Search results

1

Konceptualizace profesionality u vzdělavatelů dospělých

100%

Milana M., Skrypnyk O.

Studia paedagogica

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2012

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issue 1

113-128

CS

Podobně jako v jiných oborech se i ve vzdělávání dospělých stala profesionalita předmětem rychlých socioekonomických změn. Na rozdíl od jiných sfér je však profesionalita u vzdělávání dospělých mnohem složitější pojem s ohledem na obsáhlost tohoto oboru a jeho zvláštní rysy. Tento příspěvek reviduje tradiční modely profesionality z perspektivy profesionality rolí. Hlavním argumentem autorek přitom je, že není na místě konceptualizovat vzdělávání dospělých jako jednu profesi nebo jednu profesní oblast. V oboru vzdělávání dospělých existuje řada povolání, jež tvoří kontinuum. Autorky tvrdí, že profesionalizace v oblasti vzdělávání dospělých by měla být hodnocena ve světle znalostí praktiků o teoriích učení se dospělých, etické epistemologie, která řídí jejich chování, a míry důvěry, které se jim od dospělých učících se dostává, nikoli z pohledu specifických povolání, která vykonávají.

2

WYMIARY PROFESJONALIZMU WSPÓŁCZESNEGO NAUCZYCIELA

100%

Iwona J.

Problemy Profesjologii

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2017

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issue 2

57-68

PL

Celem artykułu jest analiza wymiarów profesjonalizmu współczesnego nauczyciela w kontek-ście specyfiki nauczycielskiej pracy. Przyjęto stanowisko, że profesjonalizm nauczyciela to nie tylko fachowość, ale spełnienie wysokich standardów poznawczych, działaniowych i etycznych. W związku z tym profesjonalizm współczesnego nauczyciela rozpatrzono w trzech wymiarach: 1) wymiar poznawczy, oznaczający kompetencję w zakresie wiedzy nauczyciela; 2) wymiar działaniowy, który jest kompetencją praktyczną nauczyciela; 3) wymiar etyczny, stanowiący o odpowiedniości moralnej nauczyciela. Ta definicyjna droga wyłonienia trzech wymiarów na-uczycielskiego profesjonalizmu została wzbogacona wymiarem czwartym, który współdecyduje o jakości wykonywania zadań: 4) wymiar pasji.

EN

The aim of the article is to analyze the dimensions of the professionalism of the contemporary teacher in the context of the specificity of the teacher's work. It is assumed that the professional-ism of the teacher is not only the competence, but the fulfillment of high cognitive, behavioral and ethical standards. As a result, the professionalism of the modern teacher has been studied in three dimensions: 1) cognitive dimension, meaning competence in the knowledge of the teacher; 2) activity dimension, which is the practical competence of the teacher; 3) ethical dimension, which represents the moral suitability of the teacher. This definitive way to identify the three dimensions of teacher`s professionalism is enriched by the fourth dimension, which co-decides on the quality of making the tasks: 4) dimension of passion.

3

Citizen Journalism jako nowa forma autoekspresji w świecie cyfrowym. Szanse i zagrożenia

100%

Piątek-Belina I.

Biuletyn Edukacji Medialnej

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2014

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issue 2

144-155

EN

Its beginnings journalism was based on the professionalism of people educated in this area. Now, following the technological advances, they have to take into Citizen Journalism account the activity and demands of citizen‑reporters, who are often in the right place at the right time. Citizen journalism has its roots in the Internet. For this reason active and interactive Internet users are no longer passive receivers, but have become creators and critics of information. This development has changed the relationship between the journalist and the reader. The current article synthetically presents different forms of citizen journalism. Although these forms are quite new, they have not avoided numerous critique. Specialists in this area assert that currently disinformation is much more prevalent than opinions of experts. Such situation may lead to a destruction of the whole system of traditional media and at the same time create “culture of digital narcissism, in which we ourselves will become news or information on the Internet”.

4

The New Journalism: an Attempt at the Model Reconstruction

100%

Hofman I.

Polish Political Science Yearbook

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2016

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vol. 45

391–398

EN

An attempt at reconstruction of the New Journalism model results from the observation of the crisis symptoms of journalism as a profession and mission (social responsibility). On the grounds of journalists’ and theoreticians’ statements, it is possible to establish a hierarchy of values of the serious journalism, which a social demand is growing for. The New Journalism is most frequently described as the conscious journalism, which provides spectrum of needs and views of recipients. This type of journalism is committed, independent, functioning in the public sphere, credible, realizing educational role. These attributes pertain to journalism. The paper includes standpoints, for example, of S. Michalczyk, B. Hennessy, P. Mancini, S. Russ–Mohl, S. Bratkowski, R. Kapuściński.

