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КАТЕГОРІЙНИЙ АНАЛІЗ ПОНЯТТЯ «ДОСЛІДНИЦЬКА КОМПЕТЕНТНІСТЬ УЧИТЕЛЯ»

100%
Ганна П.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 10(64)
220-228
EN
The author studied the different approaches to the definition of research competence. Different authors give different explanations in this concept. Laws of Ukraine basically have competence. Without the development the teacher will not be able to give students a quality education. Science is developing very rapidly, and the modern teacher has to learn new things. He/she must have knowledge, skills, and form motivation for scientific research and apply in practice. The term of research competence is not mutually exclusive, but complementary. And most scientists emit not only knowledge and skills in the structure but also the cognitive part, the system of values, attitudes, and behavior. This research competence is different from the research work. Having studied the psychological and pedagogical literature, we concluded that the research competence is the quality of the individual, which combines research knowledge, skills, and is connected with an irrational component. Intuition, imagination, thinking outside the box is always included in the research competence. And they should coincide with the components of the research activities. There are important intellectual skills of the teacher, such as the analysis, definition of the main concept, comparison, generalization, systematization and classification. As well as practical – information processing, organization of the experiment, observation, and further usage of the results. In addition to intellectual and practical research skills, this competence includes the ability to research, such as a creative approach to problem solving and lateral thinking, smart mobility, choice of effective methods of investigation, self-criticism and self-control. After-graduates of the Universities receive research knowledge and skills, and develop their own need to practice. So, they will provide scientific nature of their work, explaining phenomena and processes, defining logical connections between phenomena, drafted with the help of scientific research methods. The teacher should have the research competence and continuously develop it, not only himself, but also in the system of postgraduate education.
2

СИСТЕМА ФОРМУВАННЯ ДОСЛІДНИЦЬКИХ УМІНЬ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ ДИСЦИПЛІН

86%
Грубінко В., Степанюк А.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 2(56)
227-235
EN
The object of the article is to substantiate the formation of the system of research skills of future sciences teachers that promotes the integration of ensuring quality of scientific and educational activity of students in the process of acquiring their professional competences. There have been used the complex of theoretical and empirical methods of pedagogical research. There has been proposed the innovative system of formation of research skills of future sciences teachers according to which the research component is included in the training activities of learning subject as a constant organic component. It is implemented by the following stages: motivation and target; information and procedure; organization and activity; reflexive and correction; result and evaluation. The specificity of the system lies in the features of the biological knowledge of the object and methodology, as well as in the combination of direct and indirect ways of formation of research skills as a hierarchical structure. Research conditions of higher biological education have been determined: the use of innovative learning technologies through a combination of research, simulation and activity-elements; ensuring the formation of rational thinking, reflexivity; innovativeness of students and teachers in the system of partnership in the process of carrying out research and educational activities; updating content and activity components. The practical significance is to develop: the functional structure of the interpenetration of academic and research activities; methods of diagnosis and consideration of results of scientific activities in the assessment of academic achievements of students; the forms of stimulation of scientific activity – honors, awards (scholarships, grants), the scientific business trips, etc. Research conditions of the biological education parameters have been determined: the use of innovative learning technologies through a combination of research, simulation and activity-elements; ensuring the formation of rational thinking, reflexivity; implementing the innovation policy by both a teacher and a student (updating and development of content and activity components of education, media, develop skills simulation of natural processes. The further study of the parameters are promising to solve the problem of integrating science and education.
3
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Selected aspects of a university’s sustainable development strategy

72%
Napiecek R.
Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu
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2019
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issue vol. 63, nr 5
163-172
EN
The introduction of the Constitution for Science has initiated a series of changes in universities in Poland. Particularly important are changes which will conform to the universities’ structure to the new evaluation criteria, and consequently will affect their financial conditions. The concerns presented in the article refer to the sustainable development strategy of a university. This strategy should enable universities not to assess all of their research and educational employees according to the same criteria or according to the same threshold values. All academic teachers work for the success of the university, however, each of them to a different degree. This differentiation may result not only from the individual predispositions of employees but also from the adopted strategic assumptions. The article aims to present some aspects of the implementation of a university’s strategy with regard to subsidies granted under the Law on Higher Education and Science in Poland.
PL
Wprowadzenie Konstytucji dla Nauki zapoczątkowało szereg zmian w szkołach wyższych w Polsce. Szczególnie ważne są zmiany, które dostosowują struktury uczelni do nowych kryteriów oceny szkół wyższych, tj. kryteriów wpływających na warunki ich finansowania. W artykule autor skupia się na zmianach prorozwojowych. Proponowane w artykule rozwiązania odnoszą się do strategii zrównoważonego rozwoju uczelni, która polega na odejściu od oceny wszystkich pracowników naukowo-dydaktycznych według tych samych kryteriów lub według tych samych wartości progowych. Na sukces uczelni pracują wszyscy nauczyciele akademiccy, jednak każdy z nich w różnym stopniu. Zróżnicowanie może wynikać z indywidualnych predyspozycji pracowników, ale również z przyjętych założeń strategicznych. W artykule przedstawiono wpływ decyzji kadrowych na wysokość subwencji. Celem artykułu było zaprezentowanie wybranych kwestii związanych ze strategią zrównoważonego rozwoju uczelni wyższej jako konsekwencji przemian w sposobie funkcjonowania szkół wyższych w Polsce.
4
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Sytuacja materialna i aktywność naukowa a zaburzenia nastroju doktorantów

72%
Cieślik B., Stodółka W., Morga P., Jaworska L., Kuligowski T.
Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu
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2016
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vol. 55
114-122
EN
Background. The aim of the study was to provide information about the socio-economic status, research activity, and mood disorders among PhD students of the Academy of Physical Education in Wrocław, Poland. Material and methods. This study covered 61 PhD students (mean age 28.4 years). The research employed the diagnostic survey method. The author’s survey examined the employment status and economic situation. An additional method, used to assess depression symptoms, was Beck Depression Inventory. Results. In the fields of physiotherapy and physical education, 96% and 78% of PhD students, respectively, had found employment. The total of 72% of physical education and 50% of physiotherapy students had published at least once. As many as 30% of all respondents reported symptoms of mood disorders and complained about mental health problems. Conclusions. Mood disorders are a serious problem in PhD students of the Academy of Physical Education in Wrocław. While physical education students show greater activity in the field of scientific research, more physiotherapy students are professionally active.
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