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ФОРМИ ПЕДАГОГІЧНОЇ ПІДТРИМКИ ОБДАРОВАНОЇ СТУДЕНТСЬКОЇ МОЛОДІ У ВЕЛИКОБРИТАНІЇ

100%
Холод І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 10(44)
213-220
EN
This article examines forms of gifted students support in Great Britain. The aim of the article is to set definitions of the concept "support" and find out the forms of support and their implementation in the universities of Great Britain. The forms are characterized due to their functional character. Research methods are analysis, synthesis, and comparison. The practical significance of the research results is in the experience of talented youth support in Great Britain. The support of gifted youth is given by different organizations such as the World Council for Gifted and Talented Children, Talented Young People, Mensa, Profoundly and Exceptionally Gifted Youth and others. In the article the author dwells on different form of gifted students’ education – summer school, tutoring, mentoring, e-mentoring. Summer school always took place at one of the universities, but today this form of support for talented young people is considered to be not so successful because young people from far areas do not always take part in summer schools. Mentoring provides a specialized form of educational help for youth whose special educational needs cannot be met at university or college. The role of the mentor is to broaden their charge’s viewpoint, not only in the subject selected, but in aiding their holistic development and to help them think independently and at a higher level. Their aims are to develop interests, originality, initiative and self-direction. Organizing individuals for mentoring calls for care in checking suitability, including responsibility, personality matching, timing, emotional concerns, communication and evaluation. But today the Internet offers educational support for talented youth. Thus, in Great Britain pedagogical support of talented youth is carried out as online mentoring by teachers of universities, enabling the provision of educational support of talented youth from all parts of the country. Innovative forms of support for talented young people through the use of online services in the educational process allows you to create educational and developmental environment in which a wide range of gifted students will have the opportunity to participate in research work on the platforms of leading research centers and universities under the guidance of leading scientists. The further prospects for research is in the Internet mentoring of gifted youth and foreign experience of teaching staff training to work with talented youth.
2

Interprofessional Learning of Physiotherapists Under Conditions of Higher Education in Great Britain

100%
Guk S.
Comparative Professional Pedagogy
|
2014
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vol. 4
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issue 4
59-64
EN
The problems of implementing interprofessional training of physiotherapists in universities and at the bases of the practical training of students in Great Britain have been analyzed. The role of physiotherapists in issues of medical education and practical assistance within their own profession has been defined. The list of leading training bases that took part in the pilot implementation of common learning for health professions including physiotherapy and the list of the most common topics for interprofessional learning among health professions in universities of Great Britain are given. The role of public authorities and civil communities of Great Britain in providing financing, monitoring and defining requirements for interprofessional learning in the field of physiotherapists' training has been considered. Positive results and the significance of use of interprofessional learning in physiotherapists' training to improve interprofessional communication and collabouration for more effective health services that meet the modern needs of British society have been marked out. Project tasks that will ensure the development and implementation of innovative interprofessional clinical bases of learning in the field of health care in Great Britain have been analyzed. The importance of use of positive foreign experience in the preparation of national experts in physiotherapy has been emphasized.
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