5

ОСНОВНІ ПСИХОЛОГО-ПЕДАГОГІЧНІ ОРІЄНТИРИ ФАХОВОЇ ПІДГОТОВКИ МАЙБУТНІХ ІНЖЕНЕРІВ ЗАЛІЗНИЧНОГО ТРАНСПОРТУ

88%

Сущенко Р.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 6(40)

247-257

EN

The article deals with the training of future railway industry specialists. Based on the analysis of the scientific literature basic psychological and pedagogical targets and their influence on the formation of professionalism of the future railway transport engineers are identified and justified. The requirements for a successful modern railway worker with higher education are submitted, as well as the peculiarities of the training of future specialists at technical universities are detected. We focus on the training of a specialist at the railway university, especially on his great mobility, responsibility and self-activity in mastering modern information and computer technology, successful creative self-realization, adoption to implementation of higher life goals, achievement of high level of aspiration and professional success. The article points out that the best results are achieved by those railway workers who are interested not only in the process of training but also in rapid implementation of their own creative plans, even if they are not very significant for today, but can be very important for professional activity in future. Well-developed personal qualities provide the advantage over the narrow professionalism. The ways to overcome the existing narrow professional education in Ukraine are described. The result of this process has to be a railway specialist whose values, principles and rules of life are formed completely. The system of pedagogical support, which aim is to transform adverse conditions of education (internal and external) on favorable is suggested as the main direction of training of future railway workers to their future professional activity. The process of adaptation of railway workers to the new conditions of the development of railway transport is interpreted by the author as an active device to another, new attitude to the profession, new requirements, customs and traditions; new conditions of life, patterns of behavior, new forms of leisure; as the assimilation of new forms of cultural communication, assessment, means and methods of self-study, as well as the recognition of their personal values, norms and requirements of the new social environment; the possession of new professional activities. Based on the analysis of the problem a general strategy of the formative experiment was worked out. In its format the required basic professional components aimed at the development of true professionalism of each member of the target profile of his future professional life during training at high school were determined.

6

САМОПРЕЗЕНТАЦІЙНА ДІЯЛЬНІСТЬ УЧИТЕЛЯ АНГЛІЙСЬКОЇ МОВИ ЯК ЗАСІБ УДОСКОНАЛЕННЯ ЙОГО ПРОФЕСІОНАЛІЗМУ

88%

Горовенко О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 7(51)

230-238

EN

It should be noted that professional competence of the teacher is explained by the researchers as an individual’s property, which is expressed in the ability to pedagogical activity; unity of theoretical and practical preparedness of teacher to the implementation of pedagogical activity; ability to productively operate, efficiently solve both normal and problematic situations which arise in pedagogical activity. The purpose of the article is a theoretical substantiation of the essence of self-presentation activity of the English teacher, clarifying the main positions of self-presentation. The article substantiates the importance of studying the phenomenon of self-presentation activity of the English teacher; the essence of the concepts of «self-presentation», «form» is clarified. Self-presentation activity of the teacher is the process of managing the impression about oneself that arises from other people, through the collection of attitudes, sent by the teacher himself, through the involvement of mechanisms of social perception associated with the appearance of the teacher, his personality and communicative behavior and speech. The main forms of self-presentation activity of the English teacher (posterpresentation, paper version of the portfolio, electronic version of the portfolio, video, computer presentation) are specified in the article. The means of influence on others in the submission of their brief characteristics, which are required to enhance the professionalism of teachers, are defined. They are positioning, emotionization, verbalization, detailization, visualization, consideration of attention on «useful» information. Self-presentation as a process of realization of the teacher acts as a unique source of information about personality, level of socialization, particularly the formation of all types of mental processes (perception, memory, formation of concepts, problem solving, imagination and logic), personal system of conduct. It is considered that the disclosure of the issues of the development of diagnostic tools of self-presentation activities of English teachers may be a promising direction of further research.

7

Úvahy o profesionalitě vzdělavatelů dospělých

88%

Evans L.

