the main causes of this situation were characterized, especially in the education system. It also maintain selection and analysis of optimal learning paths leading to the required professional competences with regard to flow of vocational training.

Refine search results

Aspekty etyczne badań naukowych w polskim pielęgniarstwie

The formation of psychological students necessary competences of during their practical training

Implementation of Applied Training Techniques to the System of Postgraduate Education

The Methodology of Professional Competencies Formation for The Specialists in Environmental Monitoring on the Basis of Synergistic Pedagogics

Professional Competences of Future Teachers: Perspective of Different Evaluators and Contexts

ГОТОВНІСТЬ МАЙБУТНЬОГО ВЧИТЕЛЯ ФІЗИКИ ДО ФОРМУВАННЯ В УЧНІВ ЗНАНЬ ПРО НАНОТЕХНОЛОГІЇ

Intercultural communication as a source of professional competences for innovative activity

Organizational and Professional Competences Preparing Counsellors for Working with People Who Have Experienced Sexual Violence

Kompetencje zawodowe a system praktyk w kształceniu studentów informacji naukowej i bibliotekoznawstwa

THE IMPACT OF INTEREST ON COMPLETION OF PROFESSIONAL COMPETENCES AMONG YOUNG TEACHERS

Edukacja przywięzienna w perspektywie czasowej. Wybrane zagadnienia

СИСТЕМА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ БАКАЛАВРІВ І МАГІСТРІВ ФІЗИЧНОЇ РЕАБІЛІТАЦІЇ (ФІЗИЧНОЇ ТЕРАПІЇ) В УНІВЕРСИТЕТАХ НІДЕРЛАНДІВ

Kompetencje zawodowe studentów kierunków technicznych

Edukacja całożyciowa jako personalny wymiar realizacji osoby ludzkiej

Determinanty w procesie doskonalenia zawodowego osób pracujących i ich wpływ na karierę zawodową w świetle badań własnych

Postrzeganie własnych kompetencji zawodowych przez studentów pedagogiki UMCS

Subjective Evaluation of Demands on Performance of Teacher Professional Activities

Characteristics and trends in the development of professional competence of the human capital in the agricultural sector

„Good Internships” – support for gaining professional competences by the students of pedagogy at the University of Wrocław

Optymalne ścieżki kształcenia prowadzące do uzyskania pełnych kompetencji zawodowych