Studia paedagogica

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2012

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issue 1

129-147

CS

Liší se vzdělavatelé dospělých od jiných učitelů? A pokud ano, je to jen na základě kontextu jejich práce, resp. kategorie studentů, které vzdělávají, nebo jde o rozdíl podstatnější? Tento článek se těmito otázkami a problémy zabývá v tom smyslu, že se soustředí na profesionalitu vzdělavatelů dospělých a zkoumá míru, do jaké (pokud vůbec) tu můžeme oprávněně hovořit o rozdílu. Jak si všímá Merriamová, andragogika se stala společným opěrným bodem pro ty, kteří se snaží definovat vzdělávání dospělých jako oddělené od ostatních oblastí vzdělávání. Možná již nastal čas, aby lidé, kteří zkoumají, studují i prakticky vykonávají vzdělávání dospělých, začali bourat překážky, jež je tradičně separují od pracovníků v jiných oblastech vyučování a učení.

8

Foreign Approaches to Determining the Categories of Teachers' Professionalization and Professionalism in the System of Continuing Advanced Training

88%

Postryhach N.

Comparative Professional Pedagogy

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2014

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vol. 4

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issue 4

46-52

EN

In this article we have tried to switch our attention towards the contemporary debates about the teaching profession that are more focused on a recognized reality that the profession is changing due to the development of modern society, with more complex tasks in the system of pedagogic education. Accordingly, we felt it necessary to respond to several issues raised by researchers in this problem field: what skills should teachers possess in a society that is constantly evolving and changing? What are teachers to “know” and “know how to do?” How should they be prepared to practice this profession? What types of theoretical, methodological, professional skills do teachers need to achieve? What are the most appropriate and effective primary training programs for teaching staff? Answers to these questions can only be “the professionalization of teaching career” and, in particular, the development of “professiogram” of the profession. We thought it would be useful to analyze aspects such as professionalism and professionalization, their interrelation and significance. In addition, the professionalization is realized on the basis of standard educational function, which, in its turn, indicates the presence of general and specific skills and abilities needed to realize the teaching profession.

9

Journalists, PR professionals and the practice of paid news in Central and Eastern Europe. An overview

88%

Örnebring H.

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2016

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vol. 9

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issue 1(16)

5-19

10

A walk in the public relations field: Theoretical discussions from a social media and network society perspective

88%

Tampere K.

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2011

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vol. 4

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issue 1(6)

49-61

EN

For public relations officers the last years were momentous. Changes in the surrounding life dictated also changes in the public relations (PR) practice. The birth of a so-called network society was signifi cant not only for different information technology and computer-related professions, but also for communication science, including public relations, from a larger perspective. Talking about public relations we are mostly talking about managing communication and about relations born as a result of the managed communication flow. From a historical perspective communication and relations management means quite often a kind of use of power. At this point the existential question today is — how to manage communication and relations in the new situation — in the society which is guided by social networks where power is not always at the “top” of hierarchy anymore, but is “down” in the networks. Who has power, and who and how will control communication processes in the society of “mass self-communicators” (Castells, 2007), which is designed and created by authors who are writing and expressing their ideas through social media, using their right of speech more than ever and which is no longer easily controlled and managed by others — authorities, press officers, public relations managers, censors, etc.

11

ОСОБЛИВОСТІ ФІЗИЧНОГО ВИХОВАННЯ В УНІВЕРСИТЕТАХ США

75%

Ричкова М.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 4(58)

55-61

EN

The main features of physical education in the system of higher education in the USA are singled out in the article. Also the peculiarities of physical education in the United States are theoretically grounded. American experience in the field of physical education is considered and analyzed. It is noted in the article that American positive experience is an important source for the development of new approaches to physical education and improvement of the existing system of physical education in the universities of Ukraine. It is stressed that over the last forty years physical education in the United States of America took an intensive path of development and reform and currently represents one of the most successful and efficient systems. It is pointed out in the article that physical education, sports and various physical activities of the participants of sports programs help to increase students’ motivation for education and have a positive impact on their success. The article reveals the analysis of the main features in the system of higher education in the USA and enables the identification of characteristic features and helps to identify the positive aspects of physical education and apply this experience in domestic practice. There are the following features of physical education in the United States: a harmonious combination of education and entertainment of students; financial support of physical development of students; well-developed system of elective classes and recreation; commercialization and professionalism of student sport. Analyzing the features of physical education in the United States, one should take into account the fact that the USA has accumulated the vast experience in the field of physical education. Physical education and sport lift the spirit and promote the association of students for various tasks. Sporting successes of students is strongly supported by the community of colleges and universities. Therefore one may come to the conclusion that the studies and positive experience of the United States will contribute to the study of new approaches and ways to improve the existing system of physical education in Ukraine. Therefore, a thorough examination of the issue will help solve the problems, because the modern system of physical education needs to be improved and the introduction of new techniques and approaches.

12

Vzdělání dospělých mezi profesionalizací a profesionalismem

75%

Despotić M.

Studia paedagogica

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2012

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issue 1

75-90

CS

V práci je detailně zkoumána možnost a nutnost profesionalizace vzdělávání dospělých. Analýza ukazuje, že ačkoli je veřejné uznání vzdělávání dospělých a povolání souvisejících se vzděláváním dospělých velmi nízké, ve většině evropských zemí převládá přesvědčení, že pracovníkům ve vzdělávání dospělých jsou zapotřebí určité znalosti, dovednosti a kompetence, které umožňují kvalitní vykonávání práce. Existuje také jasný názor, že způsobilost k práci v oblasti vzdělávání dospělých lze přesně identifikovat, definovat a standardizovat. Příležitosti k získání kompetencí (kvalifikací) na vysokoškolské úrovni však téměř neexistují. Ty jsou obvykle získávány prostřednictvím různých forem neformálního vzdělávání, čímž získávají charakter dodatečných, doplňujících a dílčích kompetencí a kvalifikací. Profesionalizace je tak redukována na profesionalismus, čímž je její původní význam, smysl a účel potlačen a ztracen.

13

PROFESJONALISTA NA NOWE CZASY

75%

Plewka C.

Problemy Profesjologii

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2017

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issue 1

35-45

PL

Nieustanny rozwój większości procesów cywilizacyjnych (w tym: techniki i nowoczesnych technologii wytwarzania, systemów informacji, organizacji pracy itp.) sprawia, że ciągle rosną wymagania formułowane pod adresem osób funkcjonujących w owej cywilizacji. Rośnie zapotrzebowanie na człowieka, nie tylko na takiego, który uzyskał dyplom renomowanej uczelni, ale głównie na takiego, który zdobytą w procesach edukacyjnych wiedzę i umiejętności potrafi należycie spożytkować na użytek własny i swojego otoczenia. Osoba, która ma wysokie kompetencje, potrafi myśleć holistycznie, poszukiwać nowych innowacyjnych rozwiązań i skutecznie je wdrażać w życie realizując ambitne cele, rozumie innych, dba o swój nieustanny rozwój osobowy i zawodowy itd. Słowem jest kompetentnym fachowcem, urzędnikiem, czy menadżerem (określany mianem profesjonalisty) zmierzającym do osiągania profesjonalizmu. Problematyce profesjonalizmu i pożądanym cechom, które winny charakteryzować profesjonalistę poświęcone zostały rozważania zawarte w niniejszym tekście.

EN

Continuous development of the majority civilization processes (including technology and advanced manufacturing technology, information systems, organization of work, etc.) makes a constant grow of demands formulated to the people operating in this civilization. There is a growing demand not only for man, who graduated from prestigious universities but mainly for man, who is able to properly use the knowledge and skills gained in process of learning for their own use and their surrounding areas. A person who is highly competent, can think holistically, looking for new innovative solutions and effectively implement them in life pursuing ambitious goals. A man who understands the other, take care of his continuous personal and professional development etc. In one word he is a competent expert, officer or manager (referred as professional) aimed to achieve professionalism. Issues of professionalism and a desirable feature that should characterize a professional devoted to the considerations contained herein.

14

РІВНІ ПРОФЕСІОНАЛІЗМУ ВИКЛАДАЧА ВИЩОГО НАВЧАЛЬНОГО ЗАКЛАДУ

75%

Васильева-Халатнікова М.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 9(53)

177-186

EN

The problem of research of the levels of professionalism of the teacher of higher educational establishment is examined in the article. Different approachesto defining the levels of professionalism of the teacher of higher educational establishment arerevealed and analyzed. The professionalism of the teacher of higher education institution is not only the achievement of high professional results, but certainly the presence of psychological components – the inner relationship of a person to labor, the state of his mental qualities. Therefore, in the analysis of professionalism there are the two aspects: a) the state of the motivational sphere of professionalism of the teacher of higher education institution (what is the point in his life and professional activity of a teacher, what goals he/she seeks to achieve personally, how he/she is satisfied with his/her activity, motivation to different types of training, etc.); b) the operating status of the sphere of professional activity of the teacher (what techniques are used to reach the goal, what technologies are used, what resources– knowledge, mental operations, ability – are applied). Professionalism of the teacher of higher education institutions includes the following indicators of pedagogical skills: value approach to the design of learning content, interdisciplinary connections and practical significance of each theme; periodic updating of lecture courses and introduction of amendments and additions to the course work, practical tasks; the ability to interest the students, the need for constant search of new information on specific issues; development of special courses, especially for the optional intelligent choice; mapping of material at the lesson with the perspective plan of material study in the whole issue; anticipating possible deviations from the lesson plan and its reorientation in a situation; the ability to define the limits and conditions for the use of educational information, the appropriateness of other options, demonstration applied to each topic and, accordingly, the direction of cognitive activity of students; writing training manuals for some sections of the course or the whole course for which there is a deficiency or absence of the textbooks.

15

Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education

75%

Prince Ololube N., Briggs T., Kpolovie P. J., Uwaoma Ezindu S.

Discourse and Communication for Sustainable Education

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2010

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vol. 1

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issue 2

34-54

EN

This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education centres (ECEC) have no professional early childhood education qualifications and, as a result, are not qualified to effectively carry out their teaching responsibilities. It is hoped that this study can contribute to a deeper understanding of how early childhood education teachers perceive language teaching and consequently assist in the development of teacher education programmes and activities. Teacher training and education courses must play a more active role in informing trainee teachers of the instructional value of communicative approach in the teaching and learning of the English language. This study provides parents, teachers, researchers, the public and those who manage education systems with new data that will help them to answer questions about the failing state of education in Nigeria.

16

Stosunek demokracji do profesjonalizmu jako problem samorządu gminnego w Republice Słowackiej

75%

Palúš I.

Warmińsko-Mazurski Kwartalnik Naukowy, Nauki Społeczne

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2015

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issue 3

89-101

PL

Niniejszy artykuł jest próbą analizy relacji pomiędzy demokracją i profesjonalizmem na gruncie samorządu terytorialnego, ze szczególnym uwzględnieniem zadań i roli gminy. Ponadto artykuł zwraca uwagę na relacje pomiędzy starostą gminy a radą gminnym. Wskazuje na kwestie związane z przesłanką odpowiedniego poziomu wykształcenia oraz profesjonalizmu, jako warunku wykonywania funkcji starosty gminy. W dalszej części Autor przedstawia perspektywę zmian obecnie obowiązującego porządku prawnego w obszarze samorządu terytorialnego na Słowacji w zakresie objętym zaprezentowaną pracą .

EN

This paper attempts to analyze the relation between democracy and professionalism on the level of territorial self-government under particular consideration of the areas of responsibility and the role of the municipality. Moreover, this article discusses the relation between the “Starosta” (Municipal Commissioner) and the municipal council. In particular it focuses on the premise of an adequate level of formal and professional education viz. experience in order to successfully perform the function of Municipal Commissioner. Following, the author discusses the perspectives of pending changes within the presently applicable domestic legal order concerning municipal authorities in Slovakia and the issues presented in this paper.

17

Przygotowanie nauczycieli szkoły podstawowej na poziomie uniwersyteckim: aspekt teoretyczno-praktyczny

75%

Machynska N.

Lubelski Rocznik Pedagogiczny

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2018

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vol. 37

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issue 2

EN

The article describes the features of formation of professional and pedagogical skills of primary school teachers in terms of a higher educational institution. The author gives definitions that reveal the nature of the meaning of the teacher’s pedagogical skills. The elements of professional skills (humanistic orientation, professional competence, pedagogical skills, teaching technique) are analyzed. It is noted that humanistic orientation is one of the most important components of teaching skills in elementary schools. In the article, different values of humanistic orientations were mentioned as well. The peculiarities of the formation in the context of a systematic approach in terms of the educational process of the institution are outlined and the criteria for the formation of the professional skills are named (expediency, performance, effectiveness, optimality and creativity). There were defined key competences that determine the readiness of future students for pedagogical activities, that is, communicative competence, perceptual competence, creativity and optimism, emotional stability and mobility. Additionally, there were demonstrated different concepts of meaning “teaching skills”. Different probabilities and resources of professional training for future teachers (including several levels of studying) were showed in the article. The need to create professional readiness of students as integrative quality and an important factor for future effective educational activities is stressed. The article focuses on professional mobility as an indicator of the efficiency of formation of the professional readiness of students.

PL

W artykule rozpatrzono właściwości kształtowania nawyków zawodowo-pedagogicznych nauczycieli klas podstawowych w szkole wyższej. Autorka proponuje określenia, które ujawniają istotę pedagogicznej działalności nauczyciela, w szczególności: działalności zawodowej, wyszkolenia zawodowego, nawyków pedagogicznych. Ponadto przeanalizowano elementy mistrzostwa zawodowego nauczyciela szkoły podstawowej, takie jak: humanistyczna orientacja, kompetencja zawodowa, nawyki pedagogiczne, metodyka nauczania. Zaznaczono, że humanistyczne kierunki stanowią jeden z najważniejszych składników pedagogicznego mistrzostwa nauczyciela szkoły podstawowej. Autorka wyodrębniła składowe wartości orientacji nauczyciela (poczucie własnej godności, środki pedagogicznego wpływu, osoba ucznia, humanistyczna strategia działalności), określiła też właściwości kształtowania kompetencji zawodowych nauczycieli szkoły podstawowej w kontekście systemowego procesu edukacyjnego uczelni. Podkreślone zostały kluczowe kompetencje, które określają gotowość przyszłych studentów do realizacji działalności pedagogicznej (komunikatywność, percepcja, kreatywność, optymizm, odporność emocjonalna, mobilność).

18

Professional development on the aspect of learning from experience

75%

Tolutienė G.

Journal of Modern Science

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2015

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issue 1(24)

11-26

EN

Th is paper deals with the number of important issues: how to become a professional, able to carry out ones functions competently, and seek for autonomy; what conditions the professionalism; how to improve professionalism in practice and everything. An overview of a professional, the conceptions of the concept of professionalism, the essence of the development of professionalism in practice are examined, the interrelationship between the learning from experience, practice and professional development is reasoned. Key empirical research fi ndings are presented: the approaches of teachers / andragogues who upgrade qualifi cations at Klaipėda University Institute of Continuing Studies, Lithuania, to professional development in practice on the aspect of learning from experience.

19

Zarządzanie czasem a wymiary profesjonalizmu nauczyciela

75%

SAMUJŁO B. A., SAMUJŁO M. A.

Edukacja-Technika-Informatyka

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2019

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vol. 10

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issue 1

23-28

PL

Dobre zarządzanie czasem jest szczególnie ważne w pracy szkoły. W artykule przedstawiono możliwości wykorzystania czasu w kontekście profesjonalizmu nauczycieli oraz badania nad subiektywną percepcją zarządzania czasem w powiązaniu z efektywnością działań i kompetencjami zawodowymi potrzebnymi w zmieniającej się rzeczywistości.

EN

Good time management is especially important at school work. The article presents the possibilities of using time in the context of teachers' professionalism and research on the subjective perception of time management in connection with the effectiveness of activities and professional competences needed in the changing reality.

20

Проφeccυoнaльнo-пeдагогичecкaя культурa yниверситета

63%

Ковалева А. И.

Edukacja Humanistyczna

|

2015

|

issue 2

33-39

XX

Проφeccυoнaльнaя культурa в узарaccмaтривaться как проφeccυoнaльнo-педагогичеськая культура, предствляющая coбoй coвoкупнocтьнoрм u ценностей, соствляющихocнoву oбразовательной деятельности yниверситета. Проφeccυoнaльнo-пeдагогичecкaя культурa есть характеристикака честванепосредстввенной учебной paбoты преподавателя co cтудентами, a тaкже eго проφeccυoнaльнoго и научогоpocта. Проφeccυoнaльнo-пeдагогичecкaя культурa yниверситета напутидинамичного образованя, в paзвuвaня проφeccυoнaльнoй практики.

PL

Profesjonalna kultura w szkole wyższej rozpatrywana jest jako profesjonalno-pedagogiczna kultura, reprezentująca swoiste normy i wartości, w zestawieniu z podstawą edukacyjnej działalności uniwersytetu. Profesjonalno-pedagogiczna kultura posiada charakterystyczne walory w zakresie specyficznej uczelnianej działalności wykładowców ze studentami, a także w sferze naukowego rozwoju. Profesjonalno-pedagogiczna kultura uniwersytetu na drodze dynamicznych zmian w kształceniu, uczestniczy w rozwoju profesjonalnej praktyki.

EN

Professional culture in higher education is considered as and professional and pedagogical culture, representing the specific norms and values, in combination with the base of educational activities of the university. And professional and pedagogical culture has the characteristic qualities in terms of specific activities of the university lecturers with the students, as well as in the sphere of scientific development. And professional and pedagogical culture of the university on the path of dynamic changes in education, participates in the development of professional practice.